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THE READING LEAGUE RESPONSE TO CABE WEBINAR THAT ATTEMPTED TO DISCREDIT THE SCIENCE OF READING

SYRACUSE, N.Y., May 13, 2024 /PRNewswire/ — The Reading League (TRL), a nonprofit organization leading the advancement of evidence-aligned reading instruction, has responded to a recent webinar hosted by the California Association for Bilingual Education (CABE).

The webinar, titled "Debunking SoR Neuroscience Claims," targeted and spread false information to educators and education professionals, discrediting evidence derived from the science of reading.

In CABE's April 24 webinar, their speaker, Dr. Steven Strauss, made several misleading claims in an attempt to undermine research by neuroscientists, including world-renowned neuroscientist Stanislas Dehaene.

Dr. Dehaene wrote the following response to the CABE webinar: "What [the speaker] says is so utterly false that it betrays a dramatic lack of knowledge of the scientific literature…for more than 20 years, we and many other researchers have routinely used sentences and texts as stimuli during functional MRI, both written and spoken…shown how written and spoken texts activate extremely similar brain circuits for meaning and used fMRI to dissect the brain circuits for reading at various levels, from single word processing to syntactic and semantic integration."

The Reading League supports Dr. Dehaene's response, which reflects decades of research on how monolingual and multilingual children learn to read.

READ THE FULL PRESS RELEASE

TO SUPPORT THE SCIENCE OF READING, REPLACE DISINFORMATION WITH COLLABORATION

In this article published in Language Magazine, Kari Kurto, National science of reading project director at The Reading League, argues that the science of reading is nonpartisan, and as educators, it is important to remember this to avoid an unhelpful us vs. them mentality. Instead of viewing improving literacy instruction in the US as a dichotomous effort, we strive to bring people in, listen with respect and curiosity, draw upon the knowledge of others, and hear their fears. READ THE ARTICLE

SIPPS READING INTERVENTION SUCCESS IN TEXAS: AN INTERVIEW WITH LITERACY NOW

In this spotlight from the Collaborative Classroom, they feature Texas-based partner Literacy Now. Chief Operating Officer Jacklyn Minimah-Wilson discusses the organization’s use of SIPPS® in their Reading Intervention program, which serves striving readers at 20 schools in Houston and Aldine ISDs. READ THE INTERVIEW

CHANGE-MAKERS MINISERIES

Linda Diamond will be hosting episodes of Learning Ally's newest podcast that features change-makers in the field of literacy, including Kareem Weaver, Michelle Rodriquez, Ameer Baraka, Dr. Elsa Cárdenas-Hagan, and many more! Tune in starting Oct. 24. LISTEN TO THE PODCAST.

DIFFERENTIATION DONE RIGHT: HOW “WALK TO READ” WORKS

In this blog, Margaret Goldberg with Right to Read shares what differentiation can look like when practicing explicit, systematic reading instruction and how it has led to improved student outcomes in the schools she supports. READ THE BLOG.

A NOVEL IDEA: THE HISTORY OF THE SCIENCE OF READING MOVEMENT

Produced by the Iowa Reading Research Center, this eight episode podcast explores the history of the science of reading and literacy instruction in the United States. LISTEN TO THE PODCAST

SIPPS 101

Jessica Jang shares her journey with implementing the reading curriculum Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS). "Once SIPPS was being implemented, I noticed a big shift in my classroom. My students were actually reading! Students who might have slipped through the cracks in previous years were now being taught in differentiated groups. Each child was getting the instruction that they needed." READ THE ARTICLE

THE CENTER FOR READING SCIENCE

The Center for Reading Science supports educators in implementing the science of reading in their classrooms and communities. They provide information and resources to help educators bridge the research-to-practice gap and provide evidence-based practices in preschool through higher education. LEARN MORE.

TEACHER PREP REVIEW: STRENGTHENING ELEMENTARY READING INSTRUCTION

Giving teachers the knowledge and skills they need to teach reading effectively is fundamental for improving life outcomes for all children and reversing historical patterns of inequity. By regularly reviewing the reading coursework provided by nearly 700 elementary teacher preparation programs, the National Council on Teacher Quality (NCTQ) seeks basic evidence that programs are using what is empirically known about how to teach reading — so every child can learn to read. READ THE 2023 TEACHER PREP REVIEW

TEACHER PREP REVIEW: EXEMPLARY RATING FOR TEACHING READING SOURCEBOOK

National Council on Teacher Quality (NCTQ) regularly convenes reading experts — researchers, teacher educators, and experienced elementary educators — to review both textbooks and educational resources, such as journal articles or instructional videos, used by teacher preparation programs in their required reading coursework. These experts examine how well each material aligns with scientifically based reading instruction, a science rooted in 60+ years of research on what makes for the most effective methods to teach young students to read.

The Teaching Reading Sourcebook, co-authored by Linda Diamond, was once again rated Exemplary by NCTQ. READ THE REVIEWS

TEN MAXIMS: WHAT WE’VE LEARNED SO FAR ABOUT HOW CHILDREN LEARN TO READ

Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators, and other experts. These ten maxims, compiled by Reid Lyon with input from Linda Diamond and others, are an attempt to summarize the research in plain language. READ THE MAXIMS

HOW DYSLEXIA DIAGNOSIS CHANGED A BAY AREA HIGH SCHOOL SOFTBALL PLAYER’S LIFE

A long overdue diagnosis of dyslexia in her junior year changed Margaret Malaika Weaver's life. While she excelled on the softball field, she questioned whether she was smart enough to excel in the classroom. Her parents shared their concerns with Margaret's teachers starting in third grade. According to her father, Kareem Weaver who is co-founder of an East Bay organization that promotes reading, “She’s a little Black girl, and the alarm bells don’t go off at the same speed, for whatever reason.” READ THE ARTICLE

EQUITABLE LITERACY FOR ALL STUDENTS RESOLUTION

The California Parent Teacher Association (PTA) has put forth a resolution on behalf of all of California’s students to end inequities in California's education system that have resulted in only 31% of California 4th graders performing at or above the proficient level in reading. READ THE RESOLUTION

CNN: SCHOOLS SWAP READING PROGRAMS AFTER DROP IN LITERACY SCORES

CNN's Athena Jones reports on how schools across the country are responding to 2022 National Assessment of Educational Progress (NAEP) data that show about one in three American fourth-graders cannot read at a basic level of comprehension. WATCH THE VIDEO

THE STATE OF EVIDENCE-BASED LITERACY INSTRUCTION IN CALIFORNIA: A ROUNDTABLE DISCUSSION WITH CA LEADERS

May 10 | 6:30–7:30 p.m. PT

Hosted by the Collaborative Classroom

Tune in for a discussion with literacy leaders, including Linda Diamond, about evidence-based literacy instruction in California. The goal is to galvanize and inspire educators invested in literacy for all. LEARN MORE & REGISTER

SPOTLIGHT ON DYSLEXIA VIRTUAL CONFERENCE

Hosted by Learning Ally | June 7–8, 2023

Join fellow educators and experts in the field of reading and dyslexia for an energizing and informative two-day virtual event. You'll gain insights int the power of appropriate literacy instruction and how the brain learns to read and participate in engaging presentations that will build your knowledge around the science of reading, the dyslexic brain, and strategies, accommodations, and interventions to support students with dyslexia.

Linda Diamond will present an EdTalk, which will be available to conference registrants starting May 31. LEARN MORE & REGISTER

What We Are Learning About Assessing Multilingual Learners
Given the complexity of multilingual reading development, in order to understand the needs of these students, focusing in particular on native Spanish speakers, we need to select equitable assessments to plan effective instruction and determine risk. Learning Objectives: 1) Participants will learn the importance and rationale for assessing word reading in the language taught; 2) Participants will learn why testing vocabulary in English and in Spanish is not as effective as using instead a Spanish-English conceptually scored expressive vocabulary measure.

BEST OF SPOTLIGHT: LITERACY ON REPLAY

This asynchronous event from Learning Ally showcases the best research and insights from top education researchers and experts, including Linda Diamond. This especially curated program features leading authorities on literacy. You'll receive:

Tools, resources, and improved classroom practices you need to help all students learn to read.
Knowledge around the science of reading and the dyslexic brain.
A true community where you will connect, learn, and grow.
Up to 2 CE certificates.

Available on-demand Feb. 10–Dec. 31, 2023. LEARN MORE.

Learning Ally Spotlight series on literacy

BLAME IT ON GUTENBERG

This documentary dives into the evolving science of dyslexia, dueling theories over how to teach reading, and one family's landmark struggle with an unresponsive school system. WATCH NOW

SOLD A STORY PODCAST DISCUSSION GUIDE

This discussion guide, created by educator Margaret Goldberg and Emily Hanford, invites educators, parents, community members and kids to have a conversation about the Sold a Story podcast. REVIEW THE GUIDE

KIDS AREN’T LEARNING TO READ. THIS MOM HAS A SURPRISING SOLUTION.

Naomi Peña’s son Jonah was in first grade when he was diagnosed with dyslexia. It’s the most common learning disability — 20 percent of the U.S. population is dyslexic — but as Peña quickly discovered, getting dyslexic kids help with learning to read in the public school system is extraordinarily difficult. Now, she is part of a growing movement, led by the parents of dyslexic students, to change how all children are taught to read. LISTEN TO THE PODCAST

AFTER “SOLD A STORY” WHAT COMES NEXT?

Recent stories including APM Reports’ Sold a Story podcast and the Courier Journal’s Between the Lines have set the standard for high-quality in-depth coverage about inadequate reading instruction in the U.S. As part of The Grade’s ongoing series about covering reading instruction, they've asked education writers to share some reporting and writing tips that might help beat reporters write about the situation in their coverage areas. READ THE ARTICLE

THE PARENT RESPONSE TO “OPINION: A CALL FOR REJECTING THE NEWEST READING WARS”

700+ parents have signed an open letter to the 58 signers of a recent Letter to the Editor in The Hechinger Report in which they denounced Emily Hanford's latest podcast series, Sold a Story, for telling an incomplete story about reading instruction. The parent letter calls their motives into question: "Parents have sat by and watched for decades while our children have not been successfully taught how to read or write within the American education system, with curriculums that have been written and supported by the signers of the Letter to the Editor for The Hechinger Report." READ THE LETTER

SOLD A STORY: HOW TEACHING KIDS TO READ WENT SO WRONG

There's an idea about how children learn to read that's held sway in schools for more than a generation — even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. LISTEN TO THE PODCAST

TEXTBOOKS: DO WE KNOW WHICH ONES ARE EFFECTIVE?

Wouldn’t it be nice if all teachers had verifiably excellent instructional materials at their disposal and if every school and school district had a reliable guide as to which instructional materials are effective, before adopting — and paying for — such?

Clearly, it would be nice. And it might actually help improve children’s education — were such labeling true and based on evidence. Yet the people who brought you the mediocre Common Core are now engaged in convincing everyone that textbooks, simply by virtue of being aligned with Common Core, are necessarily also “high quality” and “effective.”

PUTTING THE SCIENCE OF READING INTO PRACTICE

This playbook offers expert advice for assessing students for reading difficulties and literacy gaps and addressing those deficits with instruction and interventions grounded in the science of reading. Linda Diamond authored the article What's the Key to Teaching the Science of Reading? Evidence-Based Instruction and Interventions Rely on Valid, Reliable, and Efficient Assessments. DOWNLOAD THE PLAYBOOK

WHAT SCHOOL LEADERS CAN LEARN FROM BLACK & LATINO PARENTS WHOW SHAPED EDUCATION DURING THE PANDEMIC

COVID-19 has been deeply traumatic and disruptive for students and families. But the pandemic also created opportunities for families and community organizations to design their own solutions to educational challenges that existed long before it. School systems can learn from experiments led by Black and Latinx families that revealed new paths to confronting long-standing educational inequities. READ THE ARTICLE

HOW ONE CALIFORNIA ELEMENTARY SCHOOL SEES SUCCESS AFTER OVERHAULING ITS READING PROGRAM

After switching from a reading curriculum that uses a balanced literacy approach to one with greater emphasis on phonics and the use of research-based classroom practices, Nystrom Elementary students in the West Contra Costa Unified School District (CA) have seen “growth across the board” in their reading skills. READ THE ARTICLE

HOW ONE CA DISTRICT INVESTED ITS COVID FUNDS IN LITERACY, BOOSTING STUDENT ACHIEVEMENT — AND MORALE

Lodi Unified's nearly $500,000 investment in teacher training and the SIPPS reading program (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) is boosting literacy test scores. At the beginning of the school year, only 18% of Lockeford Elementary first graders were proficient or advanced in reading. By midyear, 44% were proficient or advanced. Plus, campus climate improved, and students started to do well in other subjects. READ THE ARTICLE

<i>TEACHING READING SOURCEBOOK</i> RESOURCES

TEACHING READING SOURCEBOOK RESOURCES

College instructors can request an exam copy of the acclaimed Teaching Reading Sourcebook, 3rd Edition, and access resources including quizzes, slides and more. K–12 teachers will find professional learning tools, sample materials from the Sourcebook, and links to useful resources. VISIT THE SITE.

SIPPS ACADEMIC INTERVENTION

SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) is a research-based foundational skills program proven to help both new and struggling readers in grades K–12 build skills and confidence for fluent, independent reading.

An independent research study conducted by SEG Measurement found that SIPPS achieves significantly greater growth in reading skills than other literacy interventions students received, as measured by DIBELS®. The study involved 600 first- and second-grade students in Pasco County School District, Florida, who had been identified to receive reading intervention. Read the study.

This winter, Kelly Stuart, President and CEO of Center for the Collaborative Classroom, raised some funds to run their first-ever Teacher Scholarship Program. This enabled teachers to apply for their programs like SIPPS and Being a Reader. They did one social media post on their Facebook page and within 10 days nearly 1,000 teachers applied. They followed up with every teacher and awarded about 400 teachers their curriculum. It is clear there is an enormous need for teachers to have access to research-proven programs like SIPPS.

LEARN MORE ABOUT SIPPS

A MOMENT FOR HUMILITY AND A NEW PATH FORWARD ON READING

In this article published by National Council on Teacher Quality (NCTQ), Kareem Weaver, leader of Full and Complete Reading is a Universal Mandate (FULCRUM), reflects, "This moment in education, however, requires leaders who will publicly position themselves as the best learners, not the best knowers. The sector has to reacquaint itself with the science of reading, unlearn some habits, suspend beliefs, and be vulnerable enough to embrace the inevitable learning curve." READ THE ARTICLE

THE RIGHT TO READ

The Right to Read, a film by Jenny Mackenzie, shares the stories of a courageous activist, a teacher, and two American families who fight to provide our youngest generation with the most foundational indicator of life-long success: the ability to read. WATCH THE TRAILER

THE TRUTH ABOUT READING

Scheduled for release in 2022, the goal of this eye-opening documentary film from Emmy Award-winning director Nick Nanton is to spread the word, not just that illiteracy and sub-literacy in America are having a detrimental affect on our society and economy, but that there are proven and effective solutions already available. LEARN MORE ABOUT THE FILM

TEACHING READING SOURCEBOOK

Co-authored by Linda Diamond and rated by the National Council for Teacher Quality (NCTQ) as an Exemplary textbook, the Sourcebook is a comprehensive reference about reading instruction. It includes both a research-informed knowledge base and practical sample lesson models. GET THE BOOK

THE READING LEAGUE’S TEACHING, READING & LEARNING PODCAST

This podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice and celebrating people in the community who have influenced teaching and literacy to the betterment of children. LISTEN TO THE PODCASTS

CORE’S ON-DEMAND PROFESSIONAL LEARNING WEBINARS

Tap into a wealth of expert advice and insights on the latest issues in teaching and educational leadership. Topics include the science of reading, dyslexia, English learners, mathematics, and equity. WATCH THE WEBINARS

VOCABULARY HANDBOOK

For all educators who are working to improve reading achievement, this handbook provides clear instructional approaches for successfully building students’ vocabulary knowledge — knowledge essential for strong reading comprehension. GET THE BOOK

ASSESSING READING: MULTIPLE MEASURES

This book provides a collection of tests for the comprehensive assessment of skills related to reading. Use them to identify why a student is having reading difficulty, determine what the next step in instruction should be to remediate that difficulty, and monitor progress throughout the course of instruction. GET THE BOOK

THE SCIENCE OF READING: A DEFINING GUIDE

This guide, developed by reading science advocates including Linda Diamond, provides a common, simple definition of the Science of Reading to support true educational transformation that will lead to effective practice and sustainable change. READ THE GUIDE

THE NATIONAL COUNCIL ON TEACHER QUALITY 2020 TEACHER PREP REVIEW

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