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Article about leveled reading groups- are your low readers getting the same experience as your readers?

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You might want to sit down for this one, friends.

The most pervasive practice in K-5 reading instruction is probably small group work in which students are grouped by reading level. Experts estimate that this practice is happening in 70-80% of elementary classrooms. It's common in guided reading and balanced literacy classrooms, as well as work with popular reading programs like Fountas & Pinnell and Teachers College Reading Workshop.

And... there isn't any evidence that it works.

There, I said it. Actually, a lot of reading experts say it. Here's Tim Shanahan saying it straight in 2011:

"I have sought studies that would support the original contention that we could facilitate student learning by placing kids in the right levels of text. Of course, guided reading and leveled books are so widely used it would make sense that there would be lots of evidence as to their efficacy. Except that there is not."

I constantly find myself wondering, "Why isn't anyone screaming this from the hilltops?"

Odds are, you are probably just now hearing about this concern, so I'm gonna radically oversimplify the issue, to provide on-ramps to the conversation.

Then, I've included a pile of links to experts who can explain the matter in detail, plus some resources.

Why don't leveled reading groups work?

In very simplest terms:

1. There's nothing about a kid's reading level alone that shows what skills he or she is missing... i.e., what he or she needs to grow as a reader. Does a student need support with decoding or fluency? A reading level doesn't tell you. When you think about it that way, we shouldn't expect grouping by reading level to work, because it doesn't actually give teachers cues about how to differentiate instruction for a given group of students.

2. It gives the kids in lower reading groups a steady diet of less challenging texts. Over time, this tends to become a self-fulfilling prophecy, as lower readers don't catch up to peers. Hence the common refrain, "Leveled texts lead to leveled lives."

Literacy Pros Explain

In EdWeek, Are classroom reading groups the best way to teach reading? Maybe not. offers an excellent introduction to the issue.

Tim Shanahan breaks down key research and its instructional implications in The Instructional Level Concept Revisited: Teaching with Complex Text. As researchers looked into the effectiveness working at reading level, studies found that it "has made no difference-that is the kids taught from grade level materials do as well as those at an instructional level-or the instructional level placements have led to less learning."

More recently, he highlights additional new evidence from a study of third graders: "Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers [other, better reading, third graders], outscored both proficient and less proficient students in the control group across multiple measures of reading achievement."

I want to call out a key insight from another great Tim Shanahan blog, on guided reading: small group instruction IS an evidence-based practice. So, it's just dandy to group students based on common skill gaps and tailor instruction to those development areas. It's grouping by reading level that lacks an evidence base. Mind you, Shanahan also cautions us about small group work for its own sake.

Shanahan also explains the challenges of gauging the level at which students should be learning in this excellent blog.

( Don't you just love the way Tim Shanahan includes loads of research citations in his blogs?)

This webinar on Rethinking Reading Levels gives an excellent intro.

And here's an extensive compilation of reading and research for deeper learning.

Once you get your head around the issue, you can understand why Natalie Wexler likens the practice to elementary school tracking.

Why is this non-evidence based practice so pervasive?

Leveled reading groups are everywhere. Why does this approach flourish if experts don't think it works?

Likely culprits include:

Folks don't know the research. Virtually no one is talking about the lack of evidence for this common practice. Odds are that this blog surprised you, Reader Friend.

It sounds like good sense. "Kids should be reading just-right texts as they grow as readers." That just sounds sensible, doesn't it? Many urban legends do... until you know better.

It feels like differentiation. Everyone wants to be differentiating, and reading level is the easiest way to sort kids into groups. So you feel like you're differentiating when doing leveled reading group work... but teachers tend to do similar activities, and ask similar comprehension questions, across groups, varying only the text. I'd describe this as Faux Differentiation.

Some leveled reading work is appropriate. Students should be reading texts at their approximate reading level for independent reading: when kids are reading at home, or during any independent reading time at school. So, being considerate of reading levels is appropriate... some of the time. The trouble comes when leveled reading-think is applied in Tier 1 instruction.

Common programs promote the practice. Level-oriented practice is at the heart of the Fountas & Pinnell and Teacher's College Readers Workshop programs, and small group work in leveled groups is pervasive.

It's easier than the alternatives. Grouping kids based on reading level is relatively easy, in part because it's baked into so many programs and assessments. Grouping kids based on the skills they are missing... and helping all kids read grade level texts... well, that's more challenging. Teachers are gonna need more support with that.

So, what should you do instead?

Regarding text levels:

During Tier 1 instruction, you want all kids working with grade level texts; students reading below grade level will need scaffolding and support (as well as targeted Tier 2 and/or 3 intervention).

This promotes equity, for it's the best mechanism for helping below-benchmark students to catch up.

It also honors the fact that a fifth grader who reads at second grade level is still thinking at the level of a fifth grader, and he or she will remain engaged and motivated by learning content and vocabulary at his or her developmental level. (No more baby books for big kids, y'all!)

For details on how to do this, check out:

Regarding reading instruction generally:

I recommend starting conversations about how kids DO learn to read from the Simple View of Reading / Scarborough's Rope, which are explained in these How Kids Learn to Read primers.

Leveled reading groups are a Don't. You absolutely want to read up on the Do's, and the research behind them.

The effect on comprehension

One nuance of this issue: the effect of leveled reading groups on reading comprehension. Students' background knowledge is critical to their reading comprehension, as shown by piles of research.

It is exceptionally challenging to ensure that all students are building content knowledge in a leveled reading approach, because the books kids are reading are all over the map. Curriculum should have anchor texts and text sets that have been intentionally selected to support knowledge acquisition in social studies, science, and the arts; seldom is that objective achieved - or practically achievable! - when each group in the class is reading different texts.

So, leveled reading groups lack an evidence base... AND the practice is incompatible with content knowledge acquisition, which is well-supported by research. Double whammy.

Curriculum can help you change practice.

Let's close with curriculum options that are designed to get all kids reading grade level texts. This isn't an easy shift for teachers to make, and tailor-built curriculum sure helps.

I'd suggest looking at:

ARC Core and Bookworms take some unique approaches to small group work, intentionally grouping students by skill development areas, rather than reading level... something to dig into. This Bookworms blog is On Point.

Frequent readers of this blog will note that those curricula are the same as the ones listed in my Phonics 101 blog. This is no accident; I'm sharing the curricula that are strong across all key aspects of reading instruction.

These curricula have strong reviews from EdReports and Louisiana educators; you'll find more color about each in the phonics blog and of course on the EdReports and Louisiana Believes curriculum review sites.

Let's Keep Talking About It - Loudly!

Here's my K-12 party question: Which is lesser-known by K-12 educators, the research on the importance of content knowledge to reading comprehension, or the lack of evidence for leveled reading groups? This question produces a good debate! The truth is, they're both poorly-known. So, let's all spread the word!

A recent #ELAchat spread the word; you can read the chat archive here, to hear from - and connect with - educators contemplating and making these shifts in practice.

I'm trying to keep this blog short(ish) by telling the simplified story. Yet I really encourage you to explore the linked resources, because the devil is in the detail here.

Also, drop me a line with additional materials that should be included. I'll keep adding as the wisdom of the crowds drives my own professional learning.

Thanks for reading and sharing, friends! Know Better, Do Better... amirite??

PostScript: Voices from the Field

Over the last few months, I've had the fortune of visiting districts that have made the shift to grade level work for all.

For anyone wondering, "Is this do-able in classrooms? How do the kids respond?" I say... don't take my word for it!

Please read this thread ( warning: it's long!). Hear what dozens of educators have to say about their experiences. The educators I met say it better than I ever could:

In @co_sumner, principal @Thurman7Jessica told us that this was an equity imperative.

In her school, since giving kids equal access to texts at the same high bar, "day after day we see kids rise to it." 🙌🏽

3/@scottlangford72 pic.twitter.com/K9kyWct9TM

- Karen Vaites (@karenvaites) February 27, 2020

Also, a HUGE thanks to all of the educators who've shared their stories... with me, and in social media. It's so important that we show that this research can absolutely be brought into practice... and that it's happening in schools across the US.

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Leveled Reading Groups Don't Work. Why Aren't We Talking About It?

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You might want to sit down for this one, friends. The most pervasive practice in K-5 reading instruction is probably small group work in which students are grouped by reading level. Experts estimate that this practice is happening in 70-80% of elementary classrooms. It's common in guided reading and balanced literacy classrooms, as well as work...

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Decoding for parents

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Conferring vs Strategy Lesson vs Guided Reading

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Conferring vs Strategy Lesson vs Guided Reading

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Choosing a method to match the purpose of the instruction. A quick 8 min podcast that will define the three.

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Summary

Welcome to Season 2, Episode 10! In this episode, Jen responds to a question from Lisa: "In a K/1 classroom, what is your ideal balance for guided reading, strategy groups, and conferring during independent reading? I have trouble fitting it all in! my principal really pushes guided reading, so that's where my focus has been, [...]

Show Notes

Welcome to Season 2, Episode 10!

In this episode, Jen responds to a question from Lisa:

"In a K/1 classroom, what is your ideal balance for guided reading, strategy groups, and conferring during independent reading? I have trouble fitting it all in! my principal really pushes guided reading, so that's where my focus has been, but I know there is great value in conferring and strategy groups, I just don't know how to make it all work."

Thank you, Lisa!

In this episode, Jen talks about matching teaching methods to instructional purpose and defines several teaching structures to help support kids' independent and instructional reading goals.

Do you have a question?

You can ask it on the Teacher Learning Sessions Facebook page.

You can also join the email list and send your question via email instead.

Either way, your question will help make this podcast better and more valuable as a resource for you and other teachers. So please don't be shy!

Go ahead, teachers. Ask Jen Serravallo!

The post Teachers Ask Jen Serravallo. Season 2, Episode 10 appeared first on Teacher Learning Sessions.

What is Teachers Ask Jen Serravallo?

Teachers Ask Jen Serravallo brings the popular and familiar Ask format to professional development podcasts for teachers.
The questions come from real teachers like you, and Jen s answers are brief, thoughtful, and succinct. Think of it as bite-sized PD, or just-in-time professional learning for teachers.
Topics cover reading strategies, student engagement, reading assessment, reading conferences, read-aloud, small group instruction, guided reading, close reading, independent reading, reading workshop, book choice, motivating students, coaching, mentoring, and other topics that help teachers improve their inquiry-based and research-based teaching of reading and writing.
Jennifer Serravallo is the author of several well-known books for educators, including The Reading Strategies Book, Literacy Teachers Playbook Grades 3-6, Literacy Teachers Playbook Grades K-2, Independent Reading Assessment - Fiction, Independent Reading Assessment - Non-fiction, Teaching Reading in Small Groups, and Conferring with Readers.
Her website is www.jenniferserravallo.com. She is a frequent blogger and is active on Twitter @jserravallo and on other social media.

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Welcome to Season 2, Episode 10! In this episode, Jen responds to a question from Lisa: "In a K/1 classroom, what is your ideal balance for guided reading, strategy groups, and conferring during independent reading? I have trouble fitting it all in! my principal really pushes guided reading, so that's where my focus has been, [...]

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Anyone interested in a book study? A great book if your looking to implement a explicit systematic phonics approach. If doing ECRI it gives explanation to the routines with some additional support you can give students.

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Want a creative way for students to use technology and promote a book they love? How about having them making a meme to represent their book- wish I could take credit for this idea but here is an example

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How to get students engaged in reading.

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Welcome to episode #13! In this episode, Jen answers this listener question... Reading Stamina! How do I get this in my 2nd grade class?!? I saw in your book that you had some students chart this? But what where they charting, the minutes read? I started them of in reading partners, but it is not [...]

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‎Teachers Ask Jen Serravallo: Teachers Ask Jen Serravallo, Episode 13 on Apple Podcasts

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‎Welcome to episode #13! In this episode, Jen answers this listener question... Reading Stamina! How do I get this in my 2nd grade class?!? I saw in your book that you had some students chart this? But what where they charting, the minutes read? I started them of in reading partners, but it is not [.....

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I am Reading reminds us that we’re teaching children, not reading levels. Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. Here is an hour webinar on this topic

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Wowza- what a great find.  Check out the list of authors from this page by Kate Messner....

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Jennifer Serravallo shares her concerns and suggestions

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About a month ago, we recorded a conversation between Heinemann author Jennifer Serravallo, and neuroscientist and author Dr. Maryanne Wolf, about the reading brain - critical, deep reading, comprehension, and considerations for digital reading. Today, we are all confronted with non-stop coverage of COVID-19, and our comprehension of the information is critical. Schools are closing, and teachers are supporting students remotely. In many cases, we will all be spending more time reading and writing on screen.

In this time, and with this transition, their conversation feels especially relevant. So, how did Jen Serravallo, and Heinemann author, and Maryanne Wolf, published by Harper, come together? Well, let's go back in time to last summer, July in fact, when Jen was first reading Maryanne's book. Jen talked about it during the second day of her summer camp lesson.
" ...so you're in your books, so hopefully you're pretty well into the book, and I thought a next lesson... oh, one thing I wanted to do before that actually is to talk about this book and recommend this book, Reader, Come Home. I think I've talked about this a bunch when I've been out this summer talking at various conferences and in different workshop settings. The author is Maryanne Wolf and she is a, I think a neuroscientist, and she studies the human brain and how we learn to read and what's happening in our brains when we read. And I think this is an interesting book to think about as we link yesterday's lesson and today's lesson because she talks about how that deep, slow, careful reading, that kind of state of being in the reading zone that we thought about yesterday contributes to comprehension. And how, you know, her concern is that the sort of distracted way in which we're consuming media now and the kind of digital constant grabs at our attention pulls us away from the kind of reading we need to really be doing when we're reading fiction, which is very deep, careful, thoughtful, analytic kind of reading. And so she sort of makes a case for how we can reclaim that in our minds, how we can get that back and how important that is to us, not just as readers, but also as a society. So this is a really interesting read if you're up for some nonfiction after this week..."
When Jen mentioned author Maryanne Wolf, she sparked an idea. We thought it would be amazing to hear Jen, the author of Complete Comprehension and Understanding Texts and Readers interview Maryanne Wolf about the work in her book Reader, Come Home: The Reading Brain in a Digital World published by Harper. To our delight, both authors loved the idea as well. Here now is their conversation, hosted by Jennifer Serravallo.
Below is a full transcript of this episode.
Jen: Hi everyone. This is Jen Serravallo and I'm so excited to be joined today by Maryanne Wolf. Dr. Wolf is the author of the critically acclaimed and best-selling Proust and the Squid: The Story and Science of the Reading Brain, Tales of Literacy for the 21st Century, The Literary Agenda, and over 150 scientific publications. She lectures around the world including multiple presentations on global literacy for disenfranchised children at the Vatican's Pontifical Academy of Sciences.

Professor Wolf is the recipient of multiple research and teaching honors, including the Fulbright Fellowship, the American Psychological Association Teaching Award, a fellow at the Center for Advanced Study for the Behavioral Sciences at Stanford, the NICHD Innovative Research Award and the highest awards by the International Dyslexia Association and the Australian Learning Disabilities Association. Today we'll be talking about her newest book Reader Come Home and about what teachers need to understand about the reading brain in a digital world. The book is deep, informed by neuroscience, psychology, education, philosophy, physics, physiology and literature.

And I think it's a must read for all educators. Your title is Director of UCLA Center for Dyslexia, Diverse Learners and Social Justice. I don't think I've ever seen that title before and I'm wondering, I think it's awesome. I'm wondering if we can talk about why you feel it's important to connect those three topics.

Maryanne: That's a wonderful beginning question, Jennifer. The reality is that all too many people don't really understand that the work and the research on dyslexia is going to help every child learn to read. And so I wanted to be sure that we link the research on dyslexia to all kinds of children who might be struggling or diverse learners. But what I couldn't put in the title was that this is the work that will help everyone. It will help society. And by that I mean that literacy is a basic human right and our ability to be sure that every child, every human being learns to read is a matter of social justice.

We need to be able to help children in our backyards, and as you were just saying in some of my work on global literacy, helping children and teachers around the world who live in places where resources are few, where schools are non-existent and we need to be sure to spread our knowledge so that we will be building a world in which every child, every human being has that beginning foundation for intellectual, social, emotional and indeed ethical development too. So that's why I link all three of those in my title.

Jen: It's wonderful. It's so powerful and I hope so empowering for teachers to feel how very vital our work as literacy educators is. And it's clear from your writing that you have deep respect for teachers and for the work that teachers do. One of the quotes in Reader Come Home is knowing how to introduce all children with their many differences to the reading life today is as complex a set of knowledge basis as any engineer, rocket scientist or saint is ever called upon to use.

Maryanne: Good quote. I'm so glad I wrote that.

Jen: Yeah. It actually should go on a t-shirt, I think.

Maryanne: I love the quote. I really forgot I said that, but I believe it. That's for certain. It's so funny. Sometimes you write and you're immersed and you are saying everything you really believe. And then like everything else you go and say, oh my gosh, I said that. That's really good.

Maryanne: But the reality, I actually want to add to that, and it's a twofold reality. I came to all of this work because I spent a year, I thought a gap year after a master's. I thought I was going to go on to do a PhD in English and German literature and poetry. And that gap year was spent in a program, sort of like a Peace Corps or AmeriCorps, but it was in a very rural part of Hawaii where they had lost their school. And it was the experience of teaching children who had probably 10 languages.

Only about 25, 26 kids, but all of these different languages and all these different needs. And by the end of that year, and this was a year of love, absolute love, I realized I had failed about 20% of the kids because I did not know how to teach reading. I thought that a love of literature, which is so essential to communicate to children, I found out the very hard way through failure that that's insufficient. And that sent me from that point on to two inner city school teaching assignments where I really learned all that teachers have to do.

And I'll end this part of my response by saying, one of the other things I learned was that teachers are expected to ameliorate the problems that society itself has not been successful in doing. There are so many, if you will, weights, burdens placed on the shoulders of teachers who really never realized the worlds they would have in front of them every day. So I not only have the greatest respect for a teacher, I feel that fundamentally I am a teacher. That's my role in life.

Jen: That just comes so clearly through everything that you write in Reader, Come Home and in your other work. Absolutely. And I think that one of the other things that really comes through clearly is that striking of balance between, yes, we have to give kids access to beautiful literature and give them lots of time to read and develop a love of reading. But that alone is not enough. And I was wondering, this is a somewhat unfair question because there's so much detail that you provide in the book.

But if you gave teachers just a taste, what are some of the things that teachers most need to know about the reading brain? What would you say?

Maryanne: The reading brain has become a metaphor for me of all the various processes that teachers need to be able to address in their teaching. And it's also a reconciliatory metaphor. I have spent so many hours with teachers who come from various traditions who were taught in one way or another.

Well, what the reading brain does is shows the value of both of those methods, but it also gives a pretty difficult message to everyone and that is no one method is enough. If it is only saying it's balanced, which is often really not the case or if it's saying it's doing, let's say all phonics or all authentic literature. The reading brain has to give us a very comprehensive message if we are to truly understand it.

And it means that when you look at the reading brain circuit, the human brain begins when it's learning to read at setting down those patterns in our language, which is English, the most common letter patterns. And to do that we have to also realize that that young brain, and this is what very few people ever learn in their courses, is that brain wasn't set up to read.

It's not wired to read. We have to set it up. That's our job as teachers. The major first act of reading is to pull those re-presentations of sounds and letters together and then that is like the most beautiful set up, if you will, foundation for connecting what the combination of those letters and sounds means, the words with our meanings, with their syntactic functions, with the smallest units of meaning, which are morphemes.

Those too become representations for the child that will enable them to actually read faster. One of the things that really helps, I hope all teachers realize it's not that they have not been doing things right. It's just that they need to expand what they're doing. So the reading brain is teaching us all of this is important, but we must never think that a balance is unfortunately a cherry picking of a little phonics or the converse, a little vocabulary. It's not that. That's insufficient. We need to be systematic about the beauty of the English language and how learning how to apply all of this stuff that we know about the reading brain to our teaching will help us make fluent, comprehending, good decoding readers who love books, who love literature.

So we have to, as we always do in neuroscience, we have to keep learning and that's the beauty of being a teacher. Being a teacher is also being a learner. And I so enjoy teaching teachers because they understand what it means to have knowledge building and building and building.

Jen: And it is one of the things I just love about this profession is that I get to meet everyday teachers who are hungry to learn more ...

Maryanne: Exactly.

Jen: ... And are always motivated by doing right by children and just trying to be a better version of the teacher that they are.

Maryanne: And any person, any teacher who is listening to this podcast is one of that society. Emily Dickinson said ...

Jen: Absolutely.

Maryanne: ... Something like the soul selects its own society. Well, anyone who's listening on this podcast is part of that select society of the teacher learner and also the teacher researcher because we're all learning from research and applying it and also asking researchers to do more work that's applicable and important to teach the teaching profession.

Jen: Just to move off of the work around phonics and phonemic awareness and some of that into what is I think a larger portion of this new book, which is around really understanding and comprehension and something you call the deep reading process. One of the quotes from the book, is that "the meanings of a good reader have little to do with how well anyone decodes words. They have everything to do with being faithful to what Proust once described as the heart of the reading act, going beyond the wisdom of the author to discover one's own."

And so I wanted to give you a chance just to talk a little bit about some of your thinking around the deep reading process and comprehension and understanding and going beyond just the author's words into discovering our own truth as readers. Can you talk a little bit about that?

Maryanne: One of the most important aspects to all of us is to ask what is the purpose of our reading? What is the purpose of our teaching? And for me, we need to do all that we can in those early grades to make accurate fluent, decoding readers so that they have time to allocate to these precious deep reading processes. And so I look at all of this stuff that we do on decoding as the preparation, the necessary preparation for being fast enough, automatic enough to allocate milliseconds to a group of processes that begin with making an analogy between what we know, this very important especially in a digital age, between what the reader knows already and what they are learning and discovering in the text in front of them.

So the first deep reading process is a deep dive into what the child already knows or what you and I, Jennifer, know. So it's that connection. Human beings are analogy makers. They are always building connections. It's very important these days to realize that there's an unwitting assumption, especially by our youth, that all they have to do is press a button and they can get the knowledge. But a lot of times, when they're reading, they don't know what they don't know. And so that conceptual gap is going to, if you will, diminish their ability to move from that background knowledge that helps them learn something new to the other processes of deep reading, which are so essential for society.

One of those processes is inference. So here we have this body of knowledge that we know, but we have some knowledge that we can infer from the text, whether it's true, or especially these days, whether it's false information, or information that's misleading us with a little truth, but it has motivation that's really driven by something that's not going to allow us to get the real truth of what we're reading.

So critical analysis has never been more important in society. Marilynne Robinson, this fantastic, beautiful novelist who wrote Gilead, said that, "Our generation is going to be given one of the greatest tests ever for wisdom, and decency, and truth." And that's what deep reading is doing. Critical analysis of this combination of deduction, and inference, and analogy, but also, very importantly, with empathy. The beauty of especially fiction is that it gives us a chance to try on what it means to be another person. And when you try on and you really understand what another person thinks and feels, you are developing your own capacity for what some philosophers call a compassionate imagination, going beyond the self.

Well, when I look, and here's another aspect to what Marilynne Robinson said, this time in an interview with Barack Obama, who called her, I think he used the word "ambassador" of empathy, something like that, what he was saying is that, "You, through fiction, through novel, are teaching us how to understand other." And she said, "The trend towards seeing others as sinister other is the greatest threat to our democracy."

And so when we talk about deep reading, I'm talking about all these critical analytical processes, the empathic processes, and if we're very lucky, Jennifer, and this by no means happens all the time, but if we're really lucky, the combination of all that allows us not only to discern the truth of what we're reading, but prepare us to do that Proustian leap into moving beyond the wisdom of the author to discover our own, and that's something that takes time, and all of that is being threatened in very insidious and imperceptible ways by our trend in digital culture to capture information by skimming and not allowing time for those deep reading processes. It's unintentional. There's no malice in skimming. There's simply getting all the stuff that we are being bombarded with, but it comes at a cost that few people are taking the time to understand, that they themselves are losing the beauty of immersion, the beauty of beauty itself.

I talked to Carol Jago... I'm so grateful for her contribution to the field of literacy. She's out there like a forward on a soccer field, helping us understand how important it is as teachers and researchers, and just lovers of reading, to ensure that those deep reading processes are being preserved in the next generation. And the love of literature is a piece of that, but the engagement process that we can help inspire, I believe is something that is also one of the great and loving tasks of teachers and parents.

Jen: Your book does such a great, or you do such a great job in your book of really explaining the insidiousness, I guess, of what's happening with our culture, and with our brains, and how they're changing, right? The neuroplasticity... our brains to process print on the screen differently than on paper, and then there's also, what I understood as this carry-over, that even when we are reading on paper, there's a way in which our brain craves that flitting from webpage to webpage or app to app, that is the kind of reading or the way that we're reading on screen.

What's interesting to me is that I'm seeing in so many schools that I visit a move toward more screen-based work, whether it's reading like a site like Newsela, and so kids are on screen versus on paper more. A lot of the composing that they do in writing is onscreen versus on paper, and yet I read a story last year on Business Insider and it was also picked up by the BBC about how parents in Silicon Valley are raising their children tech-free and choose no tech and low tech schools. And so what do they know that we don't know? Or what are we getting wrong in schools?

Maryanne: Well, there are many parts to your question, but I'm going to at least try to do two. Let's begin with your last. What do they know that we don't know? They know that many of the aspects of technology with apps and games is based on design principles. Well-known universities throughout California, and they are consciously teaching the same design principles that casino owners use. Intermittent reinforcement. You are being bombarded by distractions, and this is good for sales.

When we're talking about some aspects of digital technology, we're talking about a profit-driven motive, but by no means, by no means are people who are in technology evil people. In fact, some of the most idealistic people in the world began many our firms and believe firmly that they were giving the best possible means for the dissemination of knowledge around the world. And that's one of the promises of technology, and the most positive, and I work with apps in some of my global literacy work. They're giving apps literally around the world that help children learn to read. So it's not that it is by nature intrinsically bad. It's how it is used, and how we understand how it can be misused, and unfortunately threaten some of these deep reading processes, not only in our children, but even in us.

And so I'm going to return to the beginning of your question, which is how these effects can be not just on the screen, but that they quite literally bleed over into how we're reading in books. And what is going on is that the dominant mode of our reading, which is often 10 to 12 to even 16 hours of screen reading, is going to literally change how we read regardless of medium. So our knowledge of that bleeding over is actually going to help us think and ask the question, "What is the purpose of our reading?" If it's really serious, then by all means print it out or use a book, and if it's less serious, or if it's simply getting the information and doesn't require a lot of deep processing by us, the absolute mode I use is the screen.

Now, then we come to an even more complex, and that's individual variation. And I absolutely know that some of our children, especially some of the children I work with, with dyslexia, or who are neuro-diverse learners, some of them actually do better with the screen. And by all means, let us use whatever medium is of most help, but know the effects and be able to really work to be sure that deep reading, regardless of medium, is happening in our children.

One of the great mistakes that our youth are making is that they think when they read faster on the screen, they're understanding better. It's one of the most important mistakes our young people, especially our high schoolers and college aged students are making, and we have to help them realize is that journalist David Ulan once said, "Speed is not illumination. Speed is necessary to get to the time we give to thinking about what we're reading."

Jen: I think it's so important to be aware of these things, because like you say, it's not that the tech is either good or bad, it's rather that we need to be aware, as teachers, of how kids are processing text on screen versus on paper, and then I think equip them with strategies to slow down or to notice when they're skimming, or an awareness of, "Am I really getting it here or am I just getting the gist?"

And I think another place, aside from onscreen reading and onscreen composition that's happening every day in the classroom, in a lot of classrooms, is the way that kids are being evaluated. In most high stakes standardized tests, the universal screeners, progress monitoring, mostly what I'm seeing is it's done on screen, and it's interesting to me because these are largely comprehension assessments, so they're asking children to do quite sophisticated analysis of texts, and the text they read is onscreen, the questions they answer are onscreen, and I'm wondering if you could a little bit about what cautions should we use as teachers about drawing conclusions from this, and what should we be looking for to maybe compliment the information that we're getting from these onscreen assessments?

Maryanne: You're asking me one complicated question after another, Jennifer, and they're all great.

Jen: Sorry. But I just want to hang out with you all day and talk, so maybe this is my sneaky way of trying to get you to say a lot in a short period of time.

Maryanne: But let me at least try to give you two important thoughts in response. One, I'm very concerned about our children who do not have access to screens being tested on screens. We are absolutely giving ourselves a recipe for results that are meaningless.

I believe that a way out of this is that we should be teaching our children, on print, how to use these deep reading processes, and then somewhere after the time we really believe they've got it, that they are fluent, accurate decoding kids who are now able to put it all together with comprehension and they're really there, let's say we hope by grade four. That's always the very difficult point, where teachers aren't taught to teach reading and the stakes of the materials get more and more difficult, and that leaves a lot of kids behind.

But let's say we've got them all together by grade four, ideally, then we can start teaching deep reading processes on the screen. Before then, I don't believe that those screen results are going to be accurate enough for the children who've not had access. For the children who have had access, I actually wish and wish and wish that the test could be redone. I would always prefer them to have hard copy for anything with comprehension because it slows them down. It gives them a chance to really read at their own speed. So that would be my choice, especially for children who need extra time and who haven't been diagnosed, and there's too many of them for us to even to talk about. But those children are really going to need hard copy.

The compromise, and I'm going to suggest this, I've never suggested it to anyone. The compromise would be to have a hard copy for them to read with and then to do the results on a screen. It would give us a chance to give the kids a chance to read their best. Maybe that would work. I've never seen a piece of research on it. I literally only had thought right now, thanks to you, Jennifer.

Jen: Oh good!

Maryanne: But it's an interesting one.

Jen: Yeah. I think that the move toward the onscreen assessments is in part for that immediate result, and I also think it's to take advantage of the adaptive technology. So a child answers a lot of questions wrong on this particular passage. It goes down to an easier one, which makes the paper and digital more tricky, but I think it's a good compromise. I think it makes sense.

Another thing I think a lot about is assessment of students who are older. You say fourth grade, I think maybe even third grade, once they're hitting chapter books, once they're reading 80-page, 120-page, 200-page books, and we really want them in that deep reading process. And yet, they're being assessed whether digitally or on paper, on shorter passages.

And I wonder if you could talk a little bit about the difference in our brain between reading a word, a sentence, a paragraph, a chapter, a book, and that sort of accumulation of information and how it relates to the deep reading process. Or anything else that you want to talk about that. I just am really interested in this idea of the accumulation, the deep engagement, the visualizing, the really, that feeling that you're in the book.

Maryanne: It's a beautiful question and it's a developmental question, and it's an individual development question. In terms of the brain, when we read a word, if it's out of context and there's just no context, it's a pretty interesting but reduced circuitry. It will capture visual and linguistic processes.

As you put that word into a sentence, you are adding complexity, you're adding more processing, always. But very, very importantly, when you put that sentence into an even broader one, like a paragraph or a story, at each juncture you're adding elaboration, because you have to connect what you are being given from what just happened to what you are reading that moment. And all this is in milliseconds.

So you have to think that your brain is this parallel processing miracle of engineering in which what you see is actually in a sentence, in a paragraph, in a book, et cetera, actually it's being, if you will, primed by what came before. So you have activated the meaning of, let's use a very polysemous word, all these different meanings for the word bugs. Okay? So let's say this, the heroine of our story is young Sherlock. Young Sherlock found bugs under his bed. Okay, now if this story is about young Sherlock, the spy master, you're going to activate spy devices for bugs. If the whole thing was about his biology class before, he's going to be finding spiders and lady bugs.

But the reality is, that context is going back and forth before you even see the word that primes you for the meaning of choice. So the more context you have, the more you're being primed to select particular meanings and syntactic functions. Instead, because bug can also be, "She bugs me." It can be used as a verb. It can be used as obviously an insect. It can be all these different things.

So our brain is this amazing parallel processing going back and forth, adding information, setting us up to perceive. And there's a wonderful cognitive scientist, Andy Clark. And basically, he has helped us understand. And other neuroscientists like Gina Kuperberg. I'm thinking of all these people automatically here coming to mind. All these people help us understand that what we perceive is being primed by our predictive capacities. And that's where the chapter book is going to add much more of predictive capacities to that frontal lobe that's going to be discerning the truth or the non-truth and making inference about what you are actually reading.

So what you see is actually helped by what you know. And that goes all the way back to the word level. It's certainly the elaborative reading brain circuit as it ever gets ever more, if you will, demanding in the text level. But even at the level of decoding, when... And Connie Jewell said this years ago, "The mistake that many a teacher of reading makes is to think that when a child decodes a word, they know it." The reality is that knowing the word is also helping you decode it faster, especially as the prose becomes more textualized.

Jen: So interesting. So I'll ask one last question. I tried to make this one simpler, but I probably failed. You talk about this concept of biliteracy between a digital reader and a print reader, and that you're not encouraging us to stop teaching kids to read onscreen, but rather that you want to help them to become biliterate. Will you talk a little bit about that?

Maryanne: Yes. Vygotsky influenced me greatly on this with his concept of the parallel processing over time of thought and language. How they begin separately and then over time they become evermore interlined and influencing each other. And I thought that if I had the ideal world of childhood, I would begin almost solely with print. There'd be very little digital and there would be almost no digital technology, no bells and whistles in the first two years.

Very gradually having it like just anything else in the nursery room. It's there but it's not either a reward or taken away as a punishment, but it's just there, but not very much used till five. And at five, I would, between four and five, I would start thinking about having these parallel tracks have their own life. So I would be dividing, if you will, reading into the reading that is, how do we learn to read? I want that all done with print.

And then the less print-driven but more app-driven, game-driven, coding-driven, programming-driven skills in the digital world begun separately around four or five, probably closer to five. I want to be developing all these coding and programming skills that are absolutely necessary for a child and are developing wonderful cognitive spatial inferential skills all their own over on the other side.

I want the beauty of reading to be able to be portrayed through hard copy so that we're using all of that reading brain, all of the joy of learning to decode and learning to think as we read, so that by the end of third grade, we have this child who's really largely using print. They are learning the beauty of books through books and hard copy.

But then around fourth grade, if we're pretty assured that deep reading has really taken root in our child, then my hope is that teachers will be trained to learn how to teach digital deep reading. And people like Julie Coiro talk about how our children need digital wisdom. I want them to learn digital deep reading, but I want them to know what they're doing on the screen. And there's a lot of things that we need to be teaching our child that has nothing to do with deep reading, but everything to do with how do we deal with distraction? How do we do with profit-driven, constant sources of distraction that really are taking our child's attention and changing the quality of attention that we've been building through books and distorting it.

So we have to really learn how to teach that. That's the teacher of the future, and that future is around the corner, really needs how to teach digital deep reading and digital wisdom. But it begins with 10 years of, if I could have my way, it begins with a love affair with books and hard copy, being read to and learning to read to oneself.

Jen: Thank you so much. I think you've given teachers so much food for thought and some really practical advice, and I think there's a lot for teachers to take away from today's conversation. I'm just so, so grateful to you for taking the time to talk with me today. Thank you.

Maryanne: Thank you, Jennifer. It was my pleasure!
Check out a review of Reader Come Home!

Jennifer Serravallo is the author of the New York Times bestseller The Reading Strategies Book and The Writing Strategies Book, which have been translated into Spanish, French, and Chinese. These and her other popular books and resources help teachers make goal-directed responsive strategy instruction, conferring, and small group work doable in every classroom. Her newest titles are Teaching Writing in Small Groups, A Teacher's Guide to Reading Conferences, Understanding Texts and Readers, and the assessment and teaching resource Complete Comprehension for Fictionand Nonfiction.

Jen is a frequently invited speaker at national and regional conferences and travels throughout the US and Canada to provide full-day workshops and to work with teachers and students in classrooms. She is also an experienced online educator who regularly offers live webinar series and full-day online workshops, and is the creator of two self-paced asynchronous online courses, most recently Strategies in Action: Reading and Writing Methods and Content.

Jen began her career in education as an NYC public school teacher. Now as a consultant, she has spent the last fifteen+ years helping teachers across the country create literacy classrooms where students are joyfully engaged, and the instruction is meaningfully individualized to students' goals. Jen is also a member of Parents Magazine Board of Advisors for education and literacy.

Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes.

Learn more about Jen and her work at Hein.pub/serravallo, on Twitter @jserravallo, on Instagram @jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community

Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007, HarperCollins), Dyslexia, Fluency, and the Brain (Edited; York, 2001), Tales of Literacy for the 21st Century (2016, Oxford University Press), and Reader, Come Home: The Reading Brain in a Digital World (August, 2018, HarperCollins).

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Podcast: Deep Comprehension and Digital Texts with Jennifer Serravallo and Dr. Maryanne Wolf

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Schools are closing, and teachers are supporting students remotely. In many cases, we will all be spending more time reading and writing on screen.

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ELA Tips for Digital Learning With Jen Serravallo

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Great site with free texts and also "homework" to go along with it. Free through the 20-21 school year!

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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UFLI Virtual Teaching Hub - Teacher Tech Tutorials

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Document for guidelines and suggestions for Acadience testing during non traditional instructional times.

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Overview of the UFLI and teaching reading online- video 1 of a 6 part series

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UFLI Webinar 1: Introduction to Teaching Reading Online

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UFLI- scope and sequence phonics instruction

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UFLI- scope and sequence phonics instruction

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Tour of UFLI Resource Hub- video 2 of a 6 part series

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UFLI Webinar 2: Tour of the Virtual Teaching Resource Hub

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Management Tips for Virtual Teaching- video 4 of a 6 part series

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UFLI Webinar 4: Management Tips for Virtual Teaching

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I still need to watch this but the title got my attention

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Distance Learning | How to Teach Guided Reading Virtually

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spotlight on grade k-2 online teaching of reading

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UFLI Webinar 5: Spotlight on Primary Grades (K-2)

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Great resource for upper elem.

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UFLI Webinar 6: Spotlight on Intermediate Grades (3-5)