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If you're reading this in August of 2020, you're most likely in the midst of juggling a hundred different things right now. You're managing all the messy details of starting a new school year under constantly changing circumstances. You're scrambling for resources. You're debating the pros and cons of various reopening scenarios. You're wondering how any of this can possibly be accomplished, and deep inside you're pretty sure it can't.

As all of this swirls around us, it can help if we stop, get very quiet, and focus on one thing, arguably the most important thing we need to accomplish as we move forward into the school year: building relationships with our students. While this goal is important during any school year, in 2020 it's crucial. This virus has robbed us all of the human connections that help us to grow, support us through hard times, and make life on this planet so rich. For students whose home lives are not always safe, lockdowns have introduced trauma that regular school attendance may have prevented. We're all still hurting. And we're still not out of the woods.

If you're one of many teachers who will be starting the school year online, or if you end up returning to online instruction at some point during the year, making those connections will be more challenging than in a face-to-face classroom.

To help you navigate this change, I invited Dave Stuart Jr. to share one of his most effective strategies for connecting with students. Stuart is a high school English teacher who helps teachers do their work better through his website, books, and online courses for teachers on student motivation, time management, and classroom management. His newest offering is a free mini-course, 10 Tips for Staying Motivated When Teaching in Times of Uncertainty. You can find all of his courses at cultofpedagogy.com/dave. (I am an affiliate for all of Stuart's courses, so if you enroll in any of his paid courses through my link, I receive a small commission.)

Dave Stuart Jr.

I have been a fan of Stuart's work for years now. Not only is he a really likable guy, but he goes pretty deep with his work, making sure he understands the research behind the principles he encourages in the classroom.

We're going to focus on one specific strategy Stuart uses for building relationships with his students. He calls it making Moments of Genuine Connection (MGCs), which are just one small part of his overall approach to building trust in his classroom. First we'll look at the strategy in general, and then we'll explore some ways to make these moments happen in remote teaching situations.

What are Moments of Genuine Connection?

Stuart developed this approach out of necessity. He knew how important relationship building was, but the time it took to do it well was overwhelming.

"The first three years of my career," he says, "I would spend 10, 15 hours per week solely focused on building relationships with students...before school, after school, during lunch. Massive amounts of time, time that I could not invest into feedback on student work or planning lessons."

Needing a more efficient approach, he started experimenting with shorter interactions, limiting them to just 1 to 3 minutes, and tried to see how many students he could realistically and genuinely connect with in a day. It ended up working really well, allowing him to make many more students "feel valued, known, respected, and safe."

Now, years later, Stuart has established clearer protocols for MGCs. To work best, your MGCs should fit these criteria:

MOMENTS. In other words, brief. No more than 3 minutes each.

GENUINE. You have to mean what you say. "We as teachers work hard in our hearts to actually want to connect with our students, to actually like them," Stuart says. "Not every personality fits nicely with every other personality. MGCs call upon the teacher to do some inside work, some self-examination when negative feelings crop up with students."

CONNECTION. "What you're after in these encounters is that set of feelings: valued, known, respected," Stuart says. "So we call out specific things that we notice about the child, specific things that we know about them from information that they've given us."

EMBEDDED, NOT EXTRA. The moments are embedded inside the work you're already doing as a teacher. "So they're before class, right after class, during independent work."

TRACKED. Stuart keeps track of the MGCs using a class roster on a clipboard-jotting a few brief notes about the encounter-and doesn't allow himself to start a fresh sheet until he has attempted an MGC with each student. Notice the word attempted: Stuart doesn't insist on a successful connection every time and knows they may sometimes be awkward; he just holds himself accountable for trying. "We can't control the emotions of a child," he says. "We can just try to influence them in a direction that's going to help them and us."

PERSONAL AND ACADEMIC. Attempt connections about both personal and academic topics.

Ways to Create MGCs Online

Waiting Rooms

Zoom offers a feature called Waiting Rooms, which allow a moderator to hold all participants in one space and only admit them into the conference one at a time. If you conduct synchronous class meetings, you can use this feature to have quick chats with a few students as they enter the larger space (this may work especially well with those who arrive early) or use the private chat feature to welcome them and add an MGC while you're at it.

If you're using another videoconferencing tool, look for a feature similar to this or brainstorm with your colleagues how you might creatively make something like this happen within your current platform.

Brief Office Hours

Consider requiring students to attend office hours via videoconferencing a few times per semester. If you schedule students in small batches, maybe alphabetically by last name, you can meet with each student for just a few minutes at a time and make those meaningful connections that way.

Embedded in Feedback

When you give students feedback on their work, many digital tools will allow you to attach audio or video clips to that feedback, and audio feedback in particular has been found to have a much more powerful impact on student work than its written equivalent.

So instead of setting aside extra time for an MGC, just add it on to the feedback you're already giving to students. "Give audio feedback on student work," Stuart says, "and go ahead and tag at the front or the back of that, Hey, I really appreciate the growth that I'm seeing in your writing, and I've noticed it. "

Personal Videos

Stuart picked up this idea from community college instructors who have years of online teaching under their belts. It's built on the idea of "video postcards" teachers send to all students at once. "It's you in a place outside of school, going about your life where you just say, Hey, I'm thinking about all of you guys."

These videos could be done occasionally for individual students. Although Stuart admits this would be more work than other methods, it may be worth the effort every once in a while, and creative, tech-savvy teachers may be able to find ways to make it more efficient.

Phone Calls

For students who do not have reliable internet connections, or with whom other attempts have not been successful, your best bet may be to pick up the phone and call.

"They don't need to be long at all," Stuart says. "They can simply be a Hey, I'm checking in. Is anything getting in the way of your learning right now? And then, I just want you to know that I was thinking about this thing that we talked about previously. Or, I think you're really going to like what's coming up due to the interests that you shared on your survey."

If you're struggling to wrap your head around the upcoming school year, check out Dave's free mini-course, 10 Tips for Staying Motivated When Teaching in Times of Uncertainty. You can learn more about all of Dave's online courses at cultofpedagogy.com/dave (affiliate link).

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Creating Moments of Genuine Connection Online

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Making each student feel known and respected is always important. So how do you do it when teaching online?

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Students' brains are hard at work every moment of the day, learning skills and connecting new information with old. Those same brains are also constantly processing information when it comes to their relationship with you, their teacher.

Positive student relationships are fundamental to success. When students feel supported, they're more likely to engage in learning and have better academic outcomes. Plus, when students have positive interactions with teachers, they have fewer behavioral problems. These relationships are more important-and more challenging-than ever in uncertain times, like during the coronavirus pandemic.

Neuroscience can help us understand what's happening in students' brains when they feel safe and understood. Here are four reasons why positive teacher-student relationships are important-and how you can build those relationships.

1. Positive relationships build motivation.

This creates a cycle. You provide positive feedback. The student's brain releases dopamine. The student feels good and is motivated to feel that way again. With this increased motivation, students spend more time and attention working on a skill. They build those skills. You give more praise-sparking the release of more dopamine. And the cycle starts all over again.

On the flip side, when students don't receive positive feedback, they're less likely to enter the positive cycle of motivation and learning.

How to do it: To build a positive relationship, you need to have more positive interactions than negative ones. More specifically, researchers recommend having five positive interactions for every one negative interaction. Positive interactions could include greeting students by name at the start of class, giving praise for working hard, or asking about a student's pet.

Students who learn and think differently often have more negative interactions than positive ones. For example, students with ADHD may receive constant reminders from teachers to be on time and stay on task.

This doesn't mean that you should never provide students with corrective feedback and reminders. But make sure the positive interactions outweigh the negative ones. The more you get to know your students, the more you'll recognize when they need praise or encouragement, and when they're open to constructive feedback. You can keep a tally of how many reminders you give a student to complete an assignment. Try to find five times as many positive things to comment on and tally up as well.

2. Positive relationships create safe spaces for learning.

Think about how this applies to your own life. If you have a supportive principal who has established psychological safety in your school, you might be more likely to challenge yourself and try new ideas in your classroom. But if school leaders consistently give critical feedback, you might not feel psychologically safe enough to try something new. It's the same for students.

Building psychological safety is harder with some students than others. Think of the last time you saw a student seeming to overreact. This behavior may result from trauma or chronic stress in the student's life (such as having a learning or thinking difference or growing up as part of a marginalized group). This can cause them to feel threatened in situations that other students find harmless. The brain learns that the environment is not safe and remains on alert to potential danger.

Sign up to receive tools and tips that can support your students on their journeys.

For these students, when something is perceived as a threat, a region of the brain called the amygdala sets off an alarm. The amygdala is known for its role in detecting threats in the environment. Its job is to keep us safe and alive. Think of an animal that must decide whether to run or freeze when it sees a predator.

The amygdala triggers the release of cortisol (also called the stress hormone) and epinephrine (also called adrenaline). This sends extra energy throughout the body. The muscles tense up and the heartbeat quickens, preparing for fight or flight. When the threat detection system in the brain is highly activated, learning cannot happen. This is the opposite of psychological safety.

In students, this might look like:

Avoiding assignments

Putting their head down

Yelling or making negative comments

Walking out of the classroom or leaving a live video lesson

Acting out physically or aggressively

While building psychological safety may be even more difficult with these students, it is especially important for them. That's because oxytocin also helps keep the amygdala's threat detection system quiet. Over time, when students are surrounded by people they trust, their threat detection system is less likely to activate, and they're better able to learn.

For students who are at risk for a fight-or-flight reaction, your approach will need to differ slightly. Use strategies like when-then sentences so they can know exactly what positive outcome to expect when they complete a task, while giving students the power of choice. Expect that they may overreact sometimes, and provide the space and time needed to calm down. By remaining calm, you're not only reminding yourself to react to their behavior as a form of communication and respond appropriately. You're also building psychological safety and trust.

3. Positive relationships build new pathways for learning.

As you teach the new information, new neural pathways connect the old information with the new. If students don't understand the context or aren't able to link the new information to anything they currently know, they'll have a hard time understanding the lesson.

Ask students to share what they know about a topic. Every student has a different set of background knowledge. For example, if you know a student is a talented artist, you can leverage their knowledge of different kinds of paintbrushes to explain friction. Or you can make an analogy about the relationship between the characters in a student's favorite book and the domestic strife in the Civil War.

4. Positive relationships improve student behavior.

Neuroscience research has started to uncover why this imitation happens-and how it can be used to encourage positive behaviors. Studies have shown that when people observe an action being performed, it activates some of the same neural pathways that would be active if they actually performed the action. This is called the mirror-neuron system.

Essentially, our brains are practicing the action that we're seeing, even though our bodies don't move. Studies show that when people see an action first, they are able to perform the action more quickly than if they had not seen the action.

How to do it: Start by thinking through what behaviors and social skills you're modeling for your students. For example, you likely already model social skills like turn-taking, cooperation, and empathy on a daily basis. You can take it a step further and explain the behaviors you're modeling. The next time you're feeling frustrated, tell your students how you're feeling. Talk about how you deal with frustration, such as taking a few deep breaths.

For younger students, use pre-correcting and prompting as a classroom management strategy. It allows you to explicitly tell, show, and remind students how to approach tasks or situations.

Young children are even more likely than adults to imitate the behaviors they see. That's because they're still learning social skills and appropriate behavior. Plus, the prefrontal cortex (the part of the brain that allows us to choose where to direct our attention and to regulate our behaviors and emotions) isn't fully developed until we're in our 20s. Childhood is a prime time to model behavior and social skills for students.

About the Author

About the Author

Trynia Kaufman, MS is the senior manager of editorial research at Understood. She is a former educator and presents nationwide at education conferences.

Reviewed by

Reviewed by

Jerome Schultz, PhD is a clinical neuropsychologist and lecturer in the Harvard Medical School Department of Child Psychiatry.

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Building Positive Relationships With Students: What Brain Science Says

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Students' brains are hard at work every moment of the day, learning skills and connecting new information with old. Those same brains are also constantly processing information when it comes to their relationship with you, their teacher. Positive student relationships are fundamental to success.

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Principles to Improve the Effectiveness of Instructional Videos - The Effortful Educator

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Five to-dos and one to-don’t when creating instructional videos.

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Help kids get ready for school! Here’s how to start with free printable checklists, daily routines for kids, and easing worries about going back to school.

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A 4-Part System for Getting to Know Your Students | Cult of Pedagogy

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Relationship building is key to good teaching. This system will help you quickly get to know students and benefit from those connections all year long.

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August 6, 2020

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Listen to this audio documentary on the Educate podcast. Subscribe now.

Sonya Thomas knew something wasn't right with her son C.J. He was in first grade and he was struggling with reading. "Something was going on with him, but I could not figure it out," she said.

Teachers and school officials told her that C.J. was behind but would catch up. They told Sonya to read to him at home. But she did read to him. C.J. liked the Veggie Tales stories and "The Big Friendly Giant" by Roald Dahl. His older sister read the Goosebumps books to him.

C.J. went to Amqui Elementary, a public school in Nashville, Tennessee, where 80 percent of the students were Black or Hispanic and almost all of them were from low-income families. Test scores show most children in the school were struggling with reading. But Sonya didn't know that. She sent C.J. to Amqui because she liked the school and it's where her best friend's son went; her friend picked the kids up after school because Sonya worked late as a nurse.

C.J. is the youngest of Sonya's four kids. The three older ones had no trouble learning to read but something was different with C.J. "I started asking myself, does he have a learning disability?" She sent a handwritten note to the school, requesting that he be tested. Records show the school didn't do it.

Second grade came and went. Then third and fourth grade, and C.J. was still having trouble reading. Sonya didn't know what to do. Tutoring? Private school? Those weren't things she could afford. She was desperate.

And she knew something about how C.J. felt. She'd struggled to learn how to read, too.

As she grew older, she says it wasn't that she couldn't read the words; it's that she didn't know what a lot of the words meant. Not just when she was reading, but when people were talking, too. She noticed it with colleagues at work. "Sometimes when they would have conversations, I didn't know what they were talking about," she said. "I would find myself Googling words." It was embarrassing. She did not want this to happen to C.J.

But the schools kept telling her C.J. was doing fine. His grades were good. He was a well-behaved kid. Then, seventh grade, 2018. C.J. had moved to a new school that year, a public charter school in Nashville. C.J.'s adviser called Sonya in for a meeting. She told her that C.J. was reading on a second-grade level.

"I lost it," Sonya said. "I sobbed." Remembering the moment during an interview brought tears to her eyes.

The adviser said the school would help C.J., and Sonya wanted to believe it. But she'd put her faith in the school system for years, and now she had a seventh grader who was reading on the level of kids nearly half his age.

Sonya was determined to figure out what happened with C.J. - and to help other families in the same situation. "Nobody else should walk away feeling like that," she said.

The kids left behind

There are kids like C.J. all over the country. Learning to read does not come easily to them. Schools tell their parents: Read to them. They'll be OK. But many won't be.

Reading is essential - not just for school success, but for life. When children have trouble learning to read, it can kick off a devastating downward spiral. 1 Struggling readers are more likely to report feeling sad, lonely, angry, anxious and depressed. 2 Their poor reading skills make it hard for them to keep up in other subject areas. They're more likely to have behavior problems, to drop out of school and to end up in the criminal justice system. 3

Despite the high stakes, lots of kids in this country can't read very well. You can see it in the National Assessment of Educational Progress, a standardized test given every two years to measure the reading comprehension of American students. More than a third of fourth graders don't read on a basic level.
U.S. fourth-graders' reading levels over time
SOURCE: The National Assessment of Educational Progress. *In 1992 and 1994, testing accommodations were not permitted.

Why are so many children struggling with reading - the most basic, most fundamental academic skill?

It's a question I've been reporting on for several years. What I've found is that reading instruction in many schools is based on a belief that if children are read to a lot, reading should come pretty easily for them. Decades of scientific research on reading shows this isn't true. Some kids learn to read easily, but many children struggle. It doesn't matter how much they are read to or the number of books in their home. They will not become good readers unless they are taught how their written language works. 4

But prevailing approaches to early reading instruction in this country minimize direct instruction. 5 The teacher's role is mainly to guide students, to create an environment that is conducive to learning how to read: setting up reading groups, reading with kids, helping them find books on their reading level.

This approach creates a lot of struggling readers. Some of these struggling readers get the help they need but a lot can depend on their family income, their race and ethnicity, and what kind of school they go to. Family income matters, because if a school isn't teaching a child how to read, there are other options such as paying for tutors or private schools. Race matters, because white children are significantly more likely to go to public schools where more kids are successful with reading; that means when white kids struggle, their reading problems tend to stand out and get attention. 6 And if a child has a reading disability, a white child is much more likely to get special education services.

America's approach to reading instruction is having an especially devastating impact on Black, Hispanic and American Indian children.
U.S. fourth-graders' reading levels by race/ethnicity
SOURCE: The National Assessment of Educational Progress, 2019.

The downward spiral that can start with early reading problems is a source of profound inequality in our society. This could be prevented if more educators and policymakers understood what cognitive scientists have figured out over the past several decades about what's going on when kids struggle with reading.

A proposal for understanding reading difficulty

Wes Hoover is a cognitive psychologist who first got interested in reading when he was a graduate student at the University of Texas in the 1970s. 7 At the time, a big debate was going on among academics about what children need to learn to become good readers. The fight was focused on phonics instruction.

One side said: If kids know how the sounds in words are represented by letters, reading comprehension will follow. Teach kids decoding.

The other side said: If kids are focused on the meaning of what they're reading, they can figure out what the words say. Teach kids comprehension.

"Word recognition is complex. Language comprehension is complex. But the big idea of reading is that if you can master those two complex skills, then you can master reading comprehension."
Wes Hoover

Hoover studied under a professor, Philip Gough, who was trying to figure out the relationship between decoding and comprehension. 8 Gough was particularly interested in why some people have a hard time understanding what they read. He was interested in reading difficulty.

What Gough knew was this: When children start school, the vast majority of them are already quite good at speakingtheir native language. "The average American 6-year-old," he wrote in a paper, "has a mastery of English [that] would be the envy of any college graduate learning English as a second language." 9

But young children don't know how to read most of the words they know how to say. If children can learn to decode, Gough thought, they should be able to comprehend text up to the level at which they can comprehend spoken language.

In 1986, Gough and a colleague, William Tunmer, came up with an equation to describe this idea. They called it the Simple View of Reading. 10

The equation says that a person's ability to comprehend what they read is the product of their decoding skills and their language comprehension ability.

Language comprehension is your ability to understand meaning when someone is talking or when text is read out loud to you.

Decoding is your ability to read printed words quickly and accurately. (Decoding is more commonly referred to now as "word recognition" in the Simple View equation, because scientists have discovered that readers become so skilled they don't have to sound out most of the words they see; they know the words instantly, on sight.) 11

The Simple View doesn't say that reading is simple. It says that reading comprehension can be divided into two parts.

"It's the big idea of reading," Hoover said. "Word recognition is complex. Language comprehension is complex. But the big idea of reading is that if you can master those two complex skills, then you can master reading comprehension. That's the hypothesis."

The hypothesis was first tested and verified in a study Hoover published with Gough in 1990. 12 It's been confirmed in more than 150 studies since. 13 The studies show the only way to be a good reader is to have both good language comprehension ability and good word recognition skills, as this figure illustrates.

The Simple View doesn't say how word recognition or language comprehension skills develop. And it does not say how they should be taught. 14 But it makes clear that the first task of the beginning reader is to learn how to decode the words he or she knows how to say.

Children who don't learn to decode in the early grades can easily grow into adulthood without knowing how to read. I met some of these kids at a juvenile detention facility in Houston. They're being taught to read as part of an ongoing study by researchers at the University of Houston who are investigating the links between reading problems and involvement with the juvenile justice system. 15

Stumped by the words

I visited the Burnett-Bayland Rehabilitation Center in February 2018. It's a large, tan building surrounded by metal fencing. The lobby reminded me of an auto repair shop: worn-out stuffed chairs, old magazines, a chemical odor.

I was led through two large locked doors by a staff member, who took me on a tour. It was all boys, as young as 10. More than 90 percent of them were Black or Hispanic. They walked the halls in blue jumpsuits, their hands clasped behind their backs. We passed the units where they slept on thin plastic mattresses and the isolation room where they were sent when their behavior was out of control. And then we got to a windowless cinderblock room with heavy locked doors on each side. Inside were a table and two green chairs. This was where the boys visited with their families once a week. It was also where some of them were finally being taught how to read.

I sat in on a few of these tutoring sessions. They included short lessons on concepts as basic as how two letters can represent one sound. There were vocabulary building activities. Then the students did some reading. Some of the boys could barely read. 16

"B-l-ee ..." said one boy I'll call Mateo, struggling to read the word "bleak." I wasn't allowed to use the boys' real names or ask why they were here. Mateo was 15 at the time, short and skinny with a shadow of a mustache above his lip.

He was trying to read a story about a man taking a bus ride. Occasionally, he'd successfully sound out and there'd be a flash of recognition. "Woman!" he exclaimed after slowly decoding the word. But it was clear from earlier in the lesson that Mateo didn't know the meaning of a lot of the words he was trying to say: fleet, sneer, gloat. If someone had read the story out loud to him, he wouldn't have understood it all. Mateo had a reading comprehension problem because he was having a hard time with both word recognition and language comprehension.

But if Mateo had been taught how to sound out words earlier in his life, it's likely he would have known the meaning of a lot more words at the age of 15.

That's because of something reading researchers call "Matthew" effects, a term borrowed from the Bible. 17 It's the idea that the rich get richer and the poor get poorer. Here's how it works in reading.

Let's say you start school, and you get off to a good start learning how to decode words. Now you can read the words you know how to say, and through reading you begin to learn the meaning of words you've never heard before. That's how the rich get richer.

But the opposite can happen. You have a hard time learning to decode. Maybe you have a learning disability. Or maybe no one teaches you how to decode. Or both. Now you're a struggling reader. You can't read very well, so you don't read much, and you miss out on the opportunity to learn the meaning of new words through reading. One study estimated that a fifth grader who reads at the 90th percentile encounters about 2 million words every year just in text she or he reads outside of school. 18 A reader at the 10th percentile encounters just 8,000 words. That's the poor getting poorer.

When a person reaches age 15 without knowing how to sound out the word "bleak," is that a learning disability or was the child never taught how to read?

The kids in the study at the juvenile detention facility in Houston all read at the third grade level or below when they started in the tutoring program. Latashia Crenshaw, who was director of Education Support Services for the juvenile probation department when I visited, estimated that close to half the kids who come through the system have disabilities that were never identified by their schools. When she talked to their parents, they would tell her: "I knew my son had a problem in first grade when I was coming up to the school every day, telling you that something was wrong, and no one listened."

The University of Houston researchers are betting that a lot of the struggling readers locked up in the juvenile detention system can be taught how to read. Students in the study each receive 24 reading lessons of 90 minutes each. The researchers are collecting data over time to see if the reading lessons translate into things like reduced criminal activity or better educational outcomes.

I asked some of the kids in the study what they remembered about being taught to read in school. "That it was hard," said a 17-year-old I'll call DeShawn. "I just didn't know none of the words." I asked what he was learning in his reading lessons. "Like, 'ph.' It's a 'f,'" he said. "Like physics. I never knew that."

DeShawn might have a learning disability. But that's not why he couldn't read the word "physics." Someone finally taught him what he needed to know, and now he can read that word.

'Surround him with books'

Paul Morgan is a professor at Penn State University who studies the risk factors for learning difficulties. 19 He had a case study in his own home about a decade ago.

His younger son was in first grade and reading was really hard for him. Morgan's other son had been fine. "Our oldest is a voracious reader and took to it readily," he said. "He seemed to benefit from what our local school did in terms of teaching reading."

"If you can't read well in the early grades it really starts to have negative consequences on your social emotional development and your behavior."
Paul Morgan

When Morgan and his wife brought up their younger son's struggles with the school, they were told: "Read storybooks to him, surround him with books." But they'd been reading to him since he was a baby. They had tons of books in their home.

Morgan knew, from his own research, that his son needed something he wasn't getting enough of in school. He needed to be taught how to read words. So, Morgan and his wife started doing that.

"We were in a position to reorganize our work schedules," he said. They bought a book online and every morning, one of them would work with him before school. "And then he was OK. Things made sense to him. He was decoding and starting to read quickly and fluently."

They caught the problem and were able to fix it. That's not going to be the case with every child. Some kids will need lots of help. But intervening early is critical because when kids don't get off to a good start with word recognition, it can begin to affect their motivation and their mental health. 20

"If you can't read well in the early grades, your peers notice, your teacher notices, you notice," Morgan said. "And it really starts to have negative consequences on your social emotional development and your behavior."

Children who are still struggling with reading at the end of first grade rarely catch up because the kids who get off to a good start reading words are catapulting ahead. It's the rich get richer phenomenon. Everyone else quickly gets left behind.

Yet a 2019 Education Week survey found that more than half of teachers and 56 percent of postsecondary instructors who teach courses on reading said kids don't need a good grasp of phonics to read. 21 That doesn't necessarily mean they reject phonics instruction. The majority of teachers describe their approach to teaching reading as "balanced literacy" and that typically includes some phonics. But it also includes the idea that readers don't need to understand how the sounds in words are represented by letters. It's that idea from the 1970s that if kids are focused on the meaning of what they're reading, they can figure out what the words say.

This idea has been repeatedly debunked by cognitive scientists, but it lingers in education because the idea that children need to be taught how to read words has long been resisted by many educators and literacy experts. 22 Even as some people who previously dismissed the importance of phonics instruction now embrace it, an assumption that continues to undergird reading instruction is that reading skill develops naturally, as long as kids are in an environment that supports and encourages lots of reading.

When this approach doesn't work for a child, there are typically two responses.

1. There must be a problem in the home. The child wasn't read to enough.

2. There must be a problem in the child. He or she has a disability.

But usually it's neither. Most of the time, when kids can't read, it's because they weren't taught how to do it.

The importance of language comprehension

You can't be a good reader without good word recognition skills. Reading scientists refer to word recognition as a "sine qua non" of being a good reader. 23 But good word recognition skills are only half the equation. Research shows that once kids have mastered the basics of decoding, their ability to understand what they read is largely determined by the level of their language comprehension. 24

There's a lot to language comprehension. 25 It's all the words you know the meaning of, and your understanding of how language works - grammar, syntax. 26 It also includes the things you know. For example, if you don't know what "sine qua non" means, you may not have fully understood the paragraph above. "Sine qua non" is a Latin phrase that means "an essential condition; something that is absolutely necessary."

Knowledge is critical when it comes to understanding what you read. 27 Consider this passage:

Australia failed to fully capitalise on the second-wicket stand of 182 between Smith and Finch, as Michael Clarke's men were stunted by the off-breaks of Ravichandran Ashwin and a curious collective failure against back-of-a-length bowling. 28

You may be able to read all the words just fine but have absolutely no idea what this passage is about - unless you know something about cricket. This passage is from a BBC report on Australia's victory in the 2015 Cricket World Cup semi-final.

Your ability to comprehend what you read is linked to your knowledge. This is one reason there's an association between a child's reading comprehension and their family's income; more income often means more opportunity for experiences that build knowledge of the world.

But how well you do on a reading comprehension test is going to be partly a function of what's on the test. A 10-year-old in New Zealand, where there's lots of cricket, would probably fare much better on a test that included a passage about cricket than a 10-year-old in the United States would. The American kid would likely do better with a passage about baseball. But of course, some kids know much more about baseball than others. A famous study found that struggling readers who know a lot about baseball did better comprehending a passage about baseball than good readers who don't know much about baseball. 29

The challenge with reading comprehension tests is that, at the end of the day, they are tests of knowledge, and in the United States we don't have a canon of knowledge we've decided every child needs to master. We have common standards, which are essentially lists of things students should be able to do, such as "determine the main idea" and "describe characters in a story." 30 We don't have agreed upon curriculum. It's up to states, to schools - sometimes to individual teachers - to decide what to teach. They choose the books, the materials, the content.

One of the ironic consequences of nationwide concern about poor reading scores is that schools appear to be focusing more on reading instruction at the expense of other subjects. 31 Time spent on reading instruction in the early grades typically takes 90 minutes to three hours daily; science and social studies might be 30 to 45 minutes, a few times a week - at best. Add to this the fact that kids who are struggling with reading are often pulled out of class during science and social studies for extra reading help.

When schools don't put enough focus on general knowledge, it can be particularly harmful to the reading development of kids from low-income families. Consider two children.

One starts school with lots of knowledge and vocabulary. Her parents are college graduates who chat with her about lots of things. She attends summer camps, goes on vacations, takes trips to the science museum.

Another child hasn't had the same opportunities: he rarely leaves his neighborhood, his parents work late, there may be few bedtime stories.

You can teach both of these kids how to decode, but the girl will likely have an edge when it comes to reading comprehension because of the knowledge she is acquiring outside of school. If a goal of education is equity, schools have to pay attention to building knowledge and vocabulary, exposing kids to lots of content, helping them access a wide range of information and experiences. And schools need to encourage kids to read a lot. Because reading is one of the best ways to learn.

That's why teaching kids how to read words is so important. A child who comes to school weak on the language comprehension side of the equation will never catch up if he doesn't get good at decoding. But if a child is taught to decode in the early grades, he has just been given his best shot.

'I ain't none a yo' mama!'

Making sure that children get off to a good start with reading is critical because of the downward spiral that can begin as soon as kids begin to struggle. This means recognizing the factors that can make learning to read more challenging for some kids.

One of the big challenges for many children is when the language they speak at home is different from the language they use at school. English language learners, for example. Kids who speak Spanish or Korean or Arabic at home. But this can be native English speakers, too.

Julie Washington is a speech-language pathologist at Georgia State University who studies language and reading development in African American children. She's specifically interested in the role of African American English. 32

African American English is a dialect of English. Every language has dialects. They're rule-governed variations of a parent language that can affect not just the pronunciation of words but also vocabulary and grammar.

"An example of African American English is, 'One day, me and my mom was at home,'" Washington explained. "That is completely acceptable in African American English."

There was a moment early in her career when she realized that children who come to school speaking African American English might have a harder time learning how to read.

She was reading "Are You My Mother?" by P.D. Eastman with a 4-year-old girl. The book is about a baby bird who is looking for his mother. He approaches different animals and objects and asks, "Are you my mother?"

When Washington was done reading the book, she asked the girl to retell the story.

"Is you my mama?" the girl exclaimed. "I ain't none a yo' mama!"

"We've decided as a country that if you are having trouble reading and you're poor, you're having trouble with reading because you're poor. Because our policy does not allow you to be both learning disabled and poor."
Julie Washington

When she went back to her office, Washington thought about how much work that girl had to do. She listened, recoded the story into her own language, and then retold it. "That takes a lot of working memory," Washington said. "It takes a pretty good vocabulary."

That little girl had to do a lot of work because there was a difference between the language she knew and the language of the book.

"The kid who comes to school whose language system mirrors the book doesn't have that work to do," she said. "He can go straight for decoding and not have to do all of those other steps in between."

Washington says schools need to understand that children who are heavy dialect users may need more time, and more help, to be successful with reading. 33 She says almost all low-income African American children speak African American English at home. Middle- and upper-income kids are more likely to either not use dialect at all, or to be able to code switch. "They've had more access outside of the community," Washington said. "They go to schools where there are more kids using mainstream English."

Who gets help?

Think of family income as a kind of buffer when it comes to the risk of being a struggling reader.

But it's not just your family's income that can tilt things in your favor when it comes to learning how to read; it's the income level of the school you attend too. Research shows that schools where the majority of kids are from poor families are less effective on average at promoting reading achievement. 34 Who goes to high-poverty schools? 35 According to the U.S. Department of Education, nearly half of all Black and Hispanic students in the United States attend high-poverty schools but only 8 percent of white students do.

When children from low-income families are concentrated in the same schools, it can be difficult to identify the children with reading disabilities such as dyslexia because so many of the kids are struggling. "I go into poor schools - nobody has dyslexia in a poor school," Washington said. "In the face of a population where eight and a half out of ten are struggling with reading, who has a reading disability? The answer is, we have no idea."

She says part of the problem is the way federal law defines learning disabilities. The law says a child cannot qualify for a learning disability if that child's learning problems are primarily the result of economic disadvantage. 36 "We've decided as a country that if you are having trouble reading and you're poor, you're having trouble with reading because you're poor," she said. "Because our policy does not allow you to be both learning disabled and poor."

The purpose of the policy was to prevent low-income children of color from being overidentified for special education. 37 But the policy has had unintended consequences, according to Paul Morgan.

"We hear from teachers that they have been told not to refer any more children of color," he said. "That they're already at their threshold."

Research by Morgan and his colleagues shows that white children in the United States who are struggling the most with reading are significantly more likely than children of color to get special education services. 38
Who gets special education?
Among children whose reading achievement placed them in the lowest 10 percent of all scores, white children were more likely to be receiving special education services.

This data suggests that more than half the children of color in this country who are struggling the most with reading are not getting the help they need and are entitled to by federal law. It also suggests that many white children are not getting help, either. Morgan says getting special education services for a student with a reading disability can be difficult no matter who you are or what kind of school your child goes to. "Too often parents have to fight for their children to be provided the services," he said. "And when the school says 'no,' there's not much of a recourse for the parent to engage in, short of legal action, which is very costly."

It's a system that favors people with money. I've interviewed parents who have spent thousands of dollars on attorneys to try to get their children into special ed, because in many schools, special education is the only way for struggling readers to get the kind of explicit instruction they need. 39

Kids who don't get into special ed, or don't have families that can pay for tutors or private school, may never get what they need to become good readers. Like the kids at the juvenile detention facility in Houston.

'Why isn't everybody in this country angry like me?'

When Sonya Thomas was told her seventh grade son was on a second-grade reading level, it changed her life.

The next month, in October 2018, she helped found a parent advocacy group called Nashville PROPEL. 40 The name stands for "parents requiring our public education system to lead." It's a group of mostly Black parents whose children are zoned to some of the lowest-performing schools in the entire state.

Sonya says many parents don't know how far behind their kids are. "They don't know until it costs them." Like it cost her and her son C.J.

Sonya wanted to figure out what happened to C.J. Why has he had such a hard time learning to read? Does he have a learning disability the school system missed?

She requested all of C.J.'s school records, and APM Reports hired Zack Barnes, an assistant professor of special education at Austin Peay State University, to review them. 41 Barnes used to teach in the Nashville schools, so he was familiar with the forms and records in C.J.'s file. He went over them with Sonya and me.

The records show C.J. started off behind. A reading assessment in kindergarten shows he was "below benchmark." But it doesn't say what he was behind in.

At the beginning of first grade, C.J. took a reading test that placed him at the 24th percentile nationally. That means more than three quarters of first graders in the country were doing better than he was. There's a form in the file that says C.J. had no problem understanding and using vocabulary but that he spoke slowly and sometimes had a hard time asking and answering questions.

"I do remember having some concerns about his speech," Sonya said. "Like not talking a lot, being really shy." She says she sometimes had a hard time understanding what he was saying.

There's no indication in the records that C.J. was evaluated for a speech issue or a reading problem. There is the handwritten note from Sonya when C.J. was in first grade, asking the school to test him for a learning disability.

"I am very concerned," the note says. "Please assist me." But he wasn't tested.

At the end of first grade, C.J. scored at the 12th percentile on the same test he had taken at the beginning of the year. The gap between C.J. and his peers had grown even wider. Sonya teared up when Barnes pointed this out. "This tears me all to pieces," she said.

We spent nearly two hours going over C.J.'s entire school file, grade by grade. There are nearly 200 pages of records, and Barnes noticed a pattern. Some years C.J. got pulled out of the classroom for extra help with reading. His test scores went up. Then the help stopped. Barnes likened it to a lifeguard saving someone and then allowing them to drown a few minutes later. "I don't think what we are seeing is uncommon, across the country," he wrote me later in an email.

Barnes says things might have been different if C.J. had been in special education. He would have had an Individualized Education Program and rights to services protected by federal law. But to get into special ed, you need to be identified with a disability. To determine if C.J. has a disability, he'd need a full evaluation from a school psychologist. C.J. never got one of those. Barnes says he should have. "He's this kind of student that we really need to dig deep on to figure out, how can we help C.J.?"

Barnes offered to help Sonya get C.J. an evaluation. She was grateful, but angry. C.J. just finished eighth grade. She had asked for him to be tested for a learning disability in first grade. She wonders how many other kids needed help and didn't get it. "There is this heavy feeling that I have," she said, pausing for a long sigh. "I don't know how to fix it. Except to keep telling parents to question everything and everybody, so they don't have to go all of these years like I did, to try to get down to the bottom of it."

I contacted the Nashville Public Schools to see if someone could answer questions about what happened with C.J. A spokesperson declined to comment.

When reading instruction is based on the flawed assumption that reading will come pretty easily to most kids as long as they're in the right environment, reading instruction is tilted in favor of the few. The few who don't need much instruction. The few from families who can pay to get their kids what they need.

The bottom line is that learning to read is not easy for many kids. Reading difficulty is natural. 42

Cognitive scientists have known this for a long time. In 1980, Phil Gough wrote this: "The statistically average child, normally endowed and normally taught, learns to read only with considerable difficulty. He does not learn to read naturally." 43

Sonya Thomas wants everyone to know about what she and C.J. have gone through. And she wants to help other parents get what they need for their kids. She's now executive director of PROPEL, the parent group she helped to found. It's her full-time job. She wants to see a movement of parents across the country demanding better reading instruction.

"Why isn't everyone in this country angry like me? Why are they not losing sleep?" she said. "It's unacceptable for children to not have a chance right off the bat. And we are not going to let anybody sleep until we have changed for the better for all children."

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Support for this program comes from The Spencer Foundation, Lumina Foundation, and The Hollyhock Foundation.
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Many kids struggle with reading - and children of color are far less likely to get the help they need

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A false assumption about what it takes to be a skilled reader has created deep inequalities among U.S. children, putting many on a difficult path in life.

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See post above for more info.

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InsideShen's Cultural Proficiency page.

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Talking to Kids About Racism and Violence - Child Mind Institute

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Tips for helping kids process big emotions and tackle hard questions about racism and violence.

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Enough is enough.

We must take daily action to undo racism and eradicate it from the fiber of our society. We've collected and curated a list of readings, resources, and tools here:
Readings Resources to Empower Youth and Teach Truth Groups to Follow VIDEO: Coaching for Equity /Podcasts to Validate and Encourage
Topics: Professional Learning, Class Culture, Improving Your Practice, Equity, Coaching, Supporting Students, Video Playlist, Culturally Responsive, Community Mindset, Educating for Democracy, Civic Engagement

Catherine has been with Teaching Channel since 2015 supporting districts using Teaching Channel Plus, a video-enabled platform, and in adopting personalized professional learning. Prior to her work with Tch, she led a team in designing online learning courses, served as an assistant principal at Girls Prep Middle School, led educators across New York City in the transition to the Common Core, and taught in middle schools in Boston and Washington, D.C. . She holds a Master of Social Work and Master of Public Policy. Catherine believes educators are powerful influencers and leaders in making a better universe.

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Resource Roundup: Leading for Concrete Change

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Enough is enough. We must take daily action to undo racism and eradicate it from the fiber of our society.

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Conversations--  Ted Talk & more

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I'm talking with professor Ibram X. Kendi, New York Times bestselling author of How to Be an Antiracist and the Director of the Antiracist Research and Policy Center at American University. We talk about racial disparities, policy, and equality, but we really focus on How to Be an Antiracist, which is a groundbreaking approach to understanding uprooting racism and inequality in our society and in ourselves.

Listen

Guest Info

Ibram X. Kendi

Dr. Ibram X. Kendi is a #1 New York Times bestselling author and the Director of the Antiracist Research and Policy Center at American University. He is an Ideas Columnist at The Atlantic, and a correspondent with CBS News. He is the author of four books including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction, and the New York Times bestsellers How to Be an Antiracist and Stamped: Racism, Antiracism, and You, co-authored with Jason Reynolds. His next book, Antiracist Baby, will be published in June 2020.

Show Notes

How to Be an Antiracist, by Ibram X. Kendi

A groundbreaking approach to understanding and uprooting racism and inequality in our society-and in ourselves. At its core, racism is a powerful system that creates false hierarchies of human value; its warped logic extends beyond race, from the way we regard people of different ethnicities or skin colors to the way we treat people of different sexes, gender identities, and body types. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In How to Be an Antiracist, Dr. Kendi takes readers through a widening circle of antiracist ideas-from the most basic concepts to visionary possibilities-that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves. Kendi weaves a combination of ethics, history, law, and science with his own personal story of awakening to antiracism. This is an essential work for anyone who wants to go beyond the awareness of racism to the next step: contributing to the formation of a just and equitable society.

Antiracist Baby, by Ibram X. Kendi

Stamped from the Beginning: The Definitive History of Racist Ideas in America, by Ibram X. Kendi

Stamped: Racism, Antiracism, and You, by Ibram X. Kendi co-authored with Jason Reynolds

The American Nightmare, by Ibram X. Kendi, The Atlantic

Dying of Whiteness: How The Politics of Racial Resentment is Killing America's Heartland by Jonathan Metzl, MD, PhD,

American Foundation for Suicide Prevention, Suicide Statistics

What the Eyes Don't See: A Story of Crisis, Resistance, and Hope in an American City by Mona Hanna-Attisha, MD, MPH, FAAP

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Brené with Ibram X. Kendi on How to Be an Antiracist | Brené Brown

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I'm talking with professor Ibram X. Kendi, New York Times bestselling author of How to Be an Antiracist and the Director of the Antiracist Research and Policy Center at American University. We talk about racial disparities, policy, and equality, but we really focus on How to Be an Antiracist, which is a groundbreaking approach to understanding uprooting racism and inequality in our society and in ourselves.

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Click HERE.

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AFT's Teaching Reading IS Rocket Science

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AFT's Teaching Reading IS Rocket Science

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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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Introduction to Heggerty Phonemic Awareness

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Blending Hand Motion for Heggerty Phonemic Awareness

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As you reflect on your experiences, please consider sharing successes with colleagues via this Flipgrid. Thank you!
Password:  Corona20

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Wow.

If you’re anything like me, you’re experiencing a lot of different emotions right now. But chances are we are all marveling at how different the world looks than it did a few weeks, days, even hours ago. Big events canceled. Travel bans. School closures. Toilet paper becoming the nation’s hottest commodity.

This post is not about health measures or containment or COVID-19 symptoms. It’s not about curriculum or technology recommendations or teaching remotely. I’m not going to talk about flattening the curve or social distancing or exponential growth. There are 900 million other articles, posts, and podcasts for that.

This is about taking care of yourself and your mental health during COVID.

I love teachers, and even in the best of times I’m concerned about our self-care. But now, at a time when we’re all taking on the stress, anxiety, and fears of how a global pandemic will affect our children, it’s more critical than ever to remember that we cannot effectively take care of other people if we are not taking care of ourselves.

1. Be kind to yourself.

We are all learners here. This situation is new for all of us, and that means new emotions, new reactions we didn’t know we’re capable of, new fears, new bodily functions (hello, stress burps, I guess you’re a thing now). Would you be hard on the young people in your classroom learning new, tough information? Of course not. So don’t put any more pressure on yourself to learn this new way of living than necessary.

Also, I’m going to say something that could be controversial here: I don’t think those of us teaching remotely should exhaust ourselves trying to drum up ways to make learning exactly the same or better as it was in our classrooms before we left. Will we have to do things differently? Yes. Could this be an awesome opportunity for all of us to learn platforms and tools? Yes. But are our students already dealing with more stress than we could imagine? ALSO YES. They are a a generation who is aware of EVERYTHING because of the Internet and social media. But their frontal lobes are still developing, leaving them with tons of information but perhaps not a lot of emotional capacity to handle or process this in a healthy way. In short: don’t put more pressure on yourself than necessary to put on a dog-and-pony show during tough times. Simple is OK.

2. Keep your hands busy.

One of the best pieces of advice I ever received when I was super anxious a few years ago was to keep my hands busy. There’s science behind it, I promise. And, when I’m doing something tactile, it’s hard for me to think too hard about anything, really. And not in the way that I zone out when I’m scrolling Instagram like a zombie, but more of a mellowing out that happens when I truly plug into creativity. My top recommendations:

Puzzles! Y’all. I’m obsessed. My favorite brands are Galison and Mudpuppy. (Yes, I have puzzle brands.)

Embroidery. Look up this old-made-new trend on Pinterest. So many fun ideas!

Calligraphy

Other recommendations: making bread or something else hand-intensive, drawing a mandala, painting or making a collage, playing an instrument (what a great time to learn on YouTube!)

3. Move your body.

Don’t worry about strenuous exercise right now if that’s not your jam. But I think it’s good for all of us to make moving a regular habit (especially if we are teaching remotely and not up out of our seat all the time like a regular school day). Go for a walk if you can. Take a fitness class on YouTube (Yoga with Adriene is a personal fave). Have an impromptu dance party to your favorite song. Ultimately just get the blood flowing and the endorphins pumping.

4. Calm your mind.

This looks different for all of us, but it’s super important to give your mind a break from the barrage of information out there. I don’t know if there has been a better time to download the Calm app (it’s free for teachers!) With guided meditations, nature playlists, relaxing songs, and bedtime stories, you’ll wish you’d have done it a long time ago. But whatever you do, try not to simply distract yourself, but truly disconnect and let your mind “be” for a while. It’s working overtime these days.

5. Laugh.

A global pandemic is obviously very serious. But so is your mental health during COVID. As anyone who has ever cared for a family member with Alzheimer’s will tell you, sometimes you have to laugh in the midst of a terrible thing. Gloria Gaynor washing her hands to “I Will Survive.” Relatable tweets like this one:

me and my coworkers logging into all of our meetings remotely for the next couple of weeks pic.twitter.com/fpOYiHJLcl

— isha (@ikasliwal) March 9, 2020

But if you’re overwhelmed with COVID-19 information—even humor—this is my official plug for the TV show King of the Hill on Hulu. I did not think I would find this show funny, and I have laughed myself to tears. You’re welcome in advance.

6. Stay connected in the right ways.

Use the technology we do have—FaceTime, WhatsApp, Skype—to check in with people remotely. Kelly Wickham Hurst, an educator I follow on Twitter (@mochamomma) had a great suggestion of using each other’s names as often as possible when in social isolation. Check in on your neighbors, the elderly people you know (especially those living alone), and others in vulnerable populations. And if social media is overwhelming you, by all means, disconnect for a while. You will know when you’re overwhelmed. You’ll be at the grocery store and see a long line of people waiting to grind coffee, and you’ll turn to your fiancé with wild eyes and say, “I can’t do this!” Or at least that’s what I did.

How are you taking care of your mental health during COVID closures? Come and share in the WeAreTeachers HELPLINE group on Facebook.

Plus, why online learning doesn’t need to be perfect right now.

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Teachers, How Can We Care for Our Mental Health Right Now?

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We’re living through history, and the emotions are intense.

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Over the last few months, the pandemic has created many challenges for teachers, students, and parents as they transitioned into home-based learning.

We spoke with more than 100 teachers and students about the common issues they faced and crowdsourced teachers' solutions to help ease the transition into blended learning this fall.
Problem: Online Directions Are Difficult to Follow
Solution: To make sure students understood directions, Casey Chon, a fifth-grade English and social studies teacher in the San Francisco Bay Area, California, scheduled live sessions two to three times a week to go over instructions and allow students to ask questions as a class. She also met with students one-on-one who needed extra support.

For North Carolina teacher Kasey Short, if multiple students in her sixth-grade English and social studies classes had the same question about an assignment, she posted an announcement in Google Classroom for all to see. She also created screencasts that explained assignments in detail, which she says cut down on the number of overall questions from students.

To provide clarification or feedback in the moment, Emma Chiappetta, a secondary math teacher in Mount Pleasant, Utah, found it helpful to use the Google Docs chat feature as students were doing work, while Marcos Cortez, a high school English teacher in Saratoga, California, created videos where he commented on students' individual work. "I definitely saw an uptick in students actually applying my suggestions to their rewrites and future work," he said.
Problem: Tech Issues Disrupt Work
Solutions: To troubleshoot common tech problems in online learning, educators we talked to recommended using simple technology that students are already familiar with, instead of trying out new tools with pizzazz. "If they feel they can navigate with ease, they're more likely to engage," says Erin Sims, a seventh-grade English and social studies teacher in Shelby, North Carolina.

Having a "help desk" system in place can also alleviate tech issues. Jessica Heckman, a teacher in Bloomfield Township, Michigan, says she found a good solution from her third- and fourth-grade students. They came up with a twist on "Ask three before me"-a practice often used in the classrooms with hand-raising. Now, before asking her a question virtually, students know they can Google the issue, ask their sibling, or FaceTime/chat a friend.

With the new approach, Heckman found that students started communicating with each other to ask for help and troubleshoot. "The brightest part of being separated by screens from my students was that I saw them feeling empowered to take care of each other," says Heckman. "That gives me some hope that no matter what learning looks like next year for school, we will make it through."
Problem: Students Struggle With Work-Life Balance
Solutions: "I won't sleep for the whole night or only for a very short amount of time, and then have to go into work, come home, and do schoolwork," said a high school student in South Farmingdale, New York, who says she's now working double the hours she used to.

To help your students juggle competing demands, talk to them about what is on their plate and how you can support them, educators we talked to advised.

Brittany Mendoza, a high school English as a Second Language teacher in Hoffman Estates, Illinois, says she offered recovery and alternative assignments to lessen students' anxiety about keeping up with school work. Every week, she emailed her students or called their homes if she hadn't heard from them in a while, and focused her communication on their well-being and less about their work.

On the other hand, Alex Barrett, a high school French teacher in Annapolis, Maryland, says she didn't penalize late work, while Nicole Newman, a middle school special education teacher in Tacoma, Washington, posted the work for the week each Monday, then gave students until the last day of school to turn it in.

Problem: Students Miss Collaboration and Peer-to-Peer Interaction

Solutions: Many students shared that they missed collaborating with their peers and teachers-both for socialization and to help their understanding of the content.

As a solution, Forrest Hinton, a high school math teacher in Durham, North Carolina, says he used live video sessions for collaborative work and to assess gaps in students' understanding. When using Zoom, he had students briefly re-teach and summarize concepts they had learned asynchronously, then had them do small-group work in breakout rooms to solve problems among their peers.

Similarly, Ryan Tahmaseb, director of library services at a K-8 school in Weston, Massachusetts, said he translated Think-Pair-Share to Zoom. Tahmaseb divided his students into Zoom breakout rooms, had them "record their answers on a shared Google doc" to a class-wide prompt, then had volunteers share out their responses to the whole class.

To promote peer-to-peer discussion, Cortez says he adapted his Four Corners classroom strategy to online learning. Instead of walking to a different part of the classroom depending on whether they strongly agree, agree, disagree, or strongly disagree with something, students select their answer in Google Forms and get to see their peers' opinions in a pie chart.
Problem: Students Struggle to Create Structure Away From the Classroom
Solutions: Noting that students struggled with time management, Olivia Gregory, a sixth-to-eighth-grade English teacher in Rockhill, South Carolina, and Heather Garcia Queen, a sixth-to-12th-grade school psychologist in New Hampshire, both said they videoconferenced with students one-on-one to teach them how to create a schedule, prioritize their tasks, and break down instructions.

Laura Bradley, an eighth-grade English teacher in California, on the other hand, did quick check-ins with students through Google Forms and Google Classroom to see where they were on a project and to offer help. "Students don't know how to manage their time with so much work showing up at once. Their days are scheduled for them at school, but there's no such structure at home."

And after finding students getting confused about Google Meets and assignments, Pete Barnes's school in New Albany, Ohio, reorganized all meetups to be on consistent days and times and posted this schedule, along with assignments, in a single document with hyperlinks.
Problem: How to Deal With Difficult Emotions
Solutions: Given shelter-in-place mandates, many students reported feeling isolated, depressed, and overwhelmed. "The lack of a support system has definitely been the hardest part about not physically attending school," shares a student in East Haven, Connecticut.

Start by taking a pulse check of students' well-being before launching into academics, educators suggested. This may look like students' taking surveys or even typing their emotional state into a Google Form, like Sarahi Monterrey's students; she is a high school English-language learner teacher in Wisconsin.

To help his elementary students feel connected, John Thomas says he broke down his morning meetings into asynchronous components. In response to Thomas's video greeting on Seesaw, students typed or left a voice comment back, and later, they started responding to their peers using prompts of things to share-like something shiny or a pet.

Give moments of joy too. Lynn Gallant, an eighth-grade teacher in Ontario, Canada, says she found that weekly surprises helped. Every Friday, she offered a challenge, like scavenger hunts, dance challenges, and building blanket forts. She also sent letters home to let students know that she was thinking about them.

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Distance Learning FAQ: Solving Teachers' and Students' Common Problems

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Lessons learned from problems during remote learning can help inform teaching and learning this fall.

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Keep it simple, and build in as much contact as possible.

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An educator with experience in distance learning shares what he's learned: During the pandemic, keep it simple, and build in as much contact as possible.

The coronavirus has caused widespread school closures for an unknown duration. Teachers are scrambling to find ways to support students from afar through distance and online learning. If you're feeling overwhelmed by this daunting task, you're certainly not alone.

I've also struggled to reach students outside of class. For several years, I taught in communities where students struggled to attend school consistently. To help absent students access my courses, I developed a blended, self-paced, mastery-based instructional model that empowered all my students to learn, whether they were in my room or not. Today, I run The Modern Classrooms Project, where I help other teachers do the same.

Through teaching students and training educators, I've learned a lot about how to effectively create and implement digital instruction and self-paced learning. I'll share a few tips below, and if you're looking for further support on developing effective distance learning beyond what I discuss in this piece, explore the resources on our website or start our free online course, Building Modern Classrooms.

Here are some pointers that can help you create a sustainable and engaging distance learning experience for your students.

1. Simplicity Is Key

Every teacher knows what it's like to explain new instructions to their students. It usually starts with a whole group walk-through, followed by an endless stream of questions from students to clarify next steps. While this process can be frustrating at times, students can always rely on each other and the teacher in the room when they're stuck.

One of the challenges of distance learning is that you and your students are no longer in the same room to collectively tackle misconceptions. Instead, the large bulk of learning time is inevitably going to be driven by tasks that require a high level of self-direction.

As a result, simplicity is key. It is critical to design distance learning experiences that have very clear instructions and utilize only one or two resources. It's also best, when possible, to provide resources like readings as PDFs that students can always access.

Keep in mind that simple structures can still require rigorous work: Tasks with few instructions often lead to the greatest amount of higher-order thinking, as students figure out what to do within defined parameters. Distance learning should push educators to think about how they can be leaner and more concise with their delivery of new information.

2. Establish a Digital Home Base

In the spirit of simplicity, it's vital to have a digital home base for your students. This can be a district-provided learning management system like Canvas or Google Classrooms, or it can be a self-created class website. I recommend Google Sites as a simple, easy-to-set-up platform.

You need a single digital platform that your students can always visit for the most recent and up-to-date information. It can be tempting to jump around between all the cool edtech applications out there-especially as so many of them are offering free services right now-but simplicity and familiarity are invaluable. Students need to feel comfortable going to the same place to access the same tools. The farther away you are from your students, the more important it is to cultivate stability and practice norms.

Additionally, if attendance was a challenge before, distance learning is going to magnify it. So students need a place to go when they fall out of the loop. Filling in gaps is only going to get harder when the teacher cannot quickly engage in individual or small group instruction. Your students are going to need to take control of their own learning. Your goal is to create a clear framework that allows them to do that. You might want to check out a unit I created on probability and statistics to see how I provided instructions and set up checkpoints for my students.

3. Prioritize Longer, Student-Driven Assignments

Efficiency is key when designing distance learning experiences. Planning is going to take more time and require a high level of attention to detail. You will not be able to correct mistakes on the fly or suddenly pivot when kids are disengaged.

To effectively manage your time and sanity, you will want to prioritize longer, student-driven assignments and tasks that buy you time to keep planning future units-and that get your students off the computer. Focus on building toward long-term projects where students have autonomy and a clear set of checkpoints and deadlines that need to be met. When possible, create opportunities for students to discuss what they're learning with their families and include an element of student choice to really build engagement.

Check out a project set up by Modern Classrooms' co-founder, Robert Barnett, that integrates choice and family engagement: Demographer Challenge.

4. Individual Touchpoints Are Game-Changers

What your students will miss the most is the human connection that is cultivated in your classroom. The little interactions you have with them in the hallways, before and after class or during breaks in lessons, are irreplaceable. While it can be tempting to focus on content in your distance learning assignments and instructional videos, what matters more is creating structures for personalized touchpoints with your students.

You can create these touchpoints through any medium you like: emails, video messages, phone calls, messages through your learning management system, comments on shared documents, etc. Create a structure and stick to it. Your students will see your investment and know that you care about them.

It's important to bear in mind that cultivating an engaging distance learning experience is hard. It takes time and an incredible amount of patience. If you are new to the experience, you're probably going to feel like a first-year teacher again. That's OK! Tackle the challenges step by step, keep your students updated on your progress, and stay positive. You can do this!

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4 Tips for Teachers Shifting to Teaching Online

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An educator with experience in distance learning shares what he's learned: Keep it simple, and build in as much contact as possible.

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I have been anxious all my life.

While I've learned many ways to calm my mind and ease the worry, this coronavirus, COVID-19, global pandemic is triggering my old anxiety-producing habits big time. Even though I'm not in a high-risk group, I find myself checking my state's case count multiple times a day. Is it in my city yet? I talk about it incessantly with others. They might know something I don't, right? I did go to the grocery yesterday and, while I didn't buy toilet paper, I did buy frozen food from the meager selection left. I could go on.

Enough already! I decided that I needed to remind myself how to calm, reassure, and support myself through this - instead of escalating my brain's anxiety and sense of alarm.

In any situation, your mind can help or hurt you. What we say to ourselves determines how we feel and experience an event - maybe even more than the actual event. So for my benefit and yours, here are some back-to-the-basics guidelines to help calm our minds and preserve our mental health through this - or any - trying time.

Ways to Work with Your Mind

Recognize Your Brain's Biases

Your brain's priority is always your survival - not maintaining a sense of calm or peace of mind. You have to consciously choose to do that. It has a natural negativity bias which means it constantly looks for, learns from, and holds onto anything it considers a danger or loss with much more gusto than something neutral or pleasant. This puts your brain on guard which translates to a more negative, uneasy, jumpy you.

Your brain also fears anything uncertain or new, which this pandemic is both. We haven't seen anything like this since the flu of 1918. You have to rationally put things in perspective for your brain to discount its biases. So, while focusing on the threat is just my brain doing its job, it's not helping me to feed the fear. For those of us prone to anxiety it helps to calm our amygdalas and redirect our minds from obsessing over the danger.

Control What You Can

Our brains are wired to crave certainty and feel happy when they think this requirement is satisfied. Life does feel a little out of control right now. So it's important to focus your mind and efforts on what you can control in your environment. Sometimes, the only thing you can control is you - your mind and behavior. Just doing that will help tremendously.

While it is good to stay informed, the non-stop news coverage and social media chatter about the virus feeds anxiety as much as it informs and eases fear. The key here is balance. There's a fine line between staying informed and feeling overwhelmed by the news.

Research shows that in the case of past natural disasters or terrorist events, as people's media exposure increases, so does distress. Educate yourself and learn the facts and recommendations, but don't overwhelm yourself. Information is useful, but more is not always better. While you shouldn't avoid the news entirely, it's important to manage your exposure and give yourself a break from it completely once in a while.

Stick to a Routine

You might be working or going to school remotely. Many events and gatherings - which are an important part of our lives: churches, social, cultural - are canceled. Your usual daily schedule might be interrupted. This is unsettling to your brain. Your brain likes and finds comfort in routine.

Establishing and following a new routine can be very calming. For example, if you're telecommuting to school or work, set a daily schedule for yourself that allows for meals and breaks. Go to bed and get up at the same time as you normally would. Continue to allocate your evening hours per your normal routine exercising, relaxing or however. Give your brain a sense of familiarity.

Help Others

While this is definitely a time of stress for many, it can also be a time of pulling together and kindness. It is what we make of it. Remember, we are all in this together, and the pandemic affects all of us. Having said that, look out for and help your neighbors, family, friends, and coworkers as you can and as is safe. Helping others benefits your mental health. Again, it will give your brain a sense of control and cause it to release peaceful, happy neurochemicals.

Social interaction is an important part of maintaining good mental health. Do what you can to stay connected. Keep in touch with friends and family via the phone or computer.

Come Into the Present

When you find your mind getting anxious about all the uncertainties, bring your attention back into the present, a practice known as mindfulness. In this moment, realize that you are alright right now. It's your thoughts creating a sense of danger. Bringing your awareness into the now calms your amygdala and puts your frontal lobe in charge. Many studies show that with repetition, practicing mindfulness can lead to a long-term, lasting reduction of anxiety and worrying. I find the mindfulness practice called grounding helpful and easy-to-do anywhere.

Working With Your Mind to Boost Your Immune System

The thoughts that run through your head cause neurons to fire and neurochemicals to be released. What happens in your head has real repercussions for your body. Science has proven that many mental practices actually, physically boost your immune system.

Smiling

The act of smiling boosts your immune system because you're more relaxed, with less cortisol and more happy neurochemicals. One study even found that smiling helps your body produce white blood cells to fight illness. Even a fake smile has benefits.

Laughter

Laughter is more than just fun and games. It's beneficial for your mind and body. In fact, studies have shown that laughter increases the number of T-cells in your body and boosts your immune system. So, watch some of your favorite comedies or read a humorous book.

Listening to music

A review of scientific studies on music and health determined that listening to music has many benefits for your body and mind. In addition to reducing anxiety and helping many aspects of mental health, music can also boost your immune system in the following ways:

Listening to music was better than prescription medications in reducing stress before surgery.

People who listened to music had an increase in their levels of Immunoglobulin A (IgA), a type of antibody that is present at mucosal surfaces (digestive tract, lungs, etc.) and helps to prevent infections.

Music listeners had higher numbers of an immune cell type called "natural killer cells," whose job it is to attack bacteria, infected cells, and cancerous cells.

Listening to music reduced levels of cortisol in the body. Cortisol is a stress hormone that has many physiological effects, one of which has a role in promoting obesity.

Mindfulness

Mindfulness is just a way of thinking. At the most basic level, it's simply being aware of what's happening as it's happening. Being mindful means that you become aware of the workings of your mind, at that moment. When practicing mindfulness, you deliberately direct your awareness back into the now and focus your attention there. Science shows mindfulness reduces stress, anxiety, and improves many other mental health conditions.

Daniel J. Siegel M.D. tells us in The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being:

Studies have shown that specific applications of mindful awareness improve the ability to regulate emotion, to combat emotional dysfunction, to improve patterns of thinking, and to reduce negative mindsets. Researchon some dimension of mindful awareness practices reveals that they greatly enhance the body's functioning: Healing, immune response, stress reactivity, and a general sense of physical well-being are improved with mindfulness.

It takes mindful awareness to remember not to touch your face or shake hands or lick your finger, as has become humorously evident in so many videos where people are telling us not to and do it. Doing this can be an exercise in mindfulness.

Visualization

The thoughts, words, and images that run through your mind have very real physiological consequences for your body. Your brain sends the same messages to the central nervous system whether something is being imagined or actually experienced. Visualization, or creative imagery, can be used in any situation. It is a recognized mind-body therapy that's effective with many health concerns, especially stress-related ones.

Studies have shown visualization successful at improving and strengthening the immune system. I used visualization extensively when healing from a brain injury, and my mother did when battling cancer. I'm happy to report that it worked tremendously well for both of us!

On the other hand, prolonged stress and worry elevate cortisol levels, weaken your immune system, and cause inflammation. By stressing out about the virus, you are actually hurting your body's ability to fight it.

Things That Haven't Been Canceled

While our daily routines are going to be disrupted with almost everything canceled for a while, there are still plenty of things we can do to help ourselves through this time without putting us or others at risk.

Exercise

Exercise is one of the best things you can do for your mental and physical health. It will decrease anxiety and stress and strengthen your immune system. While you may want to avoid the gym or group exercise classes, for now, it's a perfect time to go for a run or walk, explore nearby parks, or try a new exercise video on YouTube. I've already seen several families taking walks - pulling small ones in a wagon - around the neighborhood.

Reading

Reading has multiple benefits for your brain and mental health. On a physical level, reading stimulates your brain, improves connectivity, function, and memory. It can even help you sleep more soundly. Emotionally and mentally, science shows reading relieves stress. I know I love getting lost in a book.

Meditation

You can look at the self-imposed isolation as giving you more time at home. More time to start that meditation practice you've been meaning to try. Meditation is a mindfulness practice from which your mental health and immune system will benefit. Learn how to get started here.

Gratitude

Instead of focusing only on what is wrong and scary, you could intentionally look for and remind yourself of the good that is present in your life. It always there if you look for it. Your brain doesn't automatically notice it. It zeroes in on the bad. The benefits of gratitude are physical and mental. It changes the neurochemicals in your brain increasing happiness while decreasing cortisol and stress.

Sleep

Every single aspect of your physical and mental health is affected by sleep - for better or worse. Mentally, not getting enough sleep escalates anxiety and depression. Physically, research shows that people who don't get quality sleep or enough sleep are more likely to get sick after being exposed to a virus, and not sleeping enough can prolong recovery.

Sunshine

Doses of boosts the production of serotonin in your brain. sunshine can boost your mental and physical health. The sun's UV rays help your body make Vitamin D, which is important for your bones, blood cells, and immune system. Natural sunlight helps your body set its circadian rhythms, which can also aid in sleeping more soundly. Sunlight Serotonin greatly influences your mood and more of it can give you more energy and help keep you calm, positive, and focused.

For some good news in the coronavirus situation, check out this post 6 Positive Ways To Calm Coronavirus Anxiety and for further wisdom, see Coronoavirus: How to Stay Calm in a Crisis.

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How to Work With Your Mind to Stay Calm During This Pandemic - The Best Brain Possible

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I have been anxious all my life. While I've learned many ways to calm my mind and ease the worry, this coronavirus, COVID-19, global pandemic is triggering my old anxiety-producing habits big time. Even though I'm not in a high-risk group, I find myself checking my state's case count multiple times a day.

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READ THIS STORY IN SPANISH

Lea esta historia en español.

It was 2015 and Jack Silva, the chief academic officer for the public schools in Bethlehem, Pennsylvania, had a problem: Only 56 percent of third-graders in his district had scored proficient on the state reading test.

Reading scores had been low for a while, but for most of the five years that Silva had been chief academic officer, he and other school leaders had been consumed with a severe budget crisis. By 2015, the district had turned the corner financially, and Silva was wondering why the reading scores were so terrible. "It was really looking yourself in the mirror and saying, 'Which four in 10 students don't deserve to learn to read?'" he said.

The stakes were high. Research shows that children who don't learn to read by the end of third grade are likely to remain poor readers for the rest of their lives, and they're likely to fall behind in other academic areas, too. People who struggle with reading are more likely to drop out of high school, to end up in the criminal justice system, and to live in poverty. But as a nation, we've come to accept a high percentage of kids not reading well. More than 60 percent of American fourth-graders are not proficient readers, according to the National Assessment of Educational Progress, and it's been that way since testing began in the 1990s.
Percentage of U.S. students proficient in reading
SOURCE: The National Assessment of Educational Progress ( Grade 4 | Grade 8). *In 1992 and 1994, testing accommodations were not permitted.

One of the excuses educators have long offered to explain America's poor reading performance is poverty. There is plenty of poverty in Bethlehem, a small city in eastern Pennsylvania that was once a booming steel town. But there are fancy homes here, too, and when Silva examined the reading scores he saw that many kids at the wealthier schools weren't reading very well either. This was not just poverty. In fact, by some estimates, one-third of America's struggling readers are from college-educated families.

Silva didn't know anything about how children learn to read or how they should be taught, so he started searching online. As he soon discovered, virtually all kids can learn to read - if they are taught the right way. The problem is that many American elementary schools aren't doing that.

"We never looked at brain research. We had never, ever looked at it. Never."
- Jodi Frankelli

The basic assumption that underlies typical reading instruction in many schools is that learning to read is a natural process, much like learning to talk. But decades of scientific research has revealed that reading doesn't come naturally. The human brain isn't wired to read. Kids must be explicitly taught how to connect sounds with letters - phonics.

"There are thousands of studies," said Louisa Moats, an education consultant and researcher who has been teaching and studying reading since the 1970s. "This is the most studied aspect of human learning."

But this research hasn't made its way into many elementary school classrooms. The prevailing approaches to reading instruction in American schools are inconsistent with basic things scientists have discovered about how children learn to read. Many educators don't know the science, and in some cases actively resist it. The resistance is the result of beliefs about reading that have been deeply held in the educational establishment for decades, even though those beliefs have been proven wrong by scientists over and over again.

Most teachers nationwide are not being taught reading science in their teacher preparation programs because many deans and faculty in colleges of education either don't know the science or dismiss it. As a result of their intransigence, millions of kids have been set up to fail.

The problem in Bethlehem

Even though Silva had known little about how children learn to read or how reading should be taught, he'd long been aware that some older students were struggling too. He'd been a middle school and high school teacher for years, and he had students who came across words they'd never seen before and had no idea how to sound them out.

Kim Harper, the district's supervisor of literacy, noticed the same thing. She'd been a high school English teacher in Bethlehem and said that a disturbing number of her students, even students in honors classes, weren't very good readers. "They didn't like to read," she said. "They avoided reading. They would tell me it was too hard."

She didn't know what to do about it either, so she more or less shrugged it off. "I think it became easy to say, 'Well that's just the way it is. You know, we're always going to have X percent of kids who it's just going to be a struggle for,'" she said.

Even the school board president, Mike Faccinetto, said it was pretty much accepted that a lot of kids in the district would never be very good readers. "It was always, 'Well, that's not a reflection of Bethlehem,'" he said, referring to the reading scores. The kids who weren't doing well, "'Ah, well, you know those kids, their parents aren't around, or maybe they don't have two parents. And that's the best they're going to do.'"

Silva wanted to figure out what was going on. So in 2015, he assigned Harper to visit all of Bethlehem's elementary schools and find out how children were being taught to read.

Harper went to a professional development day at one of the district's lowest-performing elementary schools. The teachers were talking about how kids should attack words in a story. When a child came to a word he didn't know, the teacher would tell him to look at the picture and guess. The most important thing was for the child to understand the meaning of the story, not the exact words on the page. So, if a kid came to the word "horse" and said "house," the teacher would say it's wrong. But, Harper said, "if the kid said 'pony,' it'd be right because pony and horse mean the same thing."

Harper was shocked. First of all, pony and horse don't mean the same thing. Second, the idea that you look at pictures and guess when you don't know a word seemed odd to her. "I wouldn't have been able to use that strategy at the secondary level," she said. There were no pictures in the books her high school students read.

The teachers described their approach to reading instruction as "balanced literacy." Harper didn't quite know what that meant, but her colleague Jodi Frankelli had heard lots about balanced literacy. Frankelli was the district's new supervisor of early learning. Though her teaching experience and training were in the upper grades, too, she'd been a principal at one of Bethlehem's elementary schools. She said it hadn't been completely clear to her what balanced literacy was. The main idea seemed to be: Give kids lots of good books, and with some guidance and enough practice, they become readers. "We never looked at brain research," she said. "We had never, ever looked at it. Never."

We are not born wired to read

The scientific research on reading goes back decades, from work psychologists were doing in the 1960s to more recent discoveries by neuroscientists using brain imaging technology.

Researchers have been doing their work in labs that were sometimes right across the quad from schools of education, but reading researchers and education researchers kind of live in separate universes; they go to different conferences, publish in different journals. The big takeaway from all the scientific research on reading is that learning to read is not a natural process. We are not born wired to read.

"Balanced literacy was a way to defuse the wars over reading. It succeeded in keeping the science at bay and it allowed things to continue as before."
- Mark Seidenberg

We are born wired to talk. Kids learn to talk by being talked to, by being surrounded with spoken language. That's all it takes. No one has to teach them to talk.

But, as numerous studies have shown, reading is different. Our brains don't know how to do it. That's because human beings didn't invent written language until relatively recently in human history, just a few thousand years ago. To be able to read, structures in our brain that were designed for things such as object recognition have to get rewired a bit.

Another big takeaway from decades of scientific research is that, while we use our eyes to read, the starting point for reading is sound. What a child must do to become a reader is to figure out how the words she hears and knows how to say connect to letters on the page. Writing is a code humans invented to represent speech sounds. Kids have to crack that code to become readers.

Children don't crack the code naturally. They need to be taught how letters represent speech sounds. But by the time scientists had done all the studies to conclude this for sure, a different set of beliefs about reading was already deeply entrenched in many American schools and colleges of education.

Balanced literacy

Debates about reading go back centuries. In the 1800s, Horace Mann, the father of the public-school movement in the United States, railed against the idea of teaching children that letters represent sounds. He referred to letters of the alphabet as "bloodless, ghastly apparitions" and argued that children would be distracted from comprehending the meaning of what they were reading if they focused too much on letters. He believed children should be taught to read whole words.

On the other side of the debate were people who believed in phonics. That means teaching children that words are made up of parts and showing them how different letters and combinations of letters connect to the speech sounds in words.

No one really knew how children actually learned to read, or how they should be taught. "It was more debates among people who had philosophies," Moats said. By the 1980s, the debate was so intense that people began referring to it as "the reading war." It was phonics versus what had come to be known as "whole language."

Whole language was a movement of people who believed that children and teachers needed to be freed from the tedium of phonics instruction. Phonics lessons were seen as rote, old-fashioned, and kind of conservative. The essential idea in whole language was that children construct their own knowledge and meaning from experience. Teaching them phonics wasn't necessary because learning to read was a natural process that would occur if they were immersed in a print-rich environment. Whole language proponents thought phonics lessons might actually be bad for kids, might inhibit children from developing a love of reading by making them focus on tedious skills like breaking words into parts.

By the early 1990s, the idea that kids didn't need phonics had taken hold in many schools and teacher preparation programs, and was even a guiding principle behind reading instruction across the entire state of California. But the phonics folks kept pushing back.

The battle between whole language and phonics got so heated that the U.S. Congress eventually got involved, convening a National Reading Panel to review all the research on reading. In 2000, the panel released a report. The sum of the research showed that explicitly teaching children the relationship between sounds and letters improved reading achievement. The panel concluded that phonics lessons help kids become better readers. There is no evidence to say the same about whole language.

After the National Reading Panel report, whole language proponents could no longer deny the importance of phonics. But they didn't give up their core belief that learning to read is a natural process, and they didn't give up the reading programs they were selling, either. Instead they advocated for doing both, a balance. So, whole language didn't disappear; it just got repackaged as balanced literacy. And in balanced literacy, phonics is treated a bit like salt on a meal: a little here and there, but not too much, because it could be bad for you.

"Balanced literacy was a way to defuse the wars over reading," said Mark Seidenberg, a cognitive neuroscientist and author of the book "Language at the Speed of Sight." "It succeeded in keeping the science at bay, and it allowed things to continue as before."

He says the reading wars are over, and science lost.

Seidenberg knows of a child who was struggling so much with reading that her mother paid for a private tutor. "The tutor taught her some of the basic skills that the child wasn't getting in her whole language classroom," he said. "At the end of the school year the teacher was proud that the child had made so much progress, and the parent said, 'Well, why didn't you teach phonics and other basic skills related to print in class?' And the teacher said 'Oh, I did. Your child was absent that day.'"

For scientists like Seidenberg, the problem with teaching just a little bit of phonics is that according to all the research, phonics is crucial when it comes to learning how to read. Surrounding kids with good books is a great idea, but it's not the same as teaching children to read.

Experts say that in a whole-language classroom, some kids will learn to read despite the lack of effective instruction. But without explicit and systematic phonics instruction, many children won't ever learn to read very well.

'When we know better, we do better'

By the end of 2015, Silva and other district leaders in Bethlehem had figured out that balanced literacy didn't line up with the science.

Now they had to figure out what to do about it. They decided the first step would be a series of training sessions over the course of a school year for all the principals at the district's 16 elementary schools. The district leaders reasoned that the principals needed to be convinced of the science if they were going to convince their teachers to change the way they taught reading.

If there was one principal who was sure to resist, it was Kathy Bast, the principal of Calypso Elementary School. She was known as the district's No. 1 balanced literacy champion. "Decoding was never part of anything I ever did," Bast said. She happened to be out on medical leave when the training began, but her colleagues warned her she wouldn't like it. "They said to me, 'Kathy, we know you. You're not going to take well to this training.'"

Education as a practice has placed a much higher value on observation and hands-on experience than on scientific evidence.

But Bast had a secret. Before becoming a principal, she'd been a reading specialist. It was her job to help struggling readers. In her training to become a reading specialist, she learned a lot about how to identify children with reading problems, but she learned nothing about how to help those children learn to read. "I didn't know what to do, except just give them more books," she said. "And it wasn't working."

With time on her hands while she was on medical leave, Bast began poking around online and discovered the vast scientific literature on reading. It wasn't being published in a lot of the journals and newsletters she got as a school principal, but as her boss, Silva, had discovered, all it takes is a Google search to find it. When Bast returned to work from medical leave and joined her fellow principals in the training on reading science, she was ready to hear what the trainer had to say. And it kind of blew her mind. "Wow!" she thought. "OK, let's go get at this."

The training used a curriculum written by Moats called "Language Essentials for Teachers of Reading and Spelling" or LETRS. The principals went through the training in the 2015-16 school year, the kindergarten teachers went through it the next year, and then first- and second-grade teachers did it, too.

For many teachers, the science of reading training was overwhelming at first. "I remember sitting there and my head was throbbing 'cause it was like, 'How can I take all this in?'" said Adrienne Ibarra, a reading specialist at Bethlehem's Lincoln Elementary School. She hadn't learned much about phonics when she was in college studying to be a teacher. Neither had Michelle Bosak, an English as a second language teacher at Lincoln. "It was very broad classes, vague classes and like a children's literature class," Bosak said. "But not actually teaching phonics."

Candy Maldonado, a first-grade teacher at Lincoln, described the district's old approach to reading instruction this way: "We did like a letter a week. So, if the letter was 'A,' we read books about 'A,' we ate things with 'A,' we found things with 'A,'" she said. "All we did was learn 'A' said 'ah.' And then there's apples, and we tasted apples."

The teachers had no idea how kids actually learned to read. "It was just that they do," Ibarra said.

"Almost like it's automatic," Maldonado added.

After learning about the reading science, these teachers were full of regret. "I feel horrible guilt," said Ibarra, who's been a teacher for 15 years.

"I thought, 'All these years, all these students,'" said Bosak, who's been teaching for 26 years.

To help assuage that guilt, the Bethlehem school district has adopted a motto: "When we know better, we do better." And soon, they were doing much better.

'My kids are successful, and happy, and believe in themselves'

The Bethlehem schools now use a curriculum in the early elementary grades that mixes teacher-directed whole-class phonics lessons with small-group activities to meet the needs of children at different points in the process of learning to read. At first, some of the teachers recoiled a bit at the scripted nature of the lessons; the curriculum is explicit and systematic, with every teacher on the same page each day. If the curriculum says today's the day for kindergarteners to learn words that begin with the sounds "wuh" and "guh," you can walk into any kindergarten classroom in the district and see the teacher doing that lesson.

Lynn Venable, a kindergarten teacher at Calypso who has been teaching elementary school for 21 years, said she used to think reading would just kind of "fall together" for kids if they were exposed to enough print. Now, because of the science of reading training, she knows better. She said her current class of kindergartners had progressed more quickly in reading than any class she'd ever had. "My kids are successful, and happy, and believe in themselves," she said. "I don't have a single child in my room that has that look on their face like, 'I can't do this.'"

At the end of each school year, the Bethlehem school district gives kindergartners a test to assess early reading skills. In 2015, before the science of reading training began, more than half of the kindergartners in the district tested below the benchmark score, meaning most of them were heading into first grade at risk of reading failure. At the end of the 2018 school year, after the principals and kindergarten teachers were trained in the reading science, 84 percent of kindergarteners met or exceeded the benchmark score. At three schools, it was 100 percent.
Kindergarten reading performance before and after the science of reading training
SOURCE: Bethlehem Area School District. *Low-income is defined as the percentage of students who qualify for free or reduced-price lunch, 2017-18.

Silva is thrilled with the results, but cautious. He's eager to see how the kindergartners do when they get to the state reading test in third grade. "We may have hit a home run in the first inning," he said. "But there's a lot of game left here."

It's impossible to know if the science of reading training is what led to the test score gains. Some of the schools in the district moved from half-day to full-day kindergarten the same year the training began, so that could have been a factor. But Bast, the principal at Calypso, thinks if her teachers had continued with the old approach to reading instruction, she'd still have a lot of struggling readers in her school. "We're actually teaching," she said. "We're doing our jobs."

The teacher prep problem

You can find schools and school districts across the United States that are trying to change reading instruction the way Bethlehem has, but according to Moats, ill-informed, ineffective reading instruction is the norm. "The gap between science-based ideas and practices and those most often used in our classrooms remains very wide and persistent," she wrote in a recent article.

A big part of the problem is at the university level, in schools of education, according to the authors of a 2016 article in the Journal of Childhood & Developmental Disorders. "Faculty have ignored the scientific knowledge that informs reading acquisition," the authors wrote. "As a result, the pre-service teachers who are being educated at these institutions fail to receive the necessary training."

In 2016, the National Council on Teacher Quality, a Washington, D.C.-based think tank, reviewed the syllabi of teacher preparation programs across the country and found that only 39 percent of them appeared to be teaching the components of effective reading instruction.

Seidenberg says the scientific research has had relatively little impact on what happens in classrooms because the science isn't very highly valued in schools of education. "Prospective teachers aren't exposed to it or they're led to believe that it's only one of several perspectives," he said. "In a class on reading, prospective teachers will be exposed to a menu in which they have 10 or 12 different approaches to reading, and they're encouraged to pick the one that will fit their personal teaching style best."

Education as a practice has placed a much higher value on observation and hands-on experience than on scientific evidence, Seidenberg said. "We have to change the culture of education from one based on beliefs to one based on facts."

Kelly Butler has been trying to do just that for nearly two decades in Mississippi.

'Is this your science or my science?'

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Butler works for the Barksdale Reading Institute, an organization founded with a $100-million gift from the former CEO of Netscape to help Mississippi children improve their reading skills. Back in the early 2000s, after the panel convened by Congress released its report, Butler and her colleagues wanted to know: Were teacher preparation programs in Mississippi instructing teachers to teach reading in ways backed up by the science?

So they did a study of the teacher preparation programs at the state's eight publicly funded universities. The institute reviewed syllabi and textbooks, surveyed the students in the classes, observed some of the classes, and interviewed the deans and faculty. The study found that teacher candidates in Mississippi were getting an average of 20 minutes of instruction in phonics over their entire two-year teacher preparation program. Kelly Butler was alarmed. She and her colleagues went to state education officials and pleaded with them to take action.

In 2003, in a rather extraordinary move, the state Department of Education mandated that every teacher preparation program in Mississippi require two courses in early literacy to cover what was in the National Reading Panel report. It was extraordinary because even though states have the authority to regulate teacher preparation programs, only a handful of states have specific requirements about what prospective teachers learn about reading. Colleges and universities generally don't like state officials telling them what to do. "Professors pretty much have academic freedom to construct learning in the way they think best," Butler said.

Angela Rutherford, who works with Butler and is a professor in the school of education at the University of Mississippi, put it more bluntly. "Faculty members close the door and do whatever the heck they want to," she said.

Rutherford wasn't sure the state mandate would make a big difference because many of her colleagues in teacher preparation didn't know the science themselves or didn't believe in it. She said many of them have long believed in whole language. "I had a colleague challenge me back in the fall," she said. "And her question was, 'What do you believe?' I said, 'I believe what I see in research.'"

Butler says the resistance to the science among college faculty and administrators baffles her, but it runs deep. Once, when she was talking to an education school dean about the reading science, the dean said to her, "Is this your science or my science?"

It was not clear how much impact the state mandate to teach reading science was having. Then in 2015, the Mississippi legislature passed a law called the "Literacy-Based Promotion Act." The law says that kids who aren't reading on grade level by the end of third grade cannot be promoted to fourth grade. The legislature appropriated millions of dollars to pay for training in the science of reading for all of the state's elementary school teachers.

However, if new teachers coming out of teacher prep programs didn't know reading science, the state would be spending money perpetually retraining teachers. At this point, no one really knew what prospective teachers were learning in those early literacy classes required by the state.

"I think we all agree that this is right. And maybe we're here because of that. And the whole language ones are not here because I think they would really resist, a lot."

So in 2015, Butler and her colleagues decided to repeat the study they'd done in 2003. This time they looked at private colleges in Mississippi, too. They examined the early literacy courses at 15 teacher prep programs. They found, with one exception, that all the state's teacher prep programs appeared to be teaching the components of reading identified by the National Reading Panel report. But when Butler interviewed deans and faculty, most of them admitted they'd never actually read the report. And when she asked them basic questions about the science of reading, most of them didn't know the answers. The schools of education were complying with the letter of the law, but many faculty members didn't really understand the science themselves.

The professors needed training.

Changing the way teachers are taught

Teachers in the K-12 education system are used to professional development. College professors are not.

A Mississippi governor's task force decided the professors would benefit from the same training that the state's elementary school teachers were getting. The teacher training used LETRS, the curriculum the teachers in Bethlehem went through. No one was going to require college instructors to do the training, but state legislators had passed a measure to encourage it. Since 2016, teacher candidates in Mississippi have been required to pass a test on reading science. If you don't pass what's known as the Foundations of Reading test, you don't get licensed to teach elementary school in Mississippi. It's now in the best interest of faculty to teach the science, because if they don't, their students won't get jobs.

In a session of LETRS training for faculty in Jackson, Mississippi, in March 2018, the trainer, Antonio Fierro, passed out a quiz. The first question was: "True or false? Speaking is natural, reading and writing are not." The answer is "true," but the question was being asked because it's not a given that the 37 people in this training, a mix of mostly tenured faculty and adjuncts, would know that.

Roshunda Harris-Allen, a professor in the teacher preparation program at Tougaloo College, said she wasn't taught reading science in college or as part of her doctorate. And she didn't learn phonics as a kid. "We were just taught - here are your sight words, you need to memorize them," she said. She said that she struggled with reading when she was a child.

Trashonda Dixon, a literacy instructor at Tougaloo, says she did get phonics instruction when she was young, but she never learned how to teach phonics. "I think we did have issues with a lack of knowledge initially," Dixon said, referring to herself and her fellow faculty members in LETRS training. "But I think we're making great strides here to correct that."

The Mississippi faculty came together for training several times over the course of a year, and some even received mentoring as they were teaching reading science to their college students. Moats said she once did some LETRS workshops for college faculty in Colorado many years ago and one of her colleagues did abbreviated training for faculty in Maryland, but Mississippi is the only place she knows of where college faculty are going through an extended course.

"I feel blessed to be part of this change," said Barbara Bowen, an instructor at the University of Southern Mississippi who went through the training. "I think we all agree that this is right. And maybe we're here because of that. And the whole language ones are not here because I think they would really resist, a lot."

The whole language hold-outs

The faculty who most resist reading science weren't in the LETRS training. Two professors at the University of Southern Mississippi agreed to be interviewed about why they didn't want to attend.

"I am philosophically opposed to jumping on the bandwagon of the next great thing that's going to teach every child how to learn to read," said Stacy Reeves, an associate professor of literacy. "Phonics for me is not that answer."

Reeves said she knows this from her own experience. In the early 1990s, before she started her Ph.D., she was an elementary school teacher. Her students did phonics worksheets and then got little books called decodable readers that contained words with the letter patterns they'd been practicing. She said the books were boring and repetitive. "But as soon as I sat down with my first-graders and read a book, like 'Frog and Toad Are Friends,' they were instantly engaged in the story," she said.

She ditched the phonics workbooks and the decodable readers. "And once I started teaching in a more whole way, a more encompassing way of the whole child - What does this child need? What does that child need? Let's read more real books," she explained, "my teaching improved, the students learned more. I feel they came out the other side much better." She admitted she had no evidence her students were learning more, but she said they seemed more engaged.

One of the central tenets of whole language is that teachers are best able to judge whether their students are learning, not standardized tests. Another key idea is that all children learn to read differently and need to be taught in different ways. But research has shown that's not true.

Our brains are much more similar than they are different, and all children need to learn basically the same things to change their nonreading brains into reading brains. "Cultural, economic, and educational circumstances obviously affect children's progress," Seidenberg wrote in his book. "But what they need to learn does not change." One of the most consistent findings in all of education research is that children become better readers when they get explicit and systematic phonics instruction.

The students who suffer most when schools don't give their students insight into the code are kids with dyslexia. They have an especially hard time understanding the relationship between sounds and letters.

Mary Ariail, former chair of the Department of Curriculum, Instruction and Special Education at the University of Southern Mississippi, remains opposed to explicit phonics instruction. She thinks it can be helpful to do some phonics with kids as they're reading books, maybe prompt a child to sound something out or to notice a letter pattern in a word. But she believes kids will be distracted from understanding the meaning of what they're reading if teachers focus too much on how words are made up of letters. "One of the ideas behind whole language is that when [reading] is meaningful, it's easy," she said. "And when it's broken down into little parts, it makes it harder."

Despite research to the contrary, Ariail and Reeves said they believe learning to read is a natural process.

"I believe children learn to read as soon as they start learning to hear," Reeves said. "Being surrounded by books, being read to often."

"It's like learning to talk," Ariail said. "A lot of children come to school already reading because they have been immersed in print-rich environments from the time they were born."

It's not clear how much they had read about reading science, but they said they do not agree with it. "One of the bones of contention is that the phonics-based approach is the scientific approach," Ariail said. "It's their science."

Ariail left her job and returned to her home state of Georgia at the end of the 2018 academic year, in part because of her frustration with the effort to change reading instruction in Mississippi. She sees it as an example of lawmakers telling educators what to do, and she doesn't like it.

Phonics isn't enough

When you talk to whole language proponents, it's clear pretty quickly that the distrust of phonics instruction is motivated by a fear that reading will be reduced to rote and boring phonics drills. One of the reasons whole language flourished in the 1970s and '80s is that it rejected the idea that children should sit quietly in rows listening to a teacher direct a lesson. "In whole language, the battle was seen as, 'Are you in favor of literacy or are you in favor of skills?'" Seidenberg said.

He said no one is advocating for rote and boring lessons. But the science shows clearly that when reading instruction is organized around a defined progression of concepts about how speech is represented by print, kids become better readers. There is also widespread support in the research for the effectiveness of teacher-directed lessons as opposed to letting children discover key concepts about reading on their own.

What's also clear in the research is that phonics isn't enough. Children can learn to decode words without knowing what the words mean. To comprehend what they're reading, kids need a good vocabulary, too. That's why reading to kids and surrounding them with quality books is a good idea. The whole language proponents are right about that.

There are proven ways to help people with dyslexia learn to read, but some public schools are denying children proper treatment and failing to identify them with dyslexia in the first place. Read more and listen.

But, according to the research, kids who can't decode will never be good readers. Some children learn decoding quickly with minimal instruction. Others need a lot more help. But good phonics instruction is beneficial for all kids, even those who learn to decode easily; research shows they become better spellers.

The belief that learning to read is a natural process that occurs when children are surrounded by books is a problem not just because there's no science to back it up. It's a problem because it assumes the primary responsibility for teaching children to read lies with families, not schools. If you're not fortunate enough to grow up in a household where there are lots of books and adults who read to you, you may be out of luck.

There is no debate at this point among scientists that reading is a skill that needs to be explicitly taught by showing children the ways that sounds and letters correspond.

"It's so accepted in the scientific world that if you just write another paper about these fundamental facts and submit it to a journal they won't accept it because it's considered settled science," Moats said.

According to all the research, what you should see in every school is a heavy emphasis on explicit phonics instruction in the early grades. There is no evidence this turns kids off to reading or makes reading harder. In fact, it's the opposite. If you do a good job teaching phonics in the early grades, kids get off to a quicker start. "And they accelerate their progress faster and read more and like it better and so it becomes a self-reinforcing cycle," Moats said. "Whereas the converse is true. When you don't give kids insight into the code and don't arm them with insight into language, both spoken and written, what happens is, 'This is a mystery. I'm not sure I'm getting what these words really say. Therefore, I'm uncomfortable. And therefore, I don't really like it.'"

The students who suffer most when schools don't give their students insight into the code are kids with dyslexia. They have an especially hard time understanding the relationship between sounds and letters. If you're a child with dyslexia from an upper-income family, someone is probably going to notice that you're struggling and pay for you to get the help you need. But kids from poor families often get left behind, and there's evidence that a disproportionate number of them eventually end up in the criminal justice system. American prisons are full of people who grew up in poor families, and according to a study of the Texas prison population, nearly half of all inmates have dyslexia. They struggled to read as kids and probably never got the help they needed.

For Butler, the main problem at this point is ignorance. Too many teachers, school administrators and college professors don't know the science. She's betting that teaching them the science is the answer. "Part of my optimism about this is it's not like we're setting out to try to figure out how to teach reading so we can then teach everybody how to do it," she said. "We know how to do it."

Seidenberg is less optimistic. He makes a comparison to climate change research. "One thing that we've learned from climate change and the other issues over which we have polarization in this country is that facts aren't the thing that change people's beliefs," he said. "In fact, confronted with data that contradict deeply held beliefs, instead of bringing people closer together, it can have the paradoxical effects of entrenching them further."

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Scientific research has shown how children learn to read and how they should be taught. But many educators don't know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail.

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Molly Woodworth was a kid who seemed to do well at everything: good grades, in the gifted and talented program. But she couldn't read very well.

"There was no rhyme or reason to reading for me," she said. "When a teacher would dictate a word and say, 'Tell me how you think you can spell it,' I sat there with my mouth open while other kids gave spellings, and I thought, 'How do they even know where to begin?' I was totally lost."

Woodworth went to public school in Owosso, Michigan, in the 1990s. She says sounds and letters just didn't make sense to her, and she doesn't remember anyone teaching her how to read. So she came up with her own strategies to get through text.

Strategy 1: Memorize as many words as possible. "Words were like pictures to me," she said. "I had a really good memory."

Strategy 2: Guess the words based on context. If she came across a word she didn't have in her visual memory bank, she'd look at the first letter and come up with a word that seemed to make sense. Reading was kind of like a game of 20 Questions: What word could this be?

Strategy 3: If all else failed, she'd skip the words she didn't know.

Most of the time, she could get the gist of what she was reading. But getting through text took forever. "I hated reading because it was taxing," she said. "I'd get through a chapter and my brain hurt by the end of it. I wasn't excited to learn."

No one knew how much she struggled, not even her parents. Her reading strategies were her "dirty little secrets."

Woodworth, who now works in accounting, 1 says she's still not a very good reader and tears up when she talks about it. Reading "influences every aspect of your life," she said. She's determined to make sure her own kids get off to a better start than she did.

That's why she was so alarmed to see how her oldest child, Claire, was being taught to read in school.

As long as this disproven theory remains part of American education, many kids will likely struggle to learn how to read.

A couple of years ago, Woodworth was volunteering in Claire's kindergarten classroom. The class was reading a book together and the teacher was telling the children to practice the strategies that good readers use.

The teacher said, "If you don't know the word, just look at this picture up here," Woodworth recalled. "There was a fox and a bear in the picture. And the word was bear, and she said, 'Look at the first letter. It's a "b." Is it fox or bear?'"

Woodworth was stunned. "I thought, 'Oh my God, those are my strategies.' Those are the things I taught myself to look like a good reader, not the things that good readers do," she said. "These kids were being taught my dirty little secrets."

She went to the teacher and expressed her concerns. The teacher told her she was teaching reading the way the curriculum told her to.

Woodworth had stumbled on to American education's own little secret about reading: Elementary schools across the country are teaching children to be poor readers - and educators may not even know it.

For decades, reading instruction in American schools has been rooted in a flawed theory about how reading works, a theory that was debunked decades ago by cognitive scientists, yet remains deeply embedded in teaching practices and curriculum materials. As a result, the strategies that struggling readers use to get by - memorizing words, using context to guess words, skipping words they don't know - are the strategies that many beginning readers are taught in school. This makes it harder for many kids to learn how to read, and children who don't get off to a good start in reading find it difficult to ever master the process. 2

A shocking number of kids in the United States can't read very well. A third of all fourth-graders can't read at a basic level, and most students are still not proficient readers by the time they finish high school.
Percentage of U.S. fourth-graders below basic level in reading
When kids struggle to learn how to read, it can lead to a downward spiral in which behavior, vocabulary, knowledge and other cognitive skills are eventually affected by slow reading development. 3 A disproportionate number of poor readers become high school dropouts and end up in the criminal justice system. 4

The fact that a disproven theory about how reading works is still driving the way many children are taught to read is part of the problem. School districts spend hundreds of millions of taxpayer dollars on curriculum materials that include this theory. Teachers are taught the theory in their teacher preparation programs and on the job. As long as this disproven theory remains part of American education, many kids will likely struggle to learn how to read.
Percentage of U.S. 12th-graders proficient in reading
The origins

The theory is known as "three cueing." The name comes from the notion that readers use three different kinds of information - or "cues" - to identify words as they are reading.

The theory was first proposed in 1967, when an education professor named Ken Goodman presented a paper at the annual meeting of the American Educational Research Association in New York City.

In the paper, 5 Goodman rejected the idea that reading is a precise process that involves exact or detailed perception of letters or words. Instead, he argued that as people read, they make predictions about the words on the page using these three cues:

graphic cues (what do the letters tell you about what the word might be?)

syntactic cues (what kind of word could it be, for example, a noun or a verb?)

semantic cues (what word would make sense here, based on the context?)

Goodman concluded that:

Skill in reading involves not greater precision, but more accurate first guesses based on better sampling techniques, greater control over language structure, broadened experiences and increased conceptual development. As the child develops reading skill and speed, he uses increasingly fewer graphic cues.

Goodman's proposal became the theoretical basis for a new approach to teaching reading that would soon take hold in American schools.

Previously, the question of how to teach reading had focused on one of two basic ideas.

One idea is that reading is a visual memory process. The teaching method associated with this idea is known as "whole word." The whole word approach was perhaps best embodied in the "Dick and Jane" books that first appeared in the 1930s. The books rely on word repetition, and pictures to support the meaning of the text. The idea is that if you see words enough, you eventually store them in your memory as visual images.

The other idea is that reading requires knowledge of the relationships between sounds and letters. Children learn to read by sounding out words. This approach is known as phonics. It goes way back, popularized in the 1800s with the McGuffey readers.

These two ideas - whole word and phonics - had been taking turns as the favored way to teach reading until Goodman came along with what came to be known among educators as the "three-cueing system."

In the cueing theory of how reading works, when a child comes to a word she doesn't know, the teacher encourages her to think of a word that makes sense and asks: Does it look right? Does it sound right? If a word checks out on the basis of those questions, the child is getting it. She's on the path to skilled reading.

Teachers may not know the term "three cueing," but they're probably familiar with "MSV." M stands for using meaning to figure out what a word is, S for using sentence structure and V for using visual information (i.e., the letters in the words). MSV is a cueing idea that can be traced back to the late Marie Clay, a developmental psychologist from New Zealand who first laid out her theories about reading in a dissertation in the 1960s. 6

Clay developed her cueing theory independently of Goodman, but they met several times and had similar ideas about the reading process. Their theories were based on observational research. They would listen to children read, note the kinds of errors they made, and use that information to identify a child's reading difficulties. For example, a child who says "horse" when the word was "house" is probably relying too much on visual, or graphic, cues. A teacher in this case would encourage the child to pay more attention to what word would make sense in the sentence.

Goodman and Clay believed that letters were the least reliable of the three cues, and that as people became better readers, they no longer needed to pay attention to all the letters in words. "In efficient word perception the reader relies mostly on the sentence and its meaning and some selected features of the forms of words," Clay wrote. 7 For Goodman, accurate word recognition was not necessarily the goal of reading. The goal was to comprehend text. 8 If the sentences were making sense, the reader must be getting the words right, or right enough.

These ideas soon became the foundation for how reading was taught in many schools. Goodman's three-cueing idea formed the theoretical basis of an approach known as "whole language" that by the late 1980s had taken hold throughout America. 9 Clay built her cueing ideas into a reading intervention program for struggling first-graders called Reading Recovery. It was implemented across New Zealand in the 1980s and went on to become one of the world's most widely used reading intervention programs. 10

But while cueing was taking hold in schools, scientists were busy studying the cognitive processes involved in reading words. And they came to different conclusions about how people read. 11

Scientists take on three cueing

It was the early 1970s, and Keith Stanovich was working on his doctorate in psychology at the University of Michigan. He thought the reading field was ready for an infusion of knowledge from the "cognitive revolution" that was underway in psychology. Stanovich had a background in experimental science and an interest in learning and cognition due in part to the influence of his wife, Paula, who was a special education teacher.

Stanovich wanted to understand how people read words. 12 He knew about Goodman's work and thought he was probably right that as people become better readers, they relied more on their knowledge of vocabulary and language structure to read words and didn't need to pay as much attention to the letters.

So, in 1975, Stanovich and a fellow graduate student set out to test the idea in their lab. They recruited readers of various ages and abilities and gave them a series of word-reading tasks. Their hypothesis was that skilled readers rely more on contextual cues to recognize words than poor readers, who probably weren't as good at using context.

They couldn't have been more wrong.

"To our surprise, all of our research results pointed in the opposite direction," Stanovich wrote. "It was the poorer readers, not the more skilled readers, who were more reliant on context to facilitate word recognition." 13

The skilled readers could instantly recognize words without relying on context. Other researchers have confirmed these findings with similar experiments. It turns out that the ability to read words in isolation quickly and accurately is the hallmark of being a skilled reader. This is now one of the most consistent and well-replicated findings in all of reading research. 14

Other studies revealed further problems with the cueing theory: 15

Skilled readers don't scan words and sample from the graphic cues in an incidental way; instead, they very quickly recognize a word as a sequence of letters. That's how good readers instantly know the difference between "house" and "horse," for example.

Experiments that force people to use context to predict words show that even skilled readers can correctly guess only a fraction of the words; this is one reason people who rely on context to identify words are poor readers.

Weak word recognition skills are the most common and debilitating source of reading problems. 16

The results of these studies are not controversial or contested among scientists who study reading. The findings have been incorporated into every major scientific model of how reading works.

But cueing is still alive and well in schools.

Picture Power!

It's not hard to find examples of the cueing system. A quick search on Google, Pinterest or Teachers Pay Teachers turns up plenty of lesson plans, teaching guides and classroom posters. One popular poster has cute cartoon characters to remind children they have lots of strategies to use when they're stuck on a word, including looking at the picture (Eagle Eye), getting their lips ready to try the first sound (Lips the Fish), or just skipping the word altogether (Skippy Frog).

There are videos online where you can see cueing in action. In one video posted on The Teaching Channel, 17 a kindergarten teacher in Oakland, California, instructs her students to use "picture power" to identify the words on the page. The goal of the lesson, according to the teacher, is for the students to "use the picture and a first sound to determine an unknown word in their book."

The class reads a book together called "In the Garden." On each page, there's a picture of something you might find in a garden. It's what's known as a predictable book; the sentences are all the same except for the last word.

The children have been taught to memorize the words "look," "at," and "the." The challenge is getting the last word in the sentence. The lesson plan tells the teacher to cover up the word with a sticky note.

In the video, the wiggly kindergarteners sitting cross-legged on the floor come to a page with a picture of a butterfly. The teacher tells the kids that she's guessing the word is going to be butterfly. She uncovers the word to check on the accuracy of her guess.

"Look at that," she tells the children, pointing to the first letter of the word. "It starts with the /b/ /b/ /b/." The class reads the sentence together as the teacher points to the words. "Look at the butterfly!" they yell out excitedly.

This lesson comes from "Units of Study for Teaching Reading," more commonly known as "reader's workshop." 18 According to the lesson plan, this lesson teaches children to "know and apply grade-level phonics and word analysis skills in decoding words." 19

But the children were not taught to decode words in this lesson. They were taught to guess words using pictures and patterns - hallmarks of the three-cueing system.

The author of Units of Study for Teaching Reading, Lucy Calkins, often refers to cueing in her published work. 20 She uses the term MSV - the meaning, structure and visual idea that originally came from Clay in New Zealand.

Then there is Fountas and Pinnell Literacy, started by Irene Fountas and Gay Su Pinnell, teachers who learned the MSV concept from Clay in the 1980s. 21

Fountas and Pinnell have written several books about teaching reading, including a best-seller about a widely used instructional approach called "Guided Reading." They also created a reading assessment system that uses what are called "leveled books." 22 Children start with predictable books like "In the Garden" and move up levels as they're able to "read" the words. But many of the words in those books - butterfly, caterpillar - are words that beginning readers haven't been taught to decode yet. One purpose of the books is to teach children that when they get to a word they don't know, they can use context to figure it out.

When put into practice in the classroom, these approaches can cause problems for children when they are learning to read.

'That is not reading'

Margaret Goldberg, a teacher and literacy coach in the Oakland Unified School District, remembers a moment when she realized what a problem the three-cueing approach was. She was with a first-grader named Rodney when he came to a page with a picture of a girl licking an ice cream cone and a dog licking a bone.

The text said: "My little dog likes to eat with me."

But Rodney said: "My dog likes to lick his bone."

Rodney breezed right through it, unaware that he hadn't read the sentence on the page.

Goldberg realized lots of her students couldn't actually read the words in their books; instead, they were memorizing sentence patterns and using the pictures to guess. One little boy exclaimed, "I can read this book with my eyes shut!"

"Oh no," Goldberg thought. "That is not reading."

Goldberg had been hired by the Oakland schools in 2015 to help struggling readers by teaching a Fountas and Pinnell program called "Leveled Literacy Intervention" that uses leveled books and the cueing approach. 23

Around the same time, Goldberg was trained in a program that uses a different strategy for teaching children how to read words. The program is called "Systematic Instruction in Phonological Awareness, Phonics, and Sight Words," or SIPPS. 24 It's a phonics program that teaches children how to sound out words and uses what are known as "decodable books." Most words in the books have spelling patterns that kids have been taught in their phonics lessons.

Goldberg decided to teach some of her students using the phonics program and some of her students using three cueing. And she began to notice differences between the two groups of kids. "Not just in their abilities to read," she said, "but in the way they approached their reading."

Goldberg and a colleague recorded first-graders talking about what makes them good readers.

One video shows Mia, on the left, who was in the phonics program. Mia says she's a good reader because she looks at the words and sounds them out. JaBrea, on the right, was taught the cueing system. JaBrea says: "I look at the pictures and I read it."

Courtesy of Margaret Goldberg, Oakland Unified School District

It was clear to Goldberg after just a few months of teaching both approaches that the students learning phonics were doing better. "One of the things that I still struggle with is a lot of guilt," she said.

She thinks the students who learned three cueing were actually harmed by the approach. "I did lasting damage to these kids. It was so hard to ever get them to stop looking at a picture to guess what a word would be. It was so hard to ever get them to slow down and sound a word out because they had had this experience of knowing that you predict what you read before you read it."

Goldberg soon discovered the decades of scientific evidence against cueing. 25 She was shocked. She had never come across any of this science in her teacher preparation or on the job.

And she started to wonder why not.

Balanced Literacy

People have been arguing for centuries about how children should be taught to read. The fight has mostly focused on whether to teach phonics.

The whole language movement of the late 20th century was perhaps the zenith of the anti-phonics argument. 26 Phonics instruction was seen as tedious, time-consuming and ultimately unnecessary. Why? Because - according to the three-cueing theory - readers can use other, more reliable cues to figure out what the words say. 27

Marilyn Adams came across this belief in the early 1990s. She's a cognitive and developmental psychologist who had just written a book summarizing the research on how children learn to read. 28 One big takeaway from the book is that becoming a skilled reader of English requires knowledge of sound-spelling correspondences. 29 Another big takeaway is that many kids were not being taught this in school.

Soon after the book was published, Adams was describing her findings to a group of teachers and state education officials in Sacramento, California. She was sensing discomfort and confusion in the room. "And I just stopped and said, 'What is it that I'm missing?'" she recalled. "'What is it that we need to talk about? Help me.'"

A woman raised her hand and asked: "What does this have to do with the three-cueing system?" Marilyn didn't know what the three-cueing system was. "I think I blew all of their fuses that I did not [know what it was] since this was so fundamental to being an elementary reading teacher," she said. "How could I present myself to them as an expert on reading and not know about this?"

The teachers drew her a Venn diagram of the three-cueing system. It looked something like this:

Adams thought this diagram made perfect sense. The research clearly shows that readers use all of these cues to understand what they're reading.

But Adams soon figured out the disconnect. Teachers understood these cues not just as the way readers construct meaning from text, but as the way readers actually identify the words on the page. And they thought that teaching kids to decode or sound out words was not necessary.

"The most important thing was for the children to understand and enjoy the text," Adams said. "And from that understanding and joy of reading, the words on the page would just pop out at them."

She would explain to teachers at every opportunity that explicitly teaching children about the relationships between sounds and letters is essential to ensure all kids get off to a good start in reading. But she got tons of pushback from teachers. "They didn't want to teach phonics!" she recalled in frustration.

In 1998, Adams wrote a book chapter about how the three-cueing system conflicts with what researchers have figured out about reading. She hoped it would help put three cueing to rest. 30

By this time, the scientific research on reading was gaining traction. In 2000, a national panel convened by Congress to review the evidence on how to teach reading came out with a report. 31 It identified several essential components of reading instruction, including vocabulary, comprehension and phonics. The evidence that phonics instruction enhances children's success in learning how to read was clear and compelling. National reports on reading a few years later in the United Kingdom and Australia came to the same conclusion. 32

"When I got into the classroom and someone told me to use this practice, I didn't question it."-Stacey Cherny

Eventually, many whole language supporters accepted the weight of the scientific evidence about the importance of phonics instruction. They started adding phonics to their books and materials and renamed their approach "balanced literacy."

But they didn't get rid of the three-cueing system.

Balanced literacy proponents will tell you their approach is a mix of phonics instruction with plenty of time for kids to read and enjoy books. But look carefully at the materials and you'll see that's not really what balanced literacy is mixing. Instead, it's mixing a bunch of different ideas about how kids learn to read. It's a little bit of whole word instruction with long lists of words for kids to memorize. It's a little bit of phonics. And fundamentally, it's the idea that children should be taught to read using the three-cueing system.

And it turns out cueing may actually prevent kids from focusing on words in the way they need to become skilled readers.

Mapping the words

To understand why cueing can get in the way of children's reading development, it's essential to understand how our brains process the words we see.

Reading scientists have known for decades that the hallmark of being a skilled reader is the ability to instantly and accurately recognize words. 33 If you're a skilled reader, your brain has gotten so good at reading words that you process the word "chair" faster than you process a picture of a chair. 34 You know tens of thousands of words instantly, on sight. How did you learn to do that?

It happens through a process called "orthographic mapping." 35 This occurs when you pay attention to the details of a written word and link the word's pronunciation and meaning with its sequence of letters. 36 A child knows the meaning and pronunciation of "pony." The word gets mapped to his memory when he links the sounds /p/ /o/ /n/ /y/ to the written word "pony."

That requires an awareness of the speech sounds in words and an understanding of how those sounds are represented by letters. 37 In other words, you need phonics skills.

Here's what happens when a reader who has good phonics skills comes to a word she doesn't recognize in print. She stops at the word and sounds it out. If it's a word she knows the meaning of, she has now linked the spelling of the word with its pronunciation. If she doesn't know the meaning of the word, she can use context to try to figure it out.

By about second grade, a typically developing reader needs just a few exposures to a word through understanding both the pronunciation and the spelling for that word to be stored in her memory. 38 She doesn't know that word because she memorized it as a visual image. She knows that word because at some point she successfully sounded it out.

The more words she stores in her memory this way, the more she can focus on the meaning of what she's reading; she'll eventually be using less brain power to identify words and will be able to devote more brain power to comprehending what she's reading. 39

But when children don't have good phonics skills, the process is different.

"They sample from the letters because they're not good at sounding them out," said David Kilpatrick, a psychology professor at SUNY Cortland and the author of a book about preventing reading difficulties. 40 "And they use context."

In other words, when people don't have good phonics skills, they use the cueing system.

"The three-cueing system is the way poor readers read," said Kilpatrick.

And if teachers use the cueing system to teach reading, Kilpatrick says they're not just teaching children the habits of poor readers, they are actually impeding the orthographic mapping process. 41

"The minute you ask them just to pay attention to the first letter or look at the picture, look at the context, you're drawing their attention away from the very thing that they need to interact with in order for them to read the word [and] remember the word," Kilpatrick said. In this way, he said, three cueing can actually prevent the critical learning that's necessary for a child to become a skilled reader.

In many balanced literacy classrooms, children are taught phonics and the cueing system. Some kids who are taught both approaches realize pretty quickly that sounding out a word is the most efficient and reliable way to know what it is. Those kids tend to have an easier time understanding the ways that sounds and letters relate. They'll drop the cueing strategies and begin building that big bank of instantly known words that is so necessary for skilled reading.

But some children will skip the sounding out if they're taught they have other options. Phonics is challenging for many kids. The cueing strategies seem quicker and easier at first. And by using context and memorizing a bunch of words, many children can look like good readers - until they get to about third grade, when their books begin to have more words, longer words, and fewer pictures. Then they're stuck. They haven't developed their sounding-out skills. Their bank of known words is limited. Reading is slow and laborious and they don't like it, so they don't do it if they don't have to. While their peers who mastered decoding early are reading and teaching themselves new words every day, the kids who clung to the cueing approach are falling further and further behind. 42

These poor reading habits, once ingrained at a young age, can follow kids into high school. Some kids who were taught the cueing approach never become good readers. Not because they're incapable of learning to read well but because they were taught the strategies of struggling readers.

'So what if they use the picture?'

Once Margaret Goldberg discovered the cognitive science evidence against cueing, she wanted her colleagues in the Oakland school district to know about it too.

Over the past two years, Goldberg and a fellow literacy coach named Lani Mednick have been leading a grant-funded pilot project to improve reading achievement in the Oakland schools. 43

They have their work cut out for them. Nearly half the district's third-graders are below grade level in reading. Goldberg and Mednick want to raise questions about how kids in Oakland are being taught to read.

They meet every couple weeks with literacy coaches from the 10 elementary schools in the pilot program. They read and discuss articles about the scientific research on reading. At a meeting in March, the coaches watched the video of the "picture power" lesson.

"This teacher meant well," Mednick said to the coaches after they watched the lesson. "It seemed like she believed this lesson would ensure her students would be on the road toward reading."

Mednick wanted the coaches to consider the beliefs about reading that would lead to the creation of a lesson like "picture power." The Oakland schools purchased the Units of Study for Teaching Reading series, which includes the "picture power" lesson, as part of a balanced literacy initiative the district began about 10 years ago. The district also bought the Fountas and Pinnell assessment system.

The coaches saw right away that "picture power" was designed to teach kids the cueing system. But they said many teachers don't see any problem with cueing. After all, one of the cues is to look at the letters in the word. What's wrong with teaching kids lots of different strategies to figure out unknown words? 44

"I remember before we started looking at the science and everything, I thought to myself, 'Reading is so hard for kids, so what if they use the picture?'" said Soraya Sajous-Brooks, the early literacy coach at Prescott Elementary School in West Oakland. "Like, use everything you've got."

But she's come to understand that cueing sends the message to kids that they don't need to sound out words. Her students would get phonics instruction in one part of the day. Then they'd go reader's workshop and be taught that when they come to a word they don't know, they have lots of strategies. They can sound it out. They can also check the first letter, look at the picture, think of a word that makes sense.

Teaching cueing and phonics doesn't work, Sajous-Brooks said. "One negates the other."

Goldberg and Mednick want to show the district there's a better way to teach reading. Schools in the pilot project used grant money to buy new materials that steer clear of the three-cueing idea. Two charter school networks in Oakland are working on similar projects to move their schools away from cueing.

To see what it looks like, I visited a first-grade classroom at a charter school in Oakland called Achieve Academy. 45

One part of the day was explicit phonics instruction. 46 The students were divided into small groups based on their skill level. They met with their teacher, Andrea Ruiz, at a kidney-shaped table in a corner of the classroom. The lowest-level group worked on identifying the speech sounds in words like "skin" and "skip." The highest-level group learned how verbs like "spy" and "cry" are spelled as "spied' and 'cried" in the past tense.

There were also vocabulary lessons. 47 The entire class gathered on a rug at the front of the classroom to talk about a book Ms. Ruiz read out loud to them. One of the words in the book was "prey."

"What animals are a chameleon's prey?" Ms. Ruiz asked the children. "Or we can also ask, what animals do chameleons hunt for food?"

The kids turned and talked to each other. "A chameleon's prey are bugs and insects and other chameleons and mice and birds," a little boy explained to his classmate. "That's it."

Other vocabulary words these first-graders had learned were posted on cards around the classroom. They included: wander, persevere, squint and scrumptious. The kids weren't expected to read those words yet. The idea is to build their oral vocabulary so that when they can read those words, they know what the words mean.

This comes straight from the scientific research, which shows that reading comprehension is the product of two things. 48 First, a child needs to be able to sound out a word. Second, the child needs to know the meaning of the word she just sounded out. So, in a first-grade classroom that's following the research, you will see explicit phonics instruction and also lessons that build oral vocabulary and background knowledge. And you will see kids practicing what they've been taught.

After their vocabulary lesson, the kids did "buddy reading." They retreated to various spots around the classroom to read books to each other. I found Belinda sitting on an adult chair at the back of the classroom, her little legs swinging. Across from her was her buddy Steven, decked out in a yellow and blue plaid shirt tucked neatly into his jeans. He held the book and pointed to the words while Belinda read.

"Ellen /m/," Belinda paused, sounding out the word "meets." She was reading a decodable book about some kids who visit a farm. Almost all of the words in the book contain spelling patterns she'd been taught in her phonics lessons.

"I am a farm here," Belinda read.

Steven did a double-take. "A farmer here," he said gently. Steven's job as Belinda's reading buddy was to help her if she missed a word or got stuck. But that didn't happen much because Belinda had been taught how to read the words. She didn't need any help from the pictures, either. She barely glanced at them as she read.

To be clear, there's nothing wrong with pictures. They're great to look at and talk about, and they can help a child comprehend the meaning of a story. Context - including a picture if there is one - helps us understand what we're reading all the time. But if a child is being taught to use context to identify words, she's being taught to read like a poor reader.

Many educators don't know this because the cognitive science research has not made its way into many schools and schools of education. 49

Ruiz didn't know about this research until the Oakland pilot project. "I didn't really know anything about how kids learn to read when I started teaching," she said. It was a relief when she came to Oakland and the curriculum spelled out that kids use meaning, structure and visual cues to figure out words. "Because I came from not having anything, I was like, 'Oh, there's a way we should teach this,'" she said.

I heard this from other educators. Cueing was appealing because they didn't know what else to do.

"When I got into the classroom and someone told me to use this practice, I didn't question it," said Stacey Cherny, a former teacher who's now principal of an elementary school in Pennsylvania. She says many teachers aren't taught what they need to know about the structure of the English language to be able to teach phonics well. She says phonics can be intimidating; three cueing isn't.

Another reason cueing holds on is that it seems to work for some children. But researchers estimate there's a percentage of kids - perhaps about 40 percent - who will learn to read no matter how they're taught. 50 According to Kilpatrick, children who learn to read with cueing are succeeding in spite of the instruction, not because of it.

Goldberg hopes the pilot project in Oakland will convince the district to drop all instructional materials that include cueing.

When asked about this, the Oakland superintendent's office responded with a written statement that there isn't enough evidence from the pilot project to make curriculum changes for the entire district and that the Oakland schools remain committed to balanced literacy.

Oakland's situation is no different from many other districts across the country that have invested millions of dollars in materials that include cueing.

"It feels like everyone's trusting somebody else to have done their due diligence," Goldberg said. "Classroom teachers are trusting that the materials they're being handed will work. The people who purchase the materials are trusting if they were on the market, that they will work. We're all trusting, and it's a system that is broken."

'My science is different'

If cueing was debunked decades ago by cognitive scientists, why is the idea still in materials that are being sold to schools?

One answer to that question is that school districts still buy the materials. Heinemann, the company that publishes the Fountas and Pinnell and Lucy Calkins' products that the Oakland schools use, earned somewhere in the neighborhood of $500 million in 2018, according to earnings reports. 51

I wanted to know what the authors of those materials make of the cognitive science research. And I wanted to give them a chance to explain the ideas behind their work. I wrote to Calkins, Fountas and Pinnell and asked for interviews. They all declined. Heinemann sent a statement that said every product the company sells is informed by extensive research.

I also asked Ken Goodman for an interview. It's been more than 50 years since he first laid out the three-cueing theory in that 1967 paper. I wanted to know what he thinks of the cognitive science research. Of the major proponents of three cueing I reached out to, he was the only one who agreed to an interview.

I visited Goodman at his home in Tucson, Arizona. He's 91. He uses a scooter to get around, but he's still working. He just finished a new edition of one of his books.

When I asked him what he makes of the cognitive science research, he told me he thinks scientists focus too much on word recognition. He still doesn't believe accurate word recognition is necessary for reading comprehension.

"Word recognition is a preoccupation," he said. "I don't teach word recognition. I teach people to make sense of language. And learning the words is incidental to that."

He brought up the example of a child who comes to the word "horse" and says "pony" instead. His argument is that a child will still understand the meaning of the story because horse and pony are the same concept.

I pressed him on this. First of all, a pony isn't the same thing as a horse. Second, don't you want to make sure that when a child is learning to read, he understands that /p/ /o/ /n/ /y/ says "pony"? And different letters say "horse"?

He dismissed my question.

"The purpose is not to learn words," he said. "The purpose is to make sense."

Cognitive scientists don't dispute that the purpose of reading is to make sense of the text. But the question is: How can you understand what you are reading if you can't accurately read the words? And if quick and accurate word recognition is the hallmark of being a skilled reader, how does a little kid get there?

Goodman rejected the idea that you can make a distinction between skilled readers and unskilled readers; he doesn't like the value judgment that implies. He said dyslexia does not exist - despite lots of evidence that it does. 52 And he said the three-cueing theory is based on years of observational research. In his view, three cueing is perfectly valid, drawn from a different kind of evidence than what scientists collect in their labs.

"My science is different," Goodman said.

This idea that there are different kinds of evidence that lead to different conclusions about how reading works is one reason people continue to disagree about how children should be taught to read. It's important for educators to understand that three cueing is based on theory and observational research and that there's decades of scientific evidence from labs all over the world that converges on a very different idea about skilled reading.

The cognitive science does not provide all the answers about how to teach children to read, but on the question of how skilled readers read words, scientists have amassed a huge body of evidence.

Goldberg thinks it's time for educators across the country to take a close look at all the materials they use to teach reading.

"We should look through the materials and search for evidence of cueing," she said. "And if it's there, don't touch it. Don't let it get near our kids, don't let it get near our classrooms, our teachers."

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How a flawed idea is teaching millions of kids to be poor readers

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For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

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Click HERE for a short video from Julie.

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Meet The 12-Year-Boy Who Sang ‘I Just Want To Live’ About George Floyd | TODAY

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This learning platform will be available to K-3 teachers & students for 2020-21. More info to come.

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click HERE.

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a great tool for posting instructions for students in Activities

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Dear Soul Mate,

I call you this because I know you. I know the thoughts that run through your head, because they are mine. And I have been buried lately. I have learned a few lessons, and I thought today would be a good time to share them.

First, you should know that I have only given myself 25 minutes to write this. The technique comes from something called the Pomodoro Method, a way of pushing yourself to move quickly through a task. I would link you to it, but I need to keep writing. Normally when I write a piece, it takes me hours. That's actually a crock; it takes me days and days. I'm never finished; it's never good enough. My body aches from sitting in this chair and the clutter in my house piles up around me and my grey roots grow more obvious and my kids call for my attention but the work. THE WORK. It needs my attention even more.

I have set for myself an unwritten rule that I will always, always have fresh content on my site every week. Once a week, never farther apart than that. But if you look at the date of this post, then at the one that came before it, you'll see that eleven days have gone by since my most recent post. These eleven days have been a kind of torture to me as I watched my self-imposed standard come and go with nothing. I'm in the middle of a project that I know is going to be great...no, I just think it's going to be great...anyway, it's taking way more time than I thought it would. So many moving parts that I want to get just right, and I can't let it go. I can't call it good enough and move on. But my deadline. I am now my own boss and I am imposing my own deadlines and still I work and think about work all the time.

And I have seen you do the same thing. I have heard your stories about staying up until 2, then getting up again at 4 to continue, and still feeling unsatisfied, like you're just barely clearing adequate. I have told you to go for mediocre on some things. You have to. You have to make the decision that it can't all be A plus work.

But even as I say this, I know the truth. I know that in my own mind, I'm thinking, That's fine for other people, but not for me. Yes, I have had to settle for mediocre when it comes to the domestic arts-my cooking, cleaning, and home décor are not much to write home about. There's plenty of dog poop in the yard that needs picking up. I need new clothes. Did I mention the grey roots? Lots of stuff needs work. But the work itself? The stuff I'm trying to put out into the world with my name on it? No. That can't be just good enough. It's fine for everyone else to be a B-plus student. I'll encourage that all day, sounding like I really have a balanced perspective on things.

But it's a lie. So I know. I get it.

But here's what happened over the last few days: I dropped the ball. My one-week deadline came and went, and as I watched it slip away, seven days turning into eight, then nine and ten, a sense of peace washed over me. Nothing bad happened. My inbox didn't fill up with questions of "Where's the new blog post?" or "What happened to you?" or "I'm never reading your stuff again! What a letdown!" Nope. Nothing. The world kept moving, because everyone else is busy too.

I get that some deadlines are firm and some slip-ups have major consequences, but that's not what I'm talking about. I'm talking about saying yes to things I could say no to, then insisting I do them all to a certain standard, then kicking myself anyway because ultimately, I still find flaws in the work.

Just last week, my daughter was having trouble with a question on her math homework. She was supposed to come up with a word problem that used concepts she wasn't too familiar with. She wanted me to help her, but I couldn't figure it out either. I don't ever want to help my kids with their homework so much that I'm actually doing it for them, so if a few small nudges don't get them over the hump, I will typically advise them to leave it and tell their teacher they didn't understand how to do it. My daughter reacted to this with horror.

NO! she said. I'll get a bad grade!

So what, I told her. Who cares if you lose a few points?

I knew what she was thinking: I have the highest grade in the class. I get straight A's. I can't leave it blank. What would everyone think?

And this is what I told her: If the smartest kid in the class gets an answer wrong or can't do a problem, you know what that is? It's a gift to everyone else, honey. You're letting everyone else know that yes, the problem was indeed way too hard, even for you. You are showing them you're human. You're showing them they're not crazy or stupid. It was a hard problem, too hard maybe. People who create assignments make mistakes, too. But the only way they know it is if most people have trouble with it. If you and I worked on this problem for another 40 minutes and I helped you figure out a way to answer it correctly, then you waltzed into class tomorrow with the only correctly answered problem in the class, that tells the teacher that this problem wasn't impossible after all. You did it, so why couldn't everyone else? But if you couldn't? If even you had trouble with it? That's a sign that maybe the expectations weren't realistic. Maybe your teacher would have taken another look at that problem and realized it needed revision.

It took only moments for me to hear myself talking and realize it was a message I needed to hear.

Despite that recognition, it still took another week for me to listen. As I watched my own deadline come and go, I heard myself saying to my daughter, Your failure is a gift to everyone else. But my own ego persisted: Good enough for everyone else, but not me.

And then finally it clicked. As the fear of a missed deadline became a reality, I began to welcome it. What if I posted nothing this week? What if it was three or four days late, or if I skipped an entire week? It might be something I look back on later and think, yep, that was a rough week. That was the week I was working on that Google Drive course and everything else fell apart. The week I realized I had to say No more often, take on less, slow my pace. It all turned out okay.

I only have a minute left, so I'll close with this: Please drop the ball on something. Just do it. You'll realize that the world won't end. Everyone else will make slight adjustments in their expectations of you, and those expectations will be more realistic, and they'll see that you are human, too, and everything will get better. The sucky thing about being the best at something is that you have to keep being the best or you lose.

It's keeping the balls in the air that's the hard part. Dropping them can be strangely incredible.

My time's up. Love you.

Jenn

p.s. After my 25 minutes , I went back and edited and added stuff. Clearly, the move away from perfectionism will be slow and gradual. I just thought you should know that.

Keep in touch.
I would love to have you come back for more.Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and joyful. To welcome you, I'll be sending a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to having you join me.

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Dear Soul Mate, I call you this because I know you. I know the thoughts that run through your head, because they are mine. And I have been buried lately. I have learned a few lessons, and I thought today would be a good time to share them.

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Elementary students may struggle with the wording of problems, and the visual supports of comics can help them focus on the math.

Courtesy of Suzanne Ciminesi

Detail from a comic that Suzanne Ciminesi created using Pixton.

When assigned math word problems, students often groan and complain. They may try to start solving without making sense of the problem first, or rely on clue words rather than mathematical reasoning. The word problems don't draw them to engage with the math.

What's a teacher to do? A common tip to boost engagement is to connect course content to students' interests. Since I knew that comics, graphic novels, manga, and anime are among my students' favorite media, I decided to try to capitalize on that enthusiasm by transforming lifeless word problems into comics with built-in reading supports.

Helping Students Visualize a Problem's Context

When students need help with word problems, my first question is, "What is happening in the problem?" In my experience, they're often unable to fully retell the story of the problem, indicating a lack of comprehension, so before we can discuss the math involved, I must help students understand what is going on.

This used to be a very frustrating process in which I would act out the problem, sketch it, or read it sentence by sentence with pauses to check for understanding.

Then I thought about how graphic novels and comics are used across content areas to support struggling readers and make difficult concepts easier to understand. I realized that I could format problems as comics to help focus instruction on classifying, modeling, and solving problems rather than teaching clue words to overcome comprehension problems.

Pictures and supportive features in graphic novels and comics assist students in visualizing text containing challenging or unfamiliar vocabulary, settings, or situations. Comic style formatting has the added benefit of chunking information into distinct visual frames. This makes information easier to remember, calls attention to separate events, and highlights the passage of time.

Here's a problem from New York State's Grade 5 Mathematics Modules: "Mark breaks up a 9-hour drive into 3 segments. He drives 2 1/2 hours before stopping for lunch. After driving some more, he stops for gas. If the second segment of his drive was 1 2/3 hours longer than the first segment, how long did he drive after stopping for gas?"

The wording of this problem may be difficult for students who struggle with reading comprehension. Students may not know what a segment is or how it relates to the stops for lunch or gas. I formatted a similar problem as a comic to support student understanding by visually separating the drive into segments.

Boosting Engagement by Boosting Comprehension

Reading comprehension is tied to motivation: We're more apt to understand what we read when we're motivated to read it. Unfortunately, word problems are not a particularly engaging media.

Engagement is also tied to feelings of competence, and students may avoid tasks they anticipate failing at. A recent activity I assigned contained one traditional word problem and two comic word problems, and I noticed that a student skipped over the word problem to do the other two. When I asked her about this, she said the traditional problem looked "harder." Comics are less intimidating to struggling readers, making them more likely to be read and reread as needed.

Here's another word problem, also from NY State's Grade 5 Mathematics Modules: "DeAngelo needs 100 lb of garden soil to landscape a building. In the company's storage area, he finds 2 cases holding 24 3/4 lb of garden soil each, and a third case holding 19 3/8 lb. How much gardening soil does DeAngelo still need in order to do the job?"

Most students cannot relate to the need to landscape a building, limiting their use of background knowledge to make sense of the problem. Students may not be familiar with what it means to landscape, how to visualize a company's storage unit, or what is meant by a "case" of soil. A cursory reading may cause students to omit the second case of soil.
Courtesy of Suzanne Ciminesi
Rewriting this problem as a comic allowed me to change the context from an adult needing to landscape a building to a tween building a jump to practice his motocross skills. Instead of a brief, stand-alone narrative requiring students to visualize a situation unrelated to their lives, I gave them a relatable narrative in a visual format they associate with enjoyment and one they fully expect to understand.

Creating Comics Is Surprisingly Easy

I wanted to present word problems visually for some time but struggled with how to do so effectively until I read an article in The New York Times about creating digital comics. I learned about Pixton, a largely drag-and-drop program that allows users with no artistic talent to create professional-looking comics in a matter of minutes. (Pixton charges a subscription fee.)
Courtesy of Pixton
The first step to creating a comic problem using Pixton is to select a background. Then I choose from a bank of characters, and adjust their coloring, hairstyle, clothing, and stance using a menu of options. Next I add information using captions and speech bubbles. I can add more visuals by importing this file into Canva, which has a substantial collection of clipart. The whole process can take as little as 10 minutes, but the payoff in engagement is huge.

Like Dorothy landing in Oz, comic formatting transforms traditional black-and-white word problems from tasks to be avoided into colorful, engaging, and accessible narratives that beg to be solved.

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How to Turn Math Word Problems Into Engaging Comics

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Elementary students may struggle with the wording of problems, and the visual supports of comics can help them focus on the math. Courtesy of Suzanne Ciminesi Detail from a comic that Suzanne Ciminesi created using Pixton. When assigned math word problems, students often groan and complain.