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What is so interesting about this article is the date it was written. In 1986, these two education researchers were talking about reading development in terms of a more 'science of reading' view AND now almost 40 years later, schools and teacher training organisations are starting to take notice.

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This model builds on 'The Simple View'. I like the analogy of this model. Smaller threads (skills and knowledge) that twine together.

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Do universities and training organisations do enough?

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Do universities and training organisations do enough?

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I like Louise C. Moats in general, she makes a lot of sense to me.  But what I especially like about this article is how she questions the support and training teachers are given in literacy at the very beginning of their career.  My experience of learning literacy teaching at teachers college were rushed 'how to' sessions like how to do a running record or read aloud.  As a beginning teacher I was lucky to land in a school surrounded by colleagues whose strengths were in literacy teaching.

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I love this book. I think everyone should read it. So many lightbulb moments for me when I read this one. For me this is the background knowledge I wish everyone could have from their first day in the classroom.

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Kids need to see their teachers struggle through the writing process so that they understand the middle - the deliberation of ideas, the ordeal of finding the right phrasing for ideas, the switching between processes, iterative, not sequential.

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Kids need to see their teachers struggle through the writing process so that they understand the middle - the deliberation of ideas, the ordeal of finding the right phrasing for ideas, the switching between processes, iterative, not sequential.

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How to words make it to the paper?
Where do ideas come from?
The teacher shows the answers to these questions by making their process visible.

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Teachers typically receive inadequate preparation in the selectionand use of formative assessments to inform their practice.

- Very true. We don't know what tools are available to us to drive our assessments and subsequent planning.

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The process approach is ideal, but there is the drawback of kids who just don't have the life experience or significant source material to draw from. Do we, as adults, try to simplify our writerly lives do provide more relatable/reachable models of the process?

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The following sounds like empowering the teachers and their students. Sounds hope-giving.
"This we know: reading failure can be prevented in all but a small
percentage of children with serious learning disorders. It is possible
to teach most students how to read if we start early and follow the significant body of research showing which practices are most effective."

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"The science of reading
is inextricably linked
to the love of reading.
To teach and inspire
the next generation,
we simply can’t have
one without the other".  Louisa Moats argues that all students (regardless of ability) can learn to read if they start early enough and if research science is followed. She argues that most educators are not proficient reading teacher. She highlights the reasons for reading failures (approx 20% of schools nationwide have serious problems learning to read). She believes that this can be avoided and offers practical suggestions for schools to implement.

She advocates that schools need to:
1. Use research to guide the profession.

2. Establish core professional standards, curricula, and entry level assessments for new teachers.

3. Align teacher education curricula, standards for students, and licensing requirements for teachers.
4. Create professional development institutes for professors and master teachers.
5. Press the developers of textbooks and instructional materials to improve their products.
6. Promote high-quality professional development for teachers.
7. Invest in teaching.

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I find that this is something that our children really struggle with, particularly when it comes to personal narratives stories. The phrase "nothing interesting has happened to me" is one that is heard all too often.

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Interaction between teacher and student (writer and writer) is important to the process of writing. Teachers model selection of ideas or word choice, leaving gaps in their writing for students to inquire about and to work through the process alongside the teacher. Students get to participate in the good and the bad of the process, the think-alouds, the moments of finally reaching the right words. They can reflect on this process: "How did we get from there to here?" I think this is where conferencing and small group instruction is powerful.

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A note to myself to always begin editing conferences with a big celebration!

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Interesting to read this article from 2003! I don't remember my teachers every modeling with their own writing. It is something that we do almost daily in Year 2, from the brainstorming on how to come up with topics, to coming up with chapter names, to the actual writing. I related to what the article said about "needing help writing." My students help me all the time and add to my writing with me. This helps young writers see what the process is like so they can model and create their own writing process.

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Shared writing can be more substantial and relevant to children. It can help them have ownership in the process and feel more engaged. I like the overall substance of this article and it is a good reminder of the value of shared writing.

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It’s interesting that children from more economically advantaged households can have trouble learning to read (which goes against a common assumption), whereas children from high risk environments can learn quite well when they receive good instruction. Thus, instruction is key.
Classroom instruction is the critical factor in preventing reading problems, however it is a shared responsibility which includes professional development, parent input, effective principles and well supported teachers.

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Being able to read early on is crucial:
"Beyond doubt, reading early allows students to build success on success. Enjoyment of reading, exposure to the language in books,
and attainment of knowledge about the world all accrue in greater measure to those who have learned to read before the end of 1rst grade."

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I can't help but think back to when I was learning to read in my small Nova Scotian town. I honestly cannot think of any strategies that were taught except Phonics. As we begin teaching children to read at earlier and earlier ages (before many are 'ready'), having a systematic understanding of the process of learning to read is imperative. With a better fundamental understanding, we as educators are better prepared to teach through the many moments (hurtles) we are bound to encounter along the way.

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Many children would learn to read and write better if they understand the system of language.

Direct teaching of phonological skills

Fluent word recognition

The earlier these skills are learned the better readers / writers they will become.
The more they read the better they get

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Gavin - 'Modelling confirms the commonalities of all writers'

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Gavin - 'Modelling confirms the commonalities of all writers'

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This is a grest quote that brings home the importance of modelling to our kids. It shows that heir struggles are the struggles of all writers and there are ways to overcome them. Exposing your own thoughts and struggles also helps to build trust with your students.

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The part about how we become a community when we write together is awesome. Through the sharing of stories and experiences, we can learn a lot more about our teachers and classmates and therefore build greater relationships.

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When it comes to their own writing, this process allows the children to be more independent and have a better understanding of what they should include in their piece.

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Graves's early call to arms for the process approach leaves us with plenty of room to inquire ourselves about how we might apply it. Perhaps each stage of the process (motivation, planning, drafting, revising) has, within each, a huge number of processes. Take dafting. If we model the idea flow process and also the word choice process, can we also model the process in between - from ideas to words? I think so. For example "Did you see how I first imagined x, and then played with these different linguistic constructions until I found the one that fit my imagination?"

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There needs to be improvements in teacher training and preparation - be more clear and having more prepared teachers will improve teacher turnover. Allows for teachers to feel empowered in their classrooms.

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This article starts with an explanation of how important decoding is to reading (explained as letter sound correspondence and word recognition) but that without comprehension reading is not taking place. Likewise, a student who cannot decode anything, but who knows the language of the book/passage, will not be able to read. It is the connection between the two (decoding and comprehension) that matters.

"Decoding is only a step toward comprehension, for after print is decoded, it must be understood." - I find this to be particularly true and important for our students who attend phonics classes since the age of 3 and can "read" (i.e decode) anything you put in front of them - but cannot understand/answer questions about it.

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Making choices about what to write, revision work, thinking about writing, and editing needs to be modelled explicitly to kids.
This article reminds me of a conversation that was raised during TC training. Should we be moving away from slide teaching because it's making work like revision seem more abstract for kids? Does teaching with anchor charts and chart paper allow kids to make easier connections between teacher mentor texts, shared writing pieces, and their own writing?

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Maybe these links to where we can learn more about reading are worth checking out.

Here is a sampling of institutional and independent training programs providing professional development for teachers that is aligned with
current scienti!c reading research.
AIM Academy (Conshohocken, PA):
www.aimpa.org
American Federation of Teachers
(Washington, DC): www.aft.org
Barksdale Reading Institute (Jackson, MS):
www.msreads.org
Center for Development and Learning
(Metairie, LA): www.cdl.org

Consortium on Reaching Excellence in
Education (Oakland, CA):
www.corelearn.com
Cox Campus at the Rollins Center for
Language & Literacy (Atlanta, GA):
www.coxcampus.org
HILL for Literacy (Woburn, MA):
www.hillforliteracy.org

LETRS Professional Development, Voyager
Sopris Learning (Dallas, TX): www.voyager
sopris.com/professional-development/letrs
Literacy How (Trumbull, CT):
www.literacyhow.org
Mayerson Academy (Cincinnati, OH):
www.mayersonacademy.com
Neuhaus Education Center (Bellaire, TX):
www.neuhaus.org

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The mental processes involved in learning to read are hidden.-Anna

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The mental processes involved in learning to read are hidden.-Anna

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This is so very true, and while we try our best to explain to our students what should be happening to them or what they should be doing as they learn to read, it is not going to be the same for everyone. We will never know the workings of inside their head and as much as we try to simplify it and explain it to them, it could be a very different situation than what is really taking place.
"Proficient reading requires unconscious and rapid association of spoken language with written alphabetic symbols" This quote makes me think about a particular student in my class that is struggling to read and making slow process. He actually has difficulty speaking due to a speech impediment, so much so that a majority of the time I can't understand what he is saying. Would it be better for me to be working much more intently on his spoken language, so that in turn, his reading and writing begins to improve?

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Know the learner and teach them well! Students need to be educated well as do educators.

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"Children select skills in modelling more easily because they are shown within the context of natural predicaments".
I like how this shows examples to the children of what they themselves might go through within the writing process; even the struggles.

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This makes us think about how we use slides in the classroom - usually the writing sample is already there on the slide, for students to see, versus active modelling, where the students can see the teacher going through the writing process, thinking out loud, questioning, encountering challenges.

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An interesting article that talks about the differences between the inability to decode, comprehend and the inability to do both. It summarises the fact that a reader needs to be able to both decode and comprehend. 

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An interesting article that talks about the differences between the inability to decode, comprehend and the inability to do both. It summarises the fact that a reader needs to be able to both decode and comprehend. 

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Modeling writing, as the chapter discusses, is a way to form your classroom community but it also provides opportunities for the teacher to make mistakes in their writing and teach strategies to ‘fix them up’ and keep writing. This chapter speaks to some important aspects of modeling writing, such as ways to brainstorm and choose topics to write about, thinking aloud, ways to recall details, etc. I find that shared writing also gives students a sense of ownership and provides meaningful opportunities to then transfer it to their own writing.

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Building blocks of literacy are essential into developing confident and successful readers. Language is essential during reading and writing instruction.

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If kids are low readers, it's worth checking their phonemic awareness. We should never think it's just "too late" to build that understanding. Some kids will never just "get it" and need explicit instruction, even in the upper grades.

I'm wondering if we could use the "Words Their Way" sorts to guide us with this (from my understanding they are built in the same way kids build their phonemic awareness - simple consonant/vowel sounds all the way to Latin/Greek prefixes/suffixes). Is that a crazy idea? Not really using it for spelling, but to help kids understand the system.