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Ohio Department of Education and Workforce

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Literacy Academy 2020: The Reading Brain - Michelle Elia

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Is My Kid Learning How to Read? Part 1: Purple Challenge

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Is My Kid Learning How to Read? Part 2? 

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Is My Kid Learning How to Read? Part 2? 

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Is My Kid Learning How to Read? Part 2: Our Friend “Ur”

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Dr. Mary Dahlgren "Sound Walls and Phonemes"

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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. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences - children harmed, money wasted, an education system upended.

Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They'd catch up and never need help again. Today, her program remains popular and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong.
Sold a Story is an independent investigative journalism project from American Public Media. We rely on your donations to support this kind of rigorous reporting.
The controversial educational publishing company has sold instructional materials and professional resources in almost every state, earning at least $1.6 billion over a decade. Explore a map of school districts.

More states are now requiring districts to adopt curriculum that adheres to the science of reading. Look up the policy in your state.

At least 15 states have passed laws about how schools teach reading since the Sold a Story podcast was released in 2022, but there is pushback.

Here's a reading list put together by Emily Hanford.

This discussion guide, created by a teacher, invites educators, parents, community members and kids to have a conversation about the podcast.

Emails and voice messages poured in from people who listened to Sold a Story.

We'll let you know when we release new episodes of the podcast. Enter your address below.

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Sold a Story: How Teaching Kids to Read Went So Wrong

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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.

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Active Participation Instruction - 2nd grade

Grade Level: Second Grade

School: Roosevelt Elementary School

Location: Vancouver, Washington

Videographer: Dima Yaremenko

Elapsed Time: 6:12

Introduction: It is possible to have adopted an evidence-based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a matter that maintains student attention and engagement. In this video, Dr. Archer is teaching students how to respond during the lesson. Notice that she doesn't just tell students what she desires. She teaches the behaviors using the same instructional steps of modeling and guided practice used in teaching academic strategies.

Focus: As you watch this video,

1) Note the active participation procedures that are directly taught to the students.

2) Identify other good instructional practices.
Feedback: 1) Note the active participation procedures that are directly taught to the students. Choral (Group) Responses
Dr. Archer taught the students two specific response procedures: saying answers chorally and to a partner. The following practices were modeled and then practiced.

Use - Choral or group responses can be used when the answers are short and the wording of the answer is the same across learners.

Procedure - To signal a response, the teacher asked a question, raised her hands, gave "thinking time", and then lowered her hands, and said "everyone" to cue a response.
Partner Responses
Instruction - The teacher introduced the procedure, modeled the procedure, and then practiced until the students consistently responded.
Instruction on partners -
Use - Partner responses can be used when the answers are long and the wording differs across students.

a. The teacher assigned partners and gave the partners the numbers #1 and #2 to allow distribution of responses.

b. The teacher checked to be sure that students remembered their numbers.
2. Identify other good instructional practices. Management a. Anticipate and Remove
c. The teacher introduced a partner strategy (Look, Lean, and Whisper), modeled the strategy, and had students practice the strategy as you monitored and coached.

The teacher anticipated that the students might attend to the teachers sitting at the back of the room so she had the students turn and wave at the teacher and the cameraman.
Attention A number of factors supported student attention including:
-The teacher set clear expectations for each segment of the lesson.
-The teacher introduced behaviors for the lesson (Sit up. Look at me. Look smart.), modeled the desired behaviors, and provided practice on the behaviors.

c. Room arrangement
- Students were moved so that they would be facing the teacher the lesson.
- Students were moved so that they were sitting beside their partners.

a. a perky pace,

b. connection with students through use of smiles, names, eye contact, touch,

c. use of cues to gain attention ("Eyes on me".),

d. close proximity to the students,

e. monitoring,

f. and use of praise.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Second Grade School: Roosevelt Elementary School Location: Vancouver, Washington Videographer: Dima Yaremenko Elapsed Time: 6:12 Introduction: It is possible to have adopted an evidence-based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a matter that maintains student attention and engagement.

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Video Clips (iPad/iPhone compatible)

Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching. Teachers, faculty members, and teachers-in-training are invited to view these video clips, to analyze and critique the instructional procedures.

Suggestions for use: Each video clip is accompanied by a video guide. We suggest that you download and print the guide before watching the video. Read the description of the video and the suggested video focus. As you watch the video, take notes in response to the focus questions. After viewing the video, share your observations with your colleagues and read the feedback provided by Dr. Archer.

Limits on videos use: . No individual or agency is given permission to post these videos on a for-profit website or use them in any manner in which financial gain occurs without written permission from Dr. Archer.

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Explicit Instructions | Effective and Efficient Teaching

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Video Clips (iPad/iPhone compatible) Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching.

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Teaching Reading is Rocket Science by Louisa Moats

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Teaching Reading is Rocket Science by Louisa Moats

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The most fundamental responsibility of schools is teaching students to read. Because reading affects all other academic achievement and is associated with social, emotional, economic, and physical health, it has been the most researched aspect of human cognition. By the year 2000, after decades of multidisciplinary research, the scientific community had achieved broad consensus regarding these questions: How do children learn to read? What causes reading difficulties? What are the essential components of effective reading instruction and why is each important? How can we prevent or reduce reading difficulties? Two decades later, hundreds of additional studies have refined and consolidated what we know about bolstering reading achievement, especially for students at risk.

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Equipped for Reading Success by David Kilpatrick

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Equipped for Reading Success by David Kilpatrick

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Equipped for Reading Success A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition

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Amazon.com: Equipped for Reading Success A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition: 9780964690363: David A. Kilpatrick: Books

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Explicit Instruction by Anita Archer & Charles Hughes

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Explicit Instruction by Anita Archer & Charles Hughes

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Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org .

See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction ; Active Participation: Getting Them All Engaged, Elementary Level ; and Active Participation: Getting Them All Engaged, Secondary Level

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Explicit Instruction: Effective and Efficient Teaching (What Works for Special-Needs Learners)

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Amazon.com: Explicit Instruction: Effective and Efficient Teaching (What Works for Special-Needs Learners): 9781609180416: Anita L. Archer, Charles A. Hughes: Books

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Bringing Reading Science to Practice for English Learners: A Transformation Story

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Bringing Reading Science to Practice for English Learners: A Transformation Story

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On-Demand Webinar | A Transformation Story - April 19 | FY23

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Access our on-demand webinar covering how current research impacts the English learner.

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Amazon.com: Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom: 9781625315106: Burkins, Jan, Yates, Kari: Books

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"In Shifting the Balance, 3-5 , Cunningham, Burkins, and Yates go beyond the science of reading being only phonics. Taking a deeper dive into vocabulary, comprehension, fluency, and word identification for upper elementary students, this book helps teachers understand what is needed in their instruction through easy-to-read case scenarios. Thanks to these authors for once again bridging hearts and minds."

Donna Hejtmanek Retired Educator and Creator of the Science of Reading-What I Should Have Learned in College Facebook Group

" Shifting the Balance, 3-5 brings the Science of Reading from theory to direct application. This new take on literacy instruction brings forth the hope of long-lasting knowledge and continued growth for students. It is not only a thorough approach but is realistic and best of all, attainable!"

Clorasteen Wilson , Structured Literacy Instructor, Associate/OGA

"Teaching reading can sometimes feel like an impossible task. Our classrooms are filled with diverse groups of learners that present all different levels of instructional need. Shifting the Balance, 3-5 gives teachers tools they need to incorporate reading instruction that is purposeful and student-centered. With data driven techniques and lessons, this book will set up any upper elementary school classroom with success."

Michaela Durr , New York City Teacher

"While many of the big conversations about the Science of Reading (SOR) research have focused on the foundational skills in primary grades, upper elementary teachers no longer need to feel left in the dark. With this gem, Cunningham, Burkins, and Yates skillfully supply six scientifically-sound shifts―answering the big questions & providing high-leverage instructional routines, while weaving in all five pillars of reading. No matter where you are on your SOR journey, this sensational book is a must-read for all!"

Michelle Sullivan of The Colorful Classroom & Elementary Literacy Coach

"Cunningham, Burkins, and Yates clarify misunderstandings, summarize the research in an accessible way, and provide suggestions for what they call high-leverage routines to help teachers enhance their instruction and support students' growth as readers. Thoughtful, well-researched, and teacher-friendly, this book is an invaluable resource for anyone who wants to explore how to implement effective literacy instruction for readers beyond grade two."

Lisa Maucione , Reading Specialist, Dartmouth Public Schools, MA

"As the field of reading instruction continues to reinvent itself, so many of us elementary educators find ourselves in need of a road map. The authors of this second volume of Shifting the Balance step in, validate our good intentions, and offer to guide us as we reflect on, reconsider, refine and reimagine our practice. I look forward to referencing the ideas and resources in this edition (and online) as I continue striving to equip my students for meaningful reading experiences, now and in the future."

Katie McAlister , First Grade Classroom Teacher

"With all the noise in the world about reading instruction, Cunningham, Burkins, and Yates discuss a practical, research-driven, and student-based way to shift our reading instruction into balance and clarity. They've done the hard thinking in order to zoom in on what is necessary to teach intermediate readers to succeed."

Jeff Anderson , Lead author of the Patterns of Power series (PreK-12)

"The science of reading isn't just for the primary grades! In their clear and readable style, Cunningham, Burkins, and Yates examine the research and show teachers of grades 3-5 exactly how to apply it. With zero judgment and endless encouragement, the authors will inspire teachers to rethink current practices and make research-based decisions to help every student."

Anna Geiger , M.Ed., Host of the Triple R Teaching podcast and creator of The Measured Mom website

Dr. Katie Egan Cunningham is committed to supporting teachers in making learning joyful, purposeful, and evidence-based. She is an Associate Professor of Teacher Education at Sacred Heart University where she teaches literacy methods and children's literature courses. Her other work includes Start with Joy: Designing Literacy Learning for Student Happiness and Story: Still the Heart of Literacy Learning .

Dr. Jan Burkins is a full-time writer and literacy consultant dedicated to helping teachers and those who lead them negotiate the competing tensions in our field. Her favorite work is conducting literacy audits with schools and districts. Her other books include Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) , co-authored with Kari Yates, and Who's Doing the Work: How to Say Less So Readers Can Do More , co-authored with Kim Yaris.

Kari Yates is an author, speaker, and consultant with a passion for helping busy literacy educators thrive. Her other works include Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) co-authored with Jan Burkins, To Know and Nurture a Reader Conferring with Confidence and Joy , co-authored with Christina Nosek, and Simple Starts: Making the Move to a Reader-Centered Classroom .

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Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

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Amazon.com: Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom: 9781625315977: Cunningham, Katie, Burkins, Jan, Yates, Kari: Books

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Judith C. Hochman (Author), Natalie Wexler (Author), Doug Lemov (Foreword) & 0 more

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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Amazon.com: The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades: 9781119364917: Hochman, Judith C., Wexler, Natalie, Lemov, Doug: Books

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Literacy Foundations for English Learners

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Literacy Foundations for English Learners

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Dr. Elsa Cárdenas-Hagan is a bilingual speech and language pathologist, a certified teacher, dyslexia therapist, certified academic language therapist and a qualified instructor. She is the President of the Valley Speech Language and Learning Center in Brownsville, Texas and works with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston. Elsa has spent the last 2 decades working with national research teams designing assessments and interventions for English learners who struggle with learning to read. She has a passion for ensuring that every child in schools across the world has access to a highly qualified educator who can implement effective language and literacy instruction to diverse populations. Elsa has also dedicated her time and expertise to many organizations. She serves as the Chairperson of the National Joint Committee on Learning Disabilities, she is a Past-Vice- Chairperson of the International Dyslexia Association, Past Chairperson of the Texas State Board for Speech Pathology and Audiology and Past Chairperson of the Texas State Dyslexia Advisory Board. She has also served as a board member of the Academic Language Therapy Association, Southwest Regional Education Laboratory and Texas Comprehensive Center at the American Institutes for Research. Elsa has served her local community as Co-Founder of Brownsville READS! She is recognized for her reading reform efforts at the local, state, national and international levels. Elsa has written many scholarly articles, curricular programs, and book chapters related to language and literacy development among English learners. It is her hope that pre-service teachers will have the opportunity to learn evidence-based practices for teaching literacy to all students, including those who are English learners and struggle with learning to read. Elsa has been recognized for her dedication to persons with dyslexia. She is the recipient of the Margaret Byrd Rawson Lifetime Achievement Award by the International Dyslexia Association, the Dr. Luke Waites Award of Service to persons with Dyslexia by the Academic Language Therapy Association and the Champion of Dyslexia Award by the Texas Education Agency.

Dr. Carlson is Associate Research Professor and Associate Director of Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. She has 25 years of experience and expertise in exploratory, evaluative, and randomized controlled trials (RCT) research. She has served as a principal investigator and co-principal investigator on several large-scale program project grants examining the development of language, literacy, and math skills in school-age students and English learners; the mediating effects of effective instruction, teacher knowledge, and professional development programs; and the efficacy of several language and literacy intervention programs.>.

Dr. Cavazos conducts research and provides technical assistance to states and districts. She assists districts and schools in preparing teachers to effectively work with culturally and linguistically diverse learners with and without exceptionalities. Her extensive experience centers on the intersection of culture, language, and disabilities and providing linguistic and academic interventions for English learners and students in special education. Dr. Cavazos holds a Ph.D. in multicultural special education from the University of Texas at Austin.

Dr. Cheesman, who has worked in the field of dyslexia education since 1990, earned credentials as a Qualified Instructor of Academic Language Therapists at Columbia University and is certified as a Dyslexia Therapist by the International Dyslexia Association (IDA). She has presented lectures and workshops throughout the United States, Canada, and Kuwait. An active member of the Global Partners of IDA, Dr. Cheesman received a Fulbright Specialist Grant to develop Institutional Accreditation Standards for dyslexia organizations worldwide.

Dr. Reutebuch holds a doctorate in special education with experience directing large-scale intervention, evaluation, and, professional development projects. She has served as a classroom teacher and reading coach before transitioning into higher education. Her areas of research include reading difficulty/disability in children and youth, including those targeting English learners and individuals with autism.

Ms. Rico is a bilingual educator who works at the Valley Speech Language and Learning Center and Saint Mary's School in Brownsville, Texas. Her expertise includes working with English learners who experience reading difficulties. Most recently, she has specialized in educational technology to incorporate a hybrid model of instruction. She has also served as a co-editor for curriculum designed to meet the language and literacy needs of bilingual students.

Dr. Tridas is the Director of Developmental & Behavioral Pediatrics at Pediatric Epilepsy & Neurology Specialists. He is Clinical Associate Professor in Pediatrics at the Morsani College of Medicine at the University of South Florida, a member of the National Joint Committee on Learning Disabilities, and Past President of the International Dyslexia Association. He provides consultation services in areas related to child development and behavior, nationally and internationally.

Ms. Lovelace-Gonzalez is an educational diagnostician and a certified Academic Language Therapist with 30 yearsâ€™ experience in public schools. She previously served for 5 years as the state Dyslexia Consultant for Texas. Ms. Lovelace-Gonzalez recently served on the Texas Education Agency Statewide committee for the 2018 update of the State Dyslexia Handbook.

Mr. Nieser is a project manager for the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. He has more than 30 years of experience in elementary, bilingual education. He has worked on numerous projects that focus on various aspects of early literacy. He has presented at national and local bilingual conferences and is a national trainer for the Tejas LEE (Paul H. Brookes Publishing Co., 2010) and Esperanza early reading instruments (Valley Speech Language and Learning Center, 2015).

Dr. Pollard-Durodola is a professor in the Early Childhood, Multilingual, and Special Education Department of the School of Education at the University of Nevada Las Vegas. Her scholarship attends to the prevention/intervention of language and literacy difficulties (Spanish/English) among students at risk of academic difficulties. Central to her scholarship is developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers, and investigating how to improve the quality of language/literacy practices of teachers and parents of English learners. She is interested in bridging research and practice by examining the feasibility/usability of research-based practices. She has published in peerreviewed journals such as Exceptional Children; Journal of Research on Educational Effectiveness; The Elementary School Journal; Language, Speech, and Hearing Services in Schools; and Bilingual Research Journal

Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712

Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research Association Special Interest Group Distinguished Researcher Award, the International Reading Association Albert J. Harris Award, the University of Texas Distinguished Faculty Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of Learning Disabilities from the Council for Exceptional Children. She is the author of more than 35 books and 250 research articles. Vaughn is currently the principal investigator on several research grants from the Institute for Education Sciences, the National Institute of Child Health and Human Development, and the U.S. Department of Education.

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Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

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Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction [Cardenas-Hagan Ed.D. CCC/SLP CDT CALT, Elsa, Vaughn Ph.D., Sharon] on Amazon.com. *FREE* shipping on qualifying offers. Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

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What the Science of Reading Should Look Like for English-Learners. It's Not Settled

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What the Science of Reading Should Look Like for English-Learners. It's Not Settled

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Over the past few years, some states have spent millions of dollars and passed new laws in an attempt to shift the way that schools teach kids how to read.

These efforts take aim at commonly used ineffective literacy practices and programs, often focusing on teacher training. Many zero in on the foundations of reading, especially, with the goal of ensuring that teachers are using evidence-based methods for teaching the building blocks of literacy-like identifying letters and sounding out words.

But as more states try to tackle these persistent problems in early reading instruction, some advocates worry that these new initiatives may be introducing problems of their own.

A new coalition of researchers, educators, and advocates for English-language learners is pushing back against these policy changes, claiming that new legislation and guidance will disadvantage ELLs with a "one-size-fits-all approach" to teaching reading.

This group, the National Committee for Effective Literacy, released a policy paper earlier this year, claiming that the new approaches focus on drilling phonics skills in isolation, robbing English learners of the context that can support them in learning a new language and leaving teachers without enough time to work on developing students' oral language. They say that these methods ignore research on dual language development.

The paper made waves among researchers and early reading experts, landing as it did at an inflection point in the "reading wars"-the ongoing debate over how best to teach young students to make sense of the written word.

And it's added new dimensions to conversations about equity in a literacy movement that sprung largely from attempts to better serve students with disabilities and reading difficulties, propelling dialogue between proponents of structured literacy, English learner advocates, and educators who see themselves as part of both camps.

Advocates want English-learners' needs prioritized

A central battle in these "reading wars" is over phonics instruction, the process of teaching students how letters match up to spoken sounds.

Decades of psychology and neuroscience research have shown that phonics is the most effective method for ensuring that students learn how to decode words. This is especially important for students with reading difficulties like dyslexia, who may need more practice with these foundational skills to become fluent readers. But as reporting from Education Week and other outlets has shown, many popular curriculum programs and instructional approaches minimize phonics instruction, or teach other, disproven strategies for word identification.

Over the past few years, a group of researchers, educators, and parents-many of whom work with kids with reading difficulties or are parents of dyslexic children-have lobbied school districts and states to adopt methods that teach phonics in a systematic, explicit way as part of an approach called structured literacy.

They've clashed with advocates of balanced literacy, the instructional philosophy that's most commonly taught in teacher preparation programs and held by the majority of early grades educators.

Proponents of balanced literacy say that it combines some explicit instruction in foundational skills with guided practice, as well as independent reading and writing. Detractors argue that the approach doesn't do enough to make sure that students master the basics of reading.

The National Committee for Effective Literacy has taken aim at instructional frameworks that place what it sees as an outsized emphasis on phonics instruction. But both its members and the paper's critics say that they want to move past the phonics versus balanced literacy debate.

For NCEL, equity is the issue at hand-its members want to make sure that the needs of English learners aren't an afterthought as the national conversation on early literacy ramps up, said Martha Hernandez, the executive director of Californians Together and an NCEL member.

Students who speak a home language other than English have often faced marginalization within the U.S. school system. And until recently, 40 percent of the nation's ELLs lived in states under English-only laws, which prohibited English learners from being taught in their home language as well as English; only one state, Arizona, still has this type of law on the books.

"There's a political, historical, ideological component to this that you just can't ignore," said Claude Goldenberg, a professor emeritus at Stanford University who studies early literacy development in English-language learners.

Goldenberg and several co-contributors penned a response to the NCEL paper and a recent webinar from the organization, saying that the group misrepresented changes underway in state legislatures and departments of education: States aren't proposing that students spend entire literacy blocks on phonics, he said.

But, he said, it's established science that English-language learners need additional support, beyond the comprehensive literacy instruction that native English speakers need. And he agrees that new state laws mandating "evidence-based" or "science of reading" approaches will require careful interpretation-otherwise, they could be implemented in ways that don't support students.

"We saw that in Reading First," Goldenberg said, referencing the George W. Bush-era grant program that incentivized schools to adopt methods based in "scientifically based reading research."

"One of my concerns has been that we're repeating those mistakes."

How should reading-and foundational skills specifically-be taught for ELLs?

Reading First was based on findings from the National Reading Panel Report, which did not include studies that evaluated how best to teach English learners how to read. Later research would confirm that ELLs, too, benefited from the five components endorsed by the panel, but that they also needed additional, tailored instruction.

This meant that many English learners missed out on the language development and knowledge-building that would help them succeed in later grades, said Cristina Sanchez-Lopez, an NCEL member and an associate with Paridad, an educational consulting agency that works on ELL and equity issues. National evaluations of Reading First found that it had positive effects on students' phonics skills overall, but not on comprehension.

Now that states are using legislation as a lever to improve reading instruction, the English learner community wants to make sure that teachers are equipped to teach all kids, said Elsa Cárdenas-Hagan, the president of Valley Speech Language and Learning Center in Brownsville, Texas, and an associate research professor at the University of Houston. Cárdenas-Hagan contributed to Goldenberg's response to NCEL.

The message from ELL advocates, she said, is: "I don't want to get the crumbs from your table. I want to be at the table."

Chief among NCEL's concerns is that much of early reading practice has been "developed around monolingual students," said Laurie Olsen, an NCEL member and the board president of Californians Together.

This is a problem, Olsen said, because ELLs are different from students who only speak one language. Kids who are learning to speak and read a new language at the same time need some different supports, and bring some different strengths, than kids who are only doing the latter.

Research is clear on this point. Students learning English still need instruction in foundational skills, vocabulary, and comprehension, just like native English speakers. But they also need more practice developing their spoken language, given that they're learning to speak and read English at the same time. (For more information on this research, see this story.)

NCEL members worry that because some states haven't explicitly set aside time for oral language development in their guidelines, it may fall by the wayside as teachers feel increased pressure to cover what is listed.

Olsen and Kathy Escamilla, a professor at the University of Colorado at Boulder and an NCEL member, raised concerns about what they see as a narrow focus on phonics instruction, specifically.

"I don't disagree with people who say, '[Phonics instruction has] been kind of scattered, and maybe it isn't as linear as it should be.' But I haven't heard that kind of a qualitative discussion," Escamilla said. "What I'm hearing is, 'Let's do more of it,' but not, 'Let's do it better.'"

Structured literacy advocates dispute NCEL's claim that states are telling schools to focus on phonics instruction to the exclusion of all else. But Olsen also said that schools often teach phonics "out of context" for ELLs.

In foundational skills instruction, students are regularly asked to manipulate sounds and syllables. But it's harder for English learners to make the connection that those sounds are part of words if they don't understand what the words mean, Olsen said. Ideally, "there's a connection between the content and the language being used," she said.

NCEL is advocating for states and school systems to bolster dual language programs and put more resources toward helping students develop biliteracy.

This is a good goal, said Cárdenas-Hagan. But teachers don't have to be in bilingual settings to draw on students' knowledge of their home language, she said.

Teachers can use cognates, or words in two different languages that are related in origin, to help students understand word meanings. They can also start letter-sound instruction with letters that make similar sounds in English and the student's home language.

There are lots of ways to adapt foundational skills instruction for ELLs, Cárdenas-Hagan said. But she emphasized that it still needs to be explicit and systematic.

While phonemic awareness and phonics are only "one piece of the puzzle" when it comes to literacy, she said, "if I don't understand the letters in front of me, the letters and sounds, then I have a problem, no matter the language."

A collaboration to support ELLs in Illinois

In one state, Illinois, ELL advocates and structured literacy proponents are trying to figure out how to negotiate priorities through legislation.

There, literacy advocates were pushing for the state legislature to pass the Right to Read Act this session, a proposal that would have led to three big changes in early reading instruction in the state: requiring teachers to pass a foundations of reading exam for certification, establishing a grant program that districts could use to adopt evidence-based curricula, and mandating that the state board of education offer professional development for educators.

"It's fundamentally an equity issue here," said Jessica Handy, the policy director at Stand for Children Illinois. The group is part of the Illinois Early Literacy Coalition, which worked on the bill. Both bill sponsors are members of the Black Caucus, and the issue of early literacy was discussed in negotiations for the caucus' education agenda last session.

The Latino Policy Forum saw literacy as an equity issue, too. The group, which advocates for Latino issues in the state, hadn't been involved in drafting the original bill. But after NCEL released its position paper, the forum reached out to the Illinois Early Literacy Coalition.

Members of the forum raised concerns that implementation of "science of reading" laws elsewhere had harmed English learners and pushed for changes in the bill language. "Part of the issue was the narrow definition of what literacy was within the legislation," said Erika Méndez, the associate director of education for the Latino Policy Forum. "The concern was that it would narrow the set of practices that teachers would have in their toolbox."

The bill's sponsors pressed pause on the legislation this session. Now, the state board of education plans to convene stakeholders, including both the Latino Policy Forum and the Illinois Early Literacy Coalition, to work on literacy guidance this summer. Handy hopes that another version of the bill will be ready to propose during the veto session in November.

The challenge, said Handy, is developing a comprehensive plan that's inclusive, but not so broad as to be "a bunch of fluff." Still, she's hopeful.

"We don't want to enact a bill that's going to be harmful to a major population of our students," she said. "We in the coalition believe, first and foremost, that we've got to get it right."

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What the 'Science of Reading' Should Look Like for English-Learners. It's Not Settled

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ELLs need additional supports for, and bring different strengths to, early reading instruction, experts say.

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The ‘Science of Reading’ and English-Language Learners: What the Research Says

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The ‘Science of Reading’ and English-Language Learners: What the Research Says

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As more states and districts are embracing the "science of reading," some educators and advocates have raised the question: Will these methods work for English-language learners?

The "science of reading" has become shorthand in some literacy circles for approaches to early reading instruction that emphasize explicit, systematic teaching.

Some researchers and ELL experts say that's a problem. The National Committee for Effective Literacy, a new advocacy organization formed this year, has argued that states that have taken up these initiatives have narrowed literacy instruction to "a few foundational reading skills" that fail to meet the needs of English learners.

The group's aim, said Martha Hernandez, an NCEL member and the executive director of Californians Together, is to "ensure that the research and policies and practices that address English learner and emergent bilinguals were spotlighted, and are part of the national literacy conversation."

Other early literacy researchers, though, have said that NCEL is misrepresenting some of the changes that states and districts are making to their reading teaching methods-and that a lot of the strategies that work for native English speakers can be effective for English learners, too.

So what are these areas of overlap, and where do English learners need something different?

What do school systems mean when they say the "science of reading"?

States that have recently passed laws aiming to improve reading instruction have mandated that teachers be trained in delivering this kind of foundational skills instruction, or that schools use materials and assessments that support it.

Systematic, explicit instruction in letters and sounds is crucial for beginning readers, especially those with dyslexia or phonological processing problems, said Elsa Cárdenas-Hagan, a bilingual speech-language pathologist and an associate research professor at the University of Houston.

Still, she said, "phonology and phonics are one piece of the puzzle. It's not everything that literacy is about."

Teachers need to help students develop a host of early literacy skills, like their ability to express themselves through spoken language, their ability to understand what others are saying to them, and their vocabulary, Cárdenas-Hagan said. Students should have opportunities for practice that integrates listening, speaking, reading, and writing, she added.

While these new state laws mandate certain approaches to foundational skills instruction, they direct schools to prioritize other reading skills, too. Many cite the five components of reading studied in the National Reading Panel in 2000-instruction in phonemic awareness, phonics, fluency, vocabulary, and text comprehension.

Even so, critics of these laws worry that a more comprehensive focus will be lost in their implementation, and that school systems will be incentivized to double down on foundational skills instruction at the expense of all else.

"When it hits the classroom, when it hits district administration, that's what they look for, that's what they assess," said Laurie Olsen, an NCEL member and the board president of Californians Together.

Still, he said, new state laws often don't specify how much time to spend on different reading skills or how to teach them-nor should they, Goldenberg said: "You can't expect legislation to be curriculum guides." That means, though, that these laws' success or failure lies in implementation, he said.

Does this research apply to English-language learners, too?

In 2002, the U.S. Department of Education convened the National Literacy Panel on Language-Minority Children and Youth, tasking it with reviewing the research on best practices for literacy development among ELLs.

The panel's report, published in 2006, found that a lot of what works for kids whose first language is English is also effective for kids who speak a different language at home. Instruction in phonemic awareness, phonics, fluency, vocabulary, and text comprehension-the five components of reading studied in the National Reading Panel a few years earlier-all had "clear benefits" for ELLs.

But the literature also showed that instruction was most effective when it was tailored to ELLs' specific needs and unique founts of knowledge. And crucially, kids learning English needed more instruction in oral English proficiency than their peers: things like vocabulary knowledge, listening comprehension, and syntax.

The panel found that schools weren't supporting students enough in these areas, and more recent research finds that schools still aren't doing enough to help ELLs develop academic language in English.

With these students, teachers need to discuss the meaning of words constantly-even shorter, simpler words that teachers might not treat as vocabulary words with native English speakers, said Cárdenas-Hagan. In working with students who are learning how to speak a new language, teachers need to be purposeful about developing vocabulary and oral language skills in every lesson.

In part, this is so that students can understand that the words they're sounding out have meaning, said Kathy Escamilla, a professor at the University of Colorado at Boulder and an NCEL member. She gave the example of a 1st grade class, where a teacher might ask students to clap out how many sounds are in the word "sofa."

Native English speakers would know that word, but other students might not. If the teacher doesn't help English learners understand the meaning, then it's harder for students to make the connection that these sounds represent word parts, Escamilla said.

And there are other reasons why English learners might need teachers to pay more attention to vocabulary instruction. A word like "run," for example, has multiple meanings in English: You can run a race, but you can also run your finger down a list, or run a computer program. Discussing those multiple meanings as students encounter these words in phonics lessons is a key part of vocabulary instruction for English learners, Cárdenas-Hagan said.

Teachers need to build students' oral vocabulary beyond these words, too, so that they're prepared for the more challenging texts they'll encounter after the earliest grades, said Goldenberg. This is important for all students, but especially so for English learners.

"If the only English-language development that kids are getting in K, 1, 2 are the words they're learning to read, that is an impoverished ELD curriculum," he said.

Research on interventions for Spanish-speaking students who are at risk of reading difficulties has found that successful approaches combine both instruction in the five components of reading identified in the National Reading Panel report, and additional support in developing spoken language skills in English from trained bilingual intervention teachers.

What if students are in bilingual programs and learning to read in two languages?

English learners aren't blank slates. They come into schools with language-and often literacy-skills from the language they speak at home. These skills can support them in developing proficiency in English.

The number of dual-language programs in the United States is growing, but there's still a shortage of certified bilingual teachers-and, as Education Week has reported, English learners often face competition for spots in these programs from affluent, native English-speaking parents who are increasingly seeking out bilingual education for their children.

In its position paper, NCEL outlined best practices for English learners in dual-language programs. Good teaching in a bilingual setting isn't just "repeating the same thing in two languages," they write.

It requires "coordinated and aligned" literacy teaching, with a scope and sequence that makes sense in each language. Students should have access to high-quality materials and assessments in both languages, as well as opportunities to write, have conversations, and deliver presentations in both.

And importantly, they write, dual language programs should celebrate diversity, "including learning about the benefits of bilingualism and explicit efforts to equalize the status of 'minoritized' languages."

But Escamilla says the two goals aren't mutually exclusive. "While it is true that most of the kids who are labeled as English learners are in English programs, that does not mean that we shouldn't advocate or push for the development of bilingual programs."

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The 'Science of Reading' and English-Language Learners: What the Research Says

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As more states embrace certain evidence-based methods, advocates question: Will they work for English learners?

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