Posted September 25, 2019
By Kareem Weaver, Member of Education Committee, NAACP, Oakland Branch
It turns out that we know exactly why Johnny can’t read. However, instead of using the brain science and overwhelming research consensus, we’re still using strategies that reflect our own biases and theories. Johnny is left to fend for himself, and the only time he may receive the support he needs is when he reaches the point of crisis.
In 2000, the federal government responded to the country’s reading confusion by producing the seminal work in the field. The National Reading Panel’s conclusions were clear: students need direct, explicit instruction that teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension. Depending on your cultural flavor, one can call this Structured Literacy or the Marva Collins way, but it’s simply evidence-based practices which leverage research.
Posted June 20, 2019
By Linda Diamond, founder and former president, CORE & Dale Webster, Chief Academic Officer, CORE
As many of our readers know, CORE has never wavered from its stance that teachers should be knowledgeable about ELA and/or math pedagogy and equally important, teachers deserve support to implement an evidence-based, standards-aligned curriculum for ELA and math. A renewed focus among educators on implementing a curriculum is a shift from the past several years where many school districts provided teachers with internally-created and loosely-designed units of study. This shift from units of study to adopting standards-aligned materials has been occurring more and more in school districts across the country and is supported by organizations such as the Gates Foundation.
Posted May 1, 2019
by Linda Diamond, founder and former president, CORE and author of the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
Back in September 2018 I wrote about the importance of selecting and fully implementing a great curriculum with excellent support and ongoing professional learning. This is a huge and important step in accelerating achievement for all students. But is that enough? The answer, unfortunately is “no.” A standards-aligned, high-quality curricula, while significantly improving outcomes for many students, will not be sufficient for those most at risk. Core curriculum is targeted at grade-level standards and will ensure all students have access to robust content, but it will not meet the needs of students who are significantly behind in their skills. Such students will still require a targeted or intensive intervention curricula that is well beyond what a standards-aligned core program can provide.
Posted February 21, 2019
By Linda Diamond, founder and former president of CORE
A shining light of education left us on February 15, 2019. Siegfried Engelmann, known as Zig to those of us who knew and adored him, was a genius. His expertise was figuring out and “engineering” instruction so that children learned to read and do math successfully and at advanced levels starting in kindergarten. Despite its critics, Zig and Direct Instruction (DI) did more for at-risk students than any other method of instruction.
Posted September 27, 2018
All teachers want their students’ achievement levels to increase. Small group instruction and cooperative learning have a significant impact on student achievement (Hattie, 2009) and are widely used in elementary classrooms. Many middle and high school teachers are increasingly using these structures in other content areas. However, prior to implementing small group instruction teachers often have questions to be answered.