Embracing the Science of Reading

These approaches work. They have worked in schools and classrooms throughout the nation for generations. They can produce the most extraordinary results in student learning and make those results ordinary, expected, and predictable. The evidence about how students learn to read bears this out. Our struggle remains in that far too few classrooms are using these approaches and far too few education schools are preparing teacher candidates in science. This research only needs to be put to work to provide every child with a good start in reading.

From Eduflack’s latest from The Faculty, Using the Science of Reading as a Roadmap to Student Success

Come Back, NAEP, Come Back!

As learning gaps grow and we wonder about those students who are being denied a qualify education (whether because of Covid or other reasons), we should be doing all we can to measure learning and understand where we fall short. That means measuring student progress, no matter how ugly.

We discuss the issue and how eliminating another year of student assessment is the the wrong answer over at BAM Radio Network.

Two Years Without Standardized Testing? Why It Matters

Yes, America, We Are Suffering from Learning Loss

How do we make up the “lag” for special education students, struggling learners who have experienced years of growing lags that were only being addressed by IEPs and 504s that took years to win? How is the latest lag addressed as school districts suspend many of those IDEA-protected rights because of virtual school, the very rights fought for because of school district failures to address other learning losses?

How do we make up the learning “lag” for English language learners who are now isolated in a plastic bubble in the classroom or in their own kitchens at home? How do we make it up for the 14 percent of k-12 students who do not have internet access at home? Or for those who lack the hardware to join virtual classes? Or even for those who lack the motivation to study in a virtual or hybrid environment when social engagement and interaction is essential to their academic development?

From dear ol’ Eduflack’s latest for Project Forever Free (which has been reposted on New Jersey Left Behind.

The full piece can be found here: https://projectforeverfree.org/call-it-like-it-is-we-are-experiencing-learning-loss/

No, Public Education is Not Equal

A recent survey has provided yet another “duh” moment, as the majority of Americans say the know public education is “unequal” in the United States. Yes, we know not all children have access to a high-quality public education. The question we should all be asking is what we can and should do to remedy it.

I explore the topic on the BAM Radio Network.

Give it a listen at https://www.bamradionetwork.com/track/are-we-really-committed-to-equal-education/

No, “Balanced Literacy” Doesn’t Work

“No, we don’t need to rebalance balanced literacy. Whole language was discredited because it didn’t work. It was a philosophy, an approach, to literacy that lacked a proven curriculum that actually taught kids to read. Rebranding it as balanced literacy may have ensured sales and boosted the number of school districts enrolling their teachers in workshops, but it has similarly done nothing to teach kids to read. Balanced literacy needs to be cast aside, not rebalanced.

“With all we know about research and cognitive science, with all of the data we now hold on effective teaching and learning, with what we know about learning disabilities and English language learning, it borders on educational malpractice if we are focusing classroom instruction on approaches that lack evidence. Too much is at stake – for both our learners and our society – to waste our time and instructional dollars on snake oil and well-intentioned, yet unsuccessful, philosophies or beliefs.”

From Eduflack’s latest for Project Forever Free, Lucy, We Told You So

Don’t Call It a Gap Year

In dear ol’ Eduflack’s community, too many parents are willing to write off the 2020-21 school year already, wanting to dub it a gap year and pleading with parents and educators not to expect too much from our learners in such uncertain times.

Writing of the year a few weeks in is essentially educational malpractice. And it reeks of privilege. For every student who is struggling to read, for every ELL student, for every special education learner, a gap year is a lost year … and a year that will never be made up later.

We can’t, and shouldn’t, write off any school year or any school children. I explain why on the latest episode of TrumpEd over at the BAM! Radio Network. Give it a listen here.

When It Comes To History, Let’s Go To The Video Tape

Yes, we need to improve the teaching and learning of history. If we are sincere about it, we not only need to take new approaches, but we need to make sure those approaches -like video – align with student interests and preferences.

On the latest episode of TrumpEd on the BAM! Radio Network, I explore exactly what that means and why it is so important. Give it a listen!

Of Reading Proficiency and Civil Rights

“Literacy is an educational right. Every learner needs to be reading at grade level by fourth grade. The science is clear on how to best teach young children to read. Our educators and the teacher education programs that prepare them must adapt and transform to embrace both these obligations and the science on effective instruction.”

From dear ol’ Eduflack’s latest commentary on Project Forever Free, detailing the latest court ruling declaring Detroit students are constitutionally guaranteed a basic education, including literacy.

Give it a read! And give Project Forever Free a follow.

It’s Time for Reading Rights

“Producing a strong research study that collects dust on the shelf can hardly win the day. For generations now, we have fought ideological skirmishes over literacy instruction, watching the pendulum swing as classroom educators simply waited it out until the latest “hot” thing lost favor and classrooms returned to what they were previously doing. If we truly want to declare a reading victory and tout our collective instructional successes, we need to commit to some basic truths.”

From Eduflack’s latest for The 74 Million

No, We Don’t Have Equity. But This Could Start the Discussion.

We shouldn’t fool ourselves into thinking that the institution of virtual education in response to the coronavirus epidemic means we now have equitable k12 education. But if we are fortunate, it just might force a very real discussion of how we start working toward equity in teaching, learning, and access.

How? We explore the topic on the most recent episode of TrumpEd on the BAM Radio Network. Give it a listen here.

Equity, Access and Online Learning, Oh My!