Literacy Leadership Blog

News and reflections from experts and practitioners on the latest literacy research, events and daily practice

K-12 | Read to Achieve

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Welcome to Learning Ally's blog. You've come to the right place if you are an innovative teacher who wants to transform more struggling readers into grade-level achievers.


Text-Based Vocabulary Instruction: A Conversation with Dr. Molly Ness
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May 14, 2022 by User

 

“When we teach students new vocabulary words that are text-based, we yield better understanding and retention of the words than when we teach words in isolation,” says Dr. Molly Ness, Learning Ally’s Vice President of Academic Content.

Vocabulary building is one of the many goals of early literacy instruction. Just as being able to decode words in a text is an indispensable skill, understanding what those words mean is also a necessary component of reading comprehension. Research shows that explicitly teaching word meanings in the context of authentic texts leads to better word acquisition.

“When students encounter new vocabulary words through text, they have authentic reasons to learn those words and see how they are immediately applied to genuine learning experiences – as opposed to merely memorizing words that randomly appear in a contrived list,” Dr. Ness explains. “Text-based vocabulary instruction shows students that their learning has immediate relevance and application.”

Excite Reading™, Learning Ally’s new supplemental early literacy program, provides the tools that teachers need to help their pre-K through second-grade students build word knowledge. “Because vocabulary plays such an integral role in comprehension, we purposefully provide explicit instruction on meaningful vocabulary words that students encounter in a text,” Dr. Ness says. “Excite Reading intentionally focuses on words that are connected to students' background knowledge, meaningful for reading and writing development, and relevant to students' everyday lives (and therefore likely to be used).”

The corresponding book guides that accompany Excite Reading’s library of human-read e-books offer text-based vocabulary lists, discussion prompts, and extension activities that give students multiple opportunities to hear, speak, read, and write the new words. “We provide vocabulary activities that ensure students receive sufficient exposure to new words, with engaging opportunities to try out these words themselves, and real ways to connect new vocabulary to their story understandings,” Dr. Ness says. “This is the foundation of effective vocabulary instruction, as it results in more retention and transfer of new words than memorizing lists of words in isolation.”

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Learning Ally Presents Annual Spotlight on Dyslexia 2022 - Professional Learning Event Supports Educators as Literacy Leaders
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May 11, 2022 by User

For Immediate Release

May 11, 2022 - Princeton, NJ – Learning Ally, a national nonprofit and leading literacy education solutions provider, has announced its annual Spotlight on Dyslexia virtual conference. The two-day event will take place June 9th and 10th, 2022. It is designed for educators who want to deliver transformational change in student literacy outcomes in their districts, schools, and classrooms. 

Learning Ally hosts the conference with top literacy education thought leaders and scientists who share the latest research, resources, and techniques to improve reading achievement in schools. Now in its seventh year, Spotlight on Dyslexia is one of the largest professional learning events in the United States. The organization hosts several virtual educational events throughout the year to improve instructional knowledge on Whole Child Literacy™, Early Literacy, Diversity, Equity and Inclusion, Dyslexia, the Science of Reading, and Literacy Leadership. 

"By the fourth grade, an estimated 65% of children are reading below proficiency, and one in five has a learning disability," said Lee Peters, Learning Ally's Chief Operating Officer. "Educators who attend our Spotlight Learning Series and ongoing professional learning programming gain the knowledge necessary to begin the journey of becoming literacy leaders. They are equipped with essential instructional knowledge and new skills that help them drive higher reading outcomes. They are champions in their schools and districts. They lead the charge to close the achievement gap and to ensure more equitable learning opportunities; especially, among students from disadvantaged communities."  

In the Spotlight on Dyslexia, attendees will interact with colleagues using 1:1 video chat technology and listen and learn from 23 literacy experts on a secure platform. This year's speakers include:

  • Ameer Baraka - a renowned actor who will discuss how his own challenges with dyslexia almost took his freedom, and how learning disabilities impact the school-to-prison pipeline; 

  • Monica Genta - educator, author, and Ted Talk speaker who will present a raw and relevant look at trends happening in schools; and, 

  • DeJunne’ Clark Jackson - CALT and President of The Reading League Louisiana, who will discuss her work with general education and special education students to accelerate reading progress. 

Key learning takeaways for attendees include: 

  • The latest research on dyslexia and the neuroscience of how we learn. 

  • How to customize instruction through an understanding of the Science of Reading.

  • Daily instructional best practices based on foundational reading knowledge. 

  • Accommodations, interventions, remediation, and social-emotional supports. 

  • How to strengthen learning confidence with a "student-centered" whole-child literacy approach.

  • Actionable plans to ensure equity in learning, especially for diverse student populations.

This year's Spotlight on Dyslexia event will celebrate educators receiving Learning Ally's 2022 National Achievement Awards. The annual awards program recognizes exemplary educators using audiobooks to “level the playing field” for students with reading challenges. 

The organization will also name the 2022 teachers and students winning the 2022 Great Reading Games. This rewards-based reading challenge sparks the joy of reading, to increase reading habits, and strengthen fundamental reading skills in comprehension, vocabulary, and fluency. 

Spotlight on Dyslexia is live and on-demand through December 2022. Educators can earn up to 20 certified education certificates approved by ALTA (Academics Language and Therapy Association).

Registration is now open with group discounts available. Call 800-221-4792. 

About Learning Ally   

Learning Ally is a leading education nonprofit dedicated to empowering educators with proven solutions that help new and struggling learners reach their potential. Our range of literacy-focused offerings for students in Pre-K to 12th grade and catalog of professional learning allows us to support more than 1.6 million students and 260,000 educators across the United States. 

The Learning Ally Audiobook Solution, a seven-time award-winning supplemental reading resource, ensures students in grades 3-12 receive equitable access to curriculum, literature, and popular titles they want and need to read for school. It is proven to double the rate of reading growth and designed to turn struggling readers into engaged learners.

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Diversity, Equity, and Inclusion - "Belonging" in Literacy Education
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May 9, 2022 by User

According to a National Center for Education Statistics study, 

“A teacher's expectations impact student success even
more than a student's own motivation."

Change is Necessary  

A lack of literacy impacts so many children, especially children of color where an alarming 82% of fourth-graders are not reading at grade level (NAEP Report Card: Reading). The inability to read well affects our academic potential, physical health, mental health, economic status, and so many life conditions. How can we transform reading instruction and put into place structures and processes for a systemic shift? Who can help smash the literacy divide? 

Learning Ally Literacy Thought LeadersPhoto of Dr. Sherril English sitting in a library of books.

Dr. Sherril English, Clinical Associate Professor, Department of Teaching & Learning, Southern Methodist University of North Texas, shared her expertise in developing educators' professional knowledge of diversity, equity, and inclusion. 

In this blog, Dr. English examines the concept of “belonging,” and the foundational importance of literacy in achieving equity in disadvantaged populations. View her full presentation on-demand to grow your thought leadership. Plus, hear classroom practical strategies in DEI from Dr. Miriam Ortiz, an educator and researcher, and Telissha Wesson, a teacher practitioner. 

Growing a Teacher Force in DEI

Literacy is an iterative process. It requires teachers who are knowledgeable in the science of reading, ongoing professional development, DEI training, and individuals who will 'lean into' the discomfort of their beliefs. Dr. English encourages us to recognize our internal biases, and says, "DEI may require schools to grow their own teaching force. Many schools are moving forward now to make that happen.” 

Tapping Cultural Wealth

For students to "be" learners, they must "see" themselves as learners. “They are not blank slates when they come to class,” says Dr. English. “They bring experiences -- good and bad. They have unique knowledge, skills, and abilities learned from their communities - often referred to as "cultural wealth."  

Helping students make the connection and feel like they belong is not easy. We have to commit to knowing who our students truly are. What are their backgrounds? What racial stereotypes surround them? What experiences do they bring to the learning process? How do they view the world and their own potential? Is there trauma? Cultural wealth may not fit the "norm," but acknowledging each student’s "funds of knowledge" is extremely beneficial for learning. Dr. English recommends storytelling as a  common form of communication students of color and Latinos use for critical reflection. 

Representation Matters

In addition to storytelling, authentic literacy experiences will engage students in rich discussions and activities. “Use culturally-relevant books,” she adds. "Oral language is important for students to say what they believe in their own voice. They need to see themselves in stories, so fill your class libraries with diverse stories that reflect their backgrounds and cultures. Give students affirmations about their potential and a sense of belonging. Encourage them to be independent thinkers.  

 

Checking Beliefs at the Door 

To gain a sense of themselves in the global world, students need more opportunities to read, write, discuss, and identify themselves through literature. If you use culturally-responsive pedagogy and disciplinary literacy in your schools and classes,  and recheck your assumptions at the door, you will transform reading achievement.  

Attacking the literacy problem isn't easy, but we can do it together with a new understanding about how we learn, social and emotional considerations, DEI training, and language-based instruction in the science of reading. And don’t forget daily reading practice! 

Gone are the days of thinking that boys are better at STEM than girls or sending struggling readers out of the general education classroom due to low reading ability. Focus on word comprehension, cognitive processes, and executive functioning skills.. Understand their cultural wealth because a sense of belonging will last a lifetime. 

If you want to grow DEI in your schools, Dr. English references the Texas Comprehensive Center and AIR resource that offers summary reports to create a DEI mission. 

Literacy-For-All 

Are you ready to become a literacy leader? Register now for Learning Ally’s Spotlight on Dyslexia June 9-10, 2022. This event is tailored for you! Network with literacy experts, grow your knowledge, and improve “Literacy-for-All” learners.

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Teacher Appreciation Every Day! Reframing the "I'm Just a Teacher" Mentality
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May 3, 2022 by User

At Learning Ally, we appreciate teachers...not just today, but every day. 

Teachers work exceptionally hard to meet our students' academic and social-emotional needs. Many in our society still view teachers as "just a teacher," and too often, we hear, "I'm just a teacher," from teachers. We want to reframe this thinking, and dedicate this blog to the awesome teachers who serve our nation. Image of

Power in Four-Letters

An article in Psychology Today, "Just, a Four Letter Word to Use Cautiously," suggests the word "just" has a  strong meaning. See how often you use it in conversation to direct, even commandeer people’s attention. It’s fake objectivity, as though you are "just" calling a spade a spade -- rather than voicing an opinion. It’s a gambit to stop debate, to get people to adopt your opinion and "just" be done with whatever is occurring. Using "just" in a sentence is making a point, like the phrase, "I'm just a teacher." 

As a Matter of Fact

An estimated 55% of our nation’s teachers are thinking about leaving the profession? “Just” who will take over this monumental responsibility? Without teachers, where would we be? Teachers are facilitators, mentors, and lifelong learners. They are influencers. They connect us to knowledge. They uncover our passions and nurture our hopes. They help us discover talents. They guide us, mend us, and meld our future selves. They raise us up, and do big things for children, our communities, and our society. 

Appreciate Teachers Not "Just" Today, But Every Day 

Teaching is hard work. A typical teacher works "just" about 54 hours a week, with "just" under half of that time devoted to directly instructing students. When someone says, "Teachers are "just" teachers," reframe their mental view. Don’t buy into the story you have heard like,  "Teachers teach to have the summers off, or teachers are failing our kids, or teachers aren't good at other professions.”  Hogwash! Through these falsities, wonderful teachers believe that they "just" aren't good enough at what they do and carry that mentality with them. 

The Winston School of Education and Social Policy at Merrimack College recently commissioned The EdWeek Research Center to take a nationally representative survey of 1300 teachers. What did they find? Teacher dissatisfaction is at an all-time high. Heavier workloads are in part to blame. Add to that, the calls, emails, extracurricular activities, grading papers, the Pandemic, gun violence, increasing tensions about what they teach, where they teach, and how they teach, and varying degrees of parental involvement, it is no wonder why so many teachers believe they are "just a teacher." 

Dear Teachers

We need you. We care about you. We know you were destined to be a teacher. You have passion for children. You are committed to learning and knowledge. You hold a profound responsibility in your hands. We know! Take back your power. You are a leader, a vision caster. Guard your worthiness. Your impact is long and will not be forgotten.

Flip the Word 

Teachers are more than "just enough." Instead of "just," let’s say "justified," or "just the beginning," or" just in time." Encourage everyone, especially teachers, to think and say positive affirmations about the teaching profession. When teachers feel regarded, heard and cared for, they stay in their jobs. They give back to society. They care for our children and keep them safe. 

“Just like that," as more teachers feel appreciated, they wonder, they reflect, they are curious and eager to transform learning. They shine like the stars they are. No matter how many voices, movies, and media project faulty assumptions to describe teaching, it is not inferior. Teachers deserve our respect, better pay for sure, opportunities for professional development, and much more appreciation. “Just make it so!”

Join the Literacy Leader Movement

You can view this edwebinar, "How to Stop "I'm Just a Teacher Mentality that Fuels Burnout, presented by Dr. Terrie Noland, and join Learning Ally's educator community, where you will always know your worth. Your voice will always be heard, and you will be a part of a collective movement to transform literacy in your students. Become a literacy leader with us!

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Principals’ Impact on Changing Practices is Immeasurable
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May 1, 2022 by User

By Linda Diamond, founder and former president of Consortium on Reaching Excellence in Education 

While much attention has been focused on preparing teachers to implement effective reading instruction grounded in the science of reading, school administrators have too often been neglected, despite research that shows principals play a crucial role in improving outcomes.  

In 2004, the Wallace Foundation published its report, How Leadership Influences Student Learning, which identified principals as second only to teachers in the impact on student learning.  Then in 2019, the Wallace Foundation commissioned a new review, How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research (2021).  This newer report, using data from six longitudinal studies, found that the impact of principals was even greater than first reported and equal to that of teachers. Astonishingly, the newer study, collecting data from more than 22,000 principals in four states and two urban districts, found significant effects based on increases in principal effectiveness.  Specifically, the study found “a 1 standard deviation increase in principal effectiveness increases the typical student’s achievement by 0.13 standard deviations in math and 0.09 standard deviations in reading.” 

The Wallace report identified several skills and processes effective principals have. Key to leveraging school improvement are three sets of foundational skills: skills to support instruction; expertise to manage and develop people, and skills in organizational management. The study findings that focused on principals’ instructional skills identified these areas of needed expertise:

  1. Knowledge of high-quality instruction and materials to effectively observe and evaluate teachers, including distinguishing high from low-quality pedagogical practices

  2. Ability to provide constructive, timely, and actionable feedback in a motivational and supportive way

  3. Recognition of and selection of high-impact professional development opportunities that align with school goals

  4. Understanding of how to effectively use data to monitor and improve instruction by making good decisions and then taking action (Hitt et al. 2018, Elfers and Stritikus 2014; Shin, Slater, and Backhoff 2013).

Clear Implications in Principals’ Role 

Given the report commissioned by the Wallace Foundation, we have clear implications for the principal’s role in implementing reading instruction aligned to the science of reading. 

First, a principal who is knowledgeable about what constitutes the science of reading and what instructional practices are aligned to the science will have greater impact in observing, evaluating, providing feedback, and motivating teachers to move from ineffective and unproven practices to those that are supported by research. 

To remain knowledgeable, effective principals must themselves be constantly learning by reading and studying reliable and valid research. These principals will also develop a coaching system to support teachers as they refine their reading and literacy practices and use new materials. They will establish and participate with their teachers in PLCs to discuss instruction, student learning, and important research articles. 

Second, a principal who is knowledgeable about the research will be better able to guide the selection of curriculum materials that also align to the scientific evidence. These knowledgeable principals will understand what professional development opportunities to organize for their teachers and how to recognize professional development that is contrary to the research and the school’s goals.  

Finally, effective and knowledgeable principals will know what assessments are valid and reliable for monitoring student progress in reading, and will know how to make use of data during PLCs and grade level meetings to identify students needing targeted and intensified instruction and teachers benefiting from more individualized coaching. 

Summary - Principals Lead the Way

Principals must lead the way to ensure all children become readers and writers if our nation is to achieve equitable outcomes once and for all. As principals move teachers to implement instruction and materials that align to the science of reading, they will also need excellent interpersonal skills to assist teachers who are asked to let go of practices they believed in but were not necessarily resulting in positive student outcomes.  This means the principal needs to be mindful of the psychological and emotional impact of change on already overburdened teachers, especially as a result of the pandemic.  Empathy must be a quality principals cultivate. As the most recent Science of Reading Defining Guide, published by the Reading League states, “Our children are worth the labor of pressing through the unknown, holding challenging conversations with high expectations, and even failing forward while building expertise (The Reading League [TRL], 2022).”  

Stritikus, T. (2014). How school and district leaders support classroom teachers’ work with English language learners. Educational Administration Quarterly, 50(2), 305-344; Shin, S. H., Slater, C. L., & Backhoff, E. (2013). Principal perceptions and student achievement in reading in Korea, Mexico, and the United States: Educational leadership, school autonomy, and use of test results. Educational Administration Quarterly, 49(3), 489-527

About Linda Diamond

Linda Diamond, author of Teaching Reading Sourcebook and Assessing Reading: Multiple Measures, the founder and former president of Consortium on Reaching Excellence in Education (CORE), a professional learning organization that serves schools, districts, and state agencies to improve literacy and math achievement, says, "If we start with the understanding grounded in the work of Gough and Tunmer, then add the Reading Rope by Dr. Hollis Scarborough, and articulated most recently in the whatisthescienceofreading.org "Defining Guide," we have a great deal of clarity about what is essential."


 

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