News and reflections from experts and practitioners on the latest literacy research, events and daily practice
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.
January 26, 2024 by User
We’re betting on 2024 to be the year of the Literacy Leader, and that every educator will take up the challenge. To ensure all learners become skilled readers, we must gain new knowledge and then apply that knowledge to transform literacy in our schools. Here is a recap of the 10 most-read articles from 2023 by literacy experts who want you to succeed in this mission:
New brain imaging and modeling studies paint a detailed picture of how the ventral visual cortex and associated language areas in the brain become attuned to reading. Stanislas Dehaene, renowned Cognitive Neuroscientist, reveals his Center’s research on how our brains are wired for spoken language at birth.
Grounded in the Science of Reading, Scarborough’s Reading Rope is an infographic that depicts literacy success as a braided combination of many sub-skills. Laura Stewart, Chief Academic Officer at 95 Percent Group, discusses 7 strategies based on this principle for essential skill building.
Dr. Doris Baker, Associate Professor in the Department of Special Education and Department of Curriculum and Instruction at the University of Texas-Austin shares her research on developing and testing interventions and assessments to improve academic outcomes for bilingual students.
The science of reading isn’t just about phonics, but phonics must be explicitly taught to ensure that the child can build on their knowledge agency through literature-rich interactive reading experiences, text-based vocabulary, and background information. Constrained skills must be taught early to initiate our brains’ ability to process information. Examples of constrained skills are the alphabet, concepts about print, high-frequency word lists, and how to write our names.
Reading practice is essential to develop fluency, but the number of hours needed as well as the quality and type of practice, may vary depending on a student’s individual needs. Literacy experts Jennifer Ferlito, Sheryl Ferlito, and Nancy Chapel Eberhardt discuss their research and strategies to create more meaningful reading practice experiences.
As text becomes increasingly more complex, fourth grade is a time of “high stakes” for many middle and upper-grade English Language Learners. Educators must remain mindful of how explicit reading instruction may still be necessary for some students. Dr. Peggy Semingson, Associate Professor in the Department of Linguistics and TESOL at The University of Texas at Arlington teaches practitioner-focused courses in TESOL (Teachers of English to Speakers of Other Languages) and takes us on a learning journey and a look at the big picture.
Jean Rishel, a Level 5 Master Instructor for Multi-Sensory Education Institute (IMSE), discusses how the English language is structured and the fundamental rules to English words that, when understood, can help struggling readers unlock their reading comprehension skills more effectively.
Reading is not a default mode in our brains, especially for students with learning difficulties. Dr. Tim Odegard, Professor of Psychology at Middle Tennessee State University, leads the efforts of the Tennessee Center for the Study and Treatment of Dyslexia and discusses the characteristics of dyslexia and how language development and written language development are symbiotic and relational.
Studies show that a combination of online professional learning workshops and collaborative communities of practice with coaching are essential to improve instructional delivery and teacher retention, and 20% more likely to increase student achievement. Learn how you can quickly become knowledgeable about applying best practices on the Science of Reading and brain-based learning into your instruction now.
What does it take to be a literacy leader in schools? Dr. Terrie Noland discusses the heart, mind, soul, and spirit of educators that all play a role in becoming a literacy leader.
Bonus Listen & Learn:
Check out our new podcast Literacy Change-Makers Miniseries.
Listeners can expect hard-hitting questions, in-depth conversations, and the emergence of new leadership paradigms as they embark on this enlightening journey alongside these influential change-makers. This miniseries promises to be a valuable resource for educators, policymakers, parents, and anyone passionate about advancing literacy and education in our society.
Learning Ally offers professional learning events and programming to cultivate a deep understanding of how we learn, with an emphasis on whole child literacy and language comprehension.
Our philosophy combines the application of evidence-based reading instruction (think Scarborough’s Reading Rope), layered with brain-based learning, and social and emotional well-being to include consideration of a child’s cognitive abilities, school-home environment, and perception of themselves as learners.
Categories: Brain Based Learning, Curriculum & Access, dyslexia, Early Literacy, Education & Teaching, Educators, English Language Learners, Learning Disabilities, Professional Development, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices
January 17, 2024 by User
For Immediate Release:
January 17, 2024 - Princeton, NJ – Learning Ally, a national nonprofit working with more than 615,000 U.S. educators to improve reading proficiency, has won four Excellence in Equity Awards from the American Consortium for Equity in Education.
The ACE-ed awards program honors K-12 changemakers (companies, nonprofits, leaders, and educators) whose efforts, products, and services contribute to the critical goal of ensuring access and equity for every student in the nation.
Ross Romano, advisor to ACE-ed, and program chair of the Excellence in Equity Awards, said, “Working in close collaboration with teachers and administrators, these companies and individuals innovate tirelessly in pursuit of equitable outcomes for all learners.”
Learning Ally celebrates 75 years of service supporting students in PreK-12 and higher education who require accessible educational books to read on grade level and study independently. The nonprofit was selected in these Excellence in Equity categories:
The organization was also named a 2023 finalist for Nonprofit of the Year and Leader of the Year, recognizing CEO Andrew Friedman, and for the flagship Learning Ally Audiobook Solution, proven to double the rate of reading growth in only 50 days..
Over 2.3 million students, including those with dyslexia and vision impairments, receive equitable access to Learning Ally’s Audiobook Solution to learn at the same pace as peers regardless of economic status or learning difference. The digital library offers 24/7 access to human-read audiobooks including K-12 curriculum and textbooks, literature, and popular titles. Students also participate in pre-organized virtual reading events to support teachers’ efforts to engage, motivate, and inspire students to read all year long.
Learning Ally CEO, Andrew Friedman said, “I extend my gratitude to the American Consortium for Equity in Education for recognizing Learning Ally. I am honored to receive these awards, and lead an organization doing important work in partnership with administrators and educators prioritizing a “Literacy For All” mission. Together, we can ensure every struggling reader receives equitable access to literacy and learning, to achieve their fullest potential.”
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 2.3 million students and 615,000 educators across the United States.
Categories: Awards, Education & Teaching, In the news, Press Releases, Professional Development, Reading Strategies for K-12, Student Centric Learning, The Digital Age
December 15, 2023 by User
Each year when school begins, educators must quickly assess new students to understand how best to support their reading and learning process. Getting students access to text is difficult enough, but getting them to read at acceptable rates to grow academically is a bigger challenge.
At Learning Ally, we are fortunate to partner with so many dedicated educators across our nation who understand the importance of integrating our Audiobook Solution with fidelity into their regular instructional practice. For this accomplishment, we are thrilled to recognize those educators awarded with our 2023 Literacy Leadership status for providing accessible educational books and literature that have enabled more students to increase their academic growth and reach their reading goals.
What is fidelity of implementation?
To achieve Literacy Leadership status, during the school year at least 20% of students at each school are reading and at least half were reading to success, i.e. (reading 30 days or more with Learning Ally). Our studies show that when students read with fidelity, they can double their rate of reading growth. With this accomplishment, these literacy leading educators have made it possible for their students to improve reading outcomes on measures of academic achievement, experience greater self-confidence in their learning process, and benefit from social emotional outcomes, like understanding and keeping pace with classmates, classwork and class discussions.
For this important accomplishment, please join Learning Ally in congratulating these outstanding educators who have agreed to be recognized in this blog:
Sally
Garza
LAWRENCE UPPER SCHOOL
Daniel
Postel
WASHINGTON ELEMENTARY SCHOOL
Jennifer
Roscoe
THE JONES-GORDON SCHOOL
Amanda
Huza
EQUALITY CHARTER MIDDLE SCHOOL
Julia
Atkinson-Johnson
WHITNEY E HOUSTON ACADEMY
Kami
Ballard
KIOWA CO ELEM MIDDLE SCHOOL
Center
School
CENTER SCHOOL
Tiffany
Johnson
TENSAS ELEMENTARY SCHOOL
Monique
Chargois
ERNEST GALLET ELEMENTARY SCHOOL
Caitlin
Derbyshire
FATHER VINCENT CAPODANNO CATHOLIC ACADEMY
Apollonia
Robinson-Dingle
SHEILA Y OLIVER ACADEMY
Nicole
Minniear
UNION CITY ELEMENTARY SCHOOL
Cara
Vilardi
BRADLEY BEACH ELEM SCHOOL
Elizabeth
Patterson
THE FLETCHER SCHOOL
Christina
Jaquez
HIGH POINT SCHOOL OF BERGEN CO
Caryn
Snyder
KENT CITY ELEMENTARY SCHOOL
Fusilier
CARENCRO MIDDLE SCHOOL
Marie
Dembowski
COMMUNITY HIGH SCHOOL
Andrea
Ellis
ACLD TILLOTSON SCHOOL
Priscilla
Swanson
SHERRY AND PAUL HAMM EL (199901116)
Callie
Gundlach
MINERAL POINT MIDDLE HIGH SCHOOL
Kathy
Gifford
DORA SCHOOL
Katy
Piper
PRAIRIE TRAIL ELEMENTARY
Ashlee
Knack
VIRGINIA REINHARDT ELEM SCHOOL
Katherine
Field
LEAWOOD ELEMENTARY SCHOOL
Jaclyn
Malloy
Magleby
PLACER ELEMENTARY SCHOOL
Tabatha
Kirby
MARJORY VICKERY ELEMENTARY
Helena
Elmo
WILSON ELEMENTARY SCHOOL
Lindsay
Bock
WINSTON SCHOOL
Jasmine
Gauthier
JUDICE MIDDLE SCHOOL
Sarah
Landry
BREAUX BRIDGE PRIMARY SCHOOL
Here is a complete list of U.S. schools who have achieved Learning Ally's Literacy Leadership status.
Learn more about how your school or district can double the rate of reading growth for your struggling readers.
Categories: Educators, General, In the news, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices
December 4, 2023 by User
“Building early reading comprehension skills in early learners is complicated,” shared Natalie Wexler at Learning Ally’s 2023 Spotlight on Dyslexia. Wexler is the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (Avery 2019), and co-author of, The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (Jossey-Bass 2017).
In her session, Wexler discusses significant ramifications for K-12 decision makers and teachers about the science of reading, and how struggling readers learn to read, especially those with learning challenges, like dyslexia. She began her presentation by questioning whether our American Education System’s approach to early reading comprehension is backed by science?
“Science tells us that if we want students with dyslexia to become fully literate, we must change both foundational skills instruction and the dominant approaches we use for reading comprehension and writing,” says Wexler. “Beyond 5th grade, reading comprehension skills become vitally important for learning versus just having general skills knowledge. If we want to boost reading comprehension, we must teach children how to read comprehensively by helping them acquire as much academic knowledge and vocabulary as possible on a specific topic.” She points to studies that show fewer than 10% of eighth graders can evaluate complex syntax. “Syntax, (sentence structure) and vocabulary of written language is always more complex in text than what we use in oral conversations.”
Wexler credits American schools and districts making the shift to a more comprehensive knowledge building curriculum. “Science says… as a child learns to read…‘knowledge building’ should begin in kindergarten, and connect skills in listening, speaking, reading, and writing to ensure all necessary reading skills are taught, and fully mastered in order to become a successful learner and lifelong achiever.”
Listen to her full presentation now on demand to gain an understanding of the research supporting the use of read-alouds, and writing instruction, to boost comprehension for students with reading difficulties. Learn what this approach looks like in the classroom, and actionable strategies for implementing it.
About Natalie Wexler
Ms. Wexler is also a senior contributor at Forbes.com, and has spoken and written extensively on issues relating to literacy, cognitive science, and equity. Her articles and essays have appeared in The New York Times, The Washington Post, The Atlantic, The American Scholar, and other publications, as well as in her free Substack newsletter, Minding the Gap.
Valerie Chernek writes about educational best practices through the use of technology and the science of reading in support of teachers, children, and adolescents who struggle with learning differences.
Categories: Authors for Access, Books, Authors, & Movies, Curriculum & Access, dyslexia, Education & Teaching, Educators, Learning Disabilities, Professional Development, Reading Strategies for K-12, Student Centric Learning, Whole Child Literacy
November 27, 2023 by User
Developing skilled readers is an ongoing process. Of vital importance is teaching young children how to learn to decode, enhance their vocabulary, and develop language comprehension skills. If students have not learned decoding skills by fourth grade, they expend a lot of unnecessary energy trying to understand what they read. As text becomes increasingly more complex, struggling readers will display more frustration and angst. This is a red herring for educators. Explicit reading instruction may still be necessary for many middle and upper grade learners.
In this blog, we recap a 2023 Spotlight on Dyslexia session with Mallary Lattanze and Missy Purcell, two educators who help us develop a roadmap to effective reading instruction based on the science of reading. Their session goes well beyond decoding and phonological awareness, and includes morphology, the study of the structure of words within our language.
Morphology refers to "the knowledge of meaningful word parts in a language (typically the knowledge of prefixes, suffixes, and/or roots and base words)" (Foorman et al., 2016).
In Lattanze and Purcell's session, they drill down on differentiated instruction to ensure more students become skilled readers and writers through linguistic comprehension, written expression (including spelling), and automaticity, i.e., the more a new idea is reinforced, the easier it is for our brain to read fluently.
Common Risk Factors – The Red Herring
When middle and high school students aren’t reading well, we must look back at early reading instruction to determine what foundational skills are lacking and begin to identify common risk factors associated with not learning a specific skill set.
Risk factors may include differences in students’ social and emotional state, lack of learning confidence, differences in instructional and intervention approaches, and difficulties with transitional approaches from middle to high school.
Lattanze says, “A common error in teaching students with dyslexia is premature withdrawal from a specific skill set when the instruction ‘seems’ to be working. As an example, a student who is reading accurately but not fluently still requires explicit reading instruction using the concepts found in the Simple View of Reading.”
The Simple View of Reading
The Simple View of Reading is a formula based on the widely-accepted view that reading has two basic components: word recognition (decoding) and language comprehension.
Word recognition includes phonological awareness, phonemic awareness, decoding, and sight recognition.
Language comprehension includes background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge.
According to the Simple View of Reading, an individual's reading comprehension is the product of his or her decoding skills and language comprehension (Gough & Tunmer, 1986). If any of these important concepts are missed, a student’s ability to comprehend what they read will suffer, leaving them to struggle long after students transition to middle and high school where “reading to gain knowledge’ is the primary goal.
The Benefits of Learning Morphology
As early as first and second grade, students should be introduced to morphology, focusing on the use of morphemes: meaningful units of language which cannot be further divided. Morphological awareness provides a powerful tool for improving many areas of literacy: vocabulary comprehension, reading aloud, spelling, phonological awareness, and the all-important reading comprehension. It can help older students decode multisyllabic words that cannot merely be interpreted with phonics. No matter where students are in their reading process, teaching morphology with explicit and direct instruction is beneficial.
Distinct Differences Between Listening and Reading Comprehension
Regarding multimodal learning, Purcell credits the Learning Ally Audiobook Solution for helping students with dyslexia read on grade level, and keep anxiety at bay. She says, “There are distinct differences between listening and reading comprehension skills,” and students with dyslexia benefit from using multiple modalities in the learning process. Listening comprehension helps to build metacognitive and foundational comprehension skills. From that point, students must move into monitoring their comprehension which further develops advanced comprehension of material.
The Importance of Teaching Self-Advocacy and Accommodations
These educators also emphasize that students must clearly understand the characteristics of dyslexia, and how it affects their brain processing skills. Purcell says, “Students must know how they are individually wired to learn. Engaging students with dyslexia in middle and high school to decode, spell with morphology, analyze vocabulary, and advance reading comprehension is paramount to reading mastery. Empower them to self-advocate for appropriate accommodations. Give them extended time, and continue to reinforce that they can be successful readers and learners at any age.”
Session On-Demand
You can listen to the full presentation on-demand in the 2023 Spotlight on Dyslexia platform until the end of the year, and earn CE Certificates.
About Presenters
Missy Purcell is a former teacher, a wife and mother. She is a convert from a balanced literacy approach, and now works to encourage educators across the country to embrace the science of reading.
Mallary Lattanze is a former K-2 classroom teacher, dyslexia interventionist, Orton-Gillingham trainer, a Certified Academic Language Therapist and Licensed Dyslexia Therapist. She began her mission to find the best literacy instruction to help students with learning differences after struggling as a diagnosed dyslexic in public schools. Mallary is also a Texas regional chair with the Academic Language Therapy Association, and sits on the board of directors for the Houston Branch International Dyslexia Association.
Categories: Brain Based Learning, Curriculum & Access, Education & Teaching, Educators, English Language Learners, Professional Development, Reading Strategies for K-12, Teacher Best Practices
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