Practice What You Teach: Connecting Curriculum & Professional Learning in Schools, Aspen Institute Remediation Plus (O-G-based intervention) efficacy study, Johns Hopkins Landscapes in Teacher Prep: Undergraduate Elementary Ed, National Council on Teacher Quality, 12/8/16 Language Variation and Literacy Learning: The Case of African American English, Washington, Terry, Seidenberg Impact of Dialect Use on a Basic Component of Learning to Read , Brown et al Influences on Spelling: Evidence from Homophones Treiman, Seidenberg, and Kessler The Science of Reading and its Educational Implications Mark S. Seidenberg Students are not hard-wired to learn in different ways - we need to stop using unproven, harmful methods, Stephen Dinham Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, What Works Clearinghouse Practice Guide IDA Responds with concerns to the 2016 ILA Research Advisory on Dyslexia Evaluation of Response to Intervention Practices for Elementary School Reading, Institute of Education Sciences OSERS Dyslexia Guidelines The Concept of Learning Styles: One of the greatest neuroscience myths Learning About Learning: What Every New Teacher Needs to Know, National Council on Teacher Quality White matter alterations in infants at risk for developmental dyslexia Gaab et al. Ophthalmic Abnormalities and Reading Impairment, Creavins et al. Seeing Space and Hearing Time: working memory and visual and auditory networks, Somers and Michalka, Boston University What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education, Louisa Moats 2015 Kids Count Data Book from the Annie E. Casey Foundation Hemispheric specializations for visual words is shaped by attention to sublexical units in initial learning, Yoncheva, Wise, and McCandliss, Leveled Reading: The making of a literacy myth by Robert Pondiscio and Keven Mahnken Race for Results: Building a Path to Opportunity for All Children, Annie E. Casey Foundation, 4/1/14 Reading Recovery and the Failure of the New Zealand National Literacy Strategy, Tunmer, Chapman, Greaney, Prochnow, and Arrow Visual System Differences in Dyslexia Do Not Cause Reading Problems/Neuron 6/6/13 Commentary The Fish in the Tree: Why we are failing children with dyslexia; Driver Youth Trust National Council on Teacher Quality; Teacher Prep Review National Council on Teacher Quality: 2012 State Teacher Policy Yearbook Comments on "Listening Aids May Help Boost Dyslexic Kids' Reading Skills": Joan Mele-McCarthy for the International Dyslexia Association Trends in State Implementation of the Common Core State Standards: Educator Effectiveness: National Governors' Association What Will It Take to Help More Children with Dyslexia Learn to Read Proficiently?, an action brief from a group convened by the Emily Hall Tremaine Foundation and the Campaign for Grade Level Reading Don't "Dys" Our Kids: Dyslexia and the Quest for Grade-Level Reading, by Leila Fiester; commissioned by the Emily Hall Tremaine Foundation Early release of Moats and Foorman book chapter on literacy achievement in primary grades in high poverty schools Brookings Institution presents a policy brief on third grade retention for reading failure IDA releases an excellent reading resource list for reading professionals MAP test results for Madison show percentage of students reaching benchmark declining over the year Reading proficiency in Wisconsin plummets from 82% to 35.8% now that WKCE results are benchmarked against acceptable national standards. Read commentary in JSOnline and Wis. State Journal articles and DPI press release. Interesting difference in the spin on this news. Study Shows Teach for America Produces Top Reading Teachers in Tennessee New AIR study rates teacher effectiveness over effects of poverty Visit the Center on Instruction for a suggested progression of sub-skills to achieve the Common Core Reading Standards: Foundational Skills. Wisconsin's overall score on the 2011 State Teacher Policy Yearbook is D, the same as in 2009. The Yearbook is put together after comprehensive evaluation by the National Council on Teacher Quality. The NCTQ points out that Wisconsin does not require its teacher preparation programs to teach the science of reading, nor does it require candidates to take a test that demonstrates their knowledge of this content. Click here to access the complete report. Study for Annie E. Casey Foundation Links 3rd Grade Reading to High School Graduation NCTQ study examines reading textbooks used in colleges of education; See page 121 for a list The Annie E. Casey Foundation Issues a Kids Count Special Report on Reading |
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