Mama to 2. Designer of Literacy PL @NWEA. Research in reading, dyslexia, conceptual change, & PL. Taught PreK, K, & 1. TX, DC, MD, NC, OK. Views my own.
Jun 6, 2021 • 12 tweets • 2 min read
THREAD//
SOR Twitter vs. SOR Facebook
If you aren’t involved in the FB SOR scene, this thread might seem confusing. But compared 2 Twitter, teachers are overwhelmingly in FB groups & these groups have VERY different messaging regarding what SOR consists of.
Read on if curious!
1/ If a new teacher joins the “Science of Reading” Facebook group & asks for recommendations, they overwhelmingly get led to believe SOR is all about programs based on oral phonemic proficiency & hanging sound walls in their classrooms.
I get it. These are new and shiny.
Apr 16, 2021 • 15 tweets • 3 min read
New study out🚨
“The most widely used [PA programs] have areas of inconsistency w/the #scienceofreading... Materials reviewed here did not take orthographic development into sufficient account.. did not use letters & did not limit focus to 1 or 2 skills.” doi.org/10.1002/rrq.386
Thanks to Dr. Neena Saha for sharing on this week’s Reading Research Recap: readingresearchrecap.substack.com/p/april-16th-i…
Apr 15, 2021 • 9 tweets • 3 min read
"The signature of reading skill is the extent to which print & speech become integrated... they become intertwined & change each other.
The brain integrates these 2 codes so they become more than the sum of the parts." -@SeidenbergRead
"These component skills [phoneme awareness & graphemes] are necessary but are not meaningful on their own... so yes, you need to teach the parts, but it's always got to be in the service of the real goal--reading." -@SeidenbergRead
Apr 3, 2021 • 5 tweets • 1 min read
1/ 🧵 This debate re: those championing 2 work on oral larger phono units 1st, 2 get Ss “ready” 4 phonemes, only widens phoneme awareness gaps 4 kids who are behind. Starting w/1st sound, last, & CVC, using letters, not blank chips, helps Ss connect speech 2 print from beginning.
2/Oral work w/larger phonological units is included in BL instruction. Clapping syllables, rhyming, etc happens in almost every BL class I’ve seen. It’s based on correlational studies of development, not experimental studies of larger units improving phoneme level or decoding.
Nov 22, 2019 • 15 tweets • 8 min read
Response from *Lucy Calkins* to the #scienceofreading
"I’ve been asked to write a response to the phonics-centric people who are calling themselves “the science of reading.” I want to point out that no one interest group gets to own science. #ELAChat
drive.google.com/file/d/16Ewx2f…2/ Lucy Calkins goes on to discuss how important teaching systematic phonics is, that is is settled science, and how using predictable texts in K are like using training wheels to ride a bike. There are many points in which she aligns with science.
Nov 2, 2019 • 10 tweets • 2 min read
THREAD 1/7
Yes, 3-cueing is an issue. The bigger issue is the use of leveled text to teach beginning readers. In the kindergarten levels (A-D), the books are predictable. They include books like this. In Kindergarten. images.app.goo.gl/finGHPiuk2mGTR…2/7 Because of this, even teachers who never thought of entering the profession using “3-cueing” now realize it’s the best way to teach kids to read these books. How else will a kid read the word “feathers,” “stripes,” or “ears”?
Aug 30, 2019 • 12 tweets • 2 min read
1/ No, I do not want Guided Reading to occur in my child's classroom. GR was created by Fountas & Pinnell -- it includes leveled texts, which are predictable in the beginning (Kinder) levels.
2/ These texts include words that kids haven't been taught the code for, so they are instead front-loaded names, places, & instructed to use context clues and pictures to guess other words...
