For decades, CORE has advocated the use of instructional practices based on the science of reading, and for the importance of educators to learn the science of reading in order to help all children become strong readers. But what is the science of reading? A team of stakeholders, including CORE’s Chief Academic Officer, Dr. Dale Webster, has been working to develop a shared definition of the science of reading. On Wednesday, February 3, 2021, during The Reading League’s annual Winter Symposium, the team will release the newly created definition, its rationale, and provide calls to action for all stakeholders.
The virtual event will mark the beginning of The Reading League’s “Science of Reading: A Defining Moment” initiative. Throughout the day on February 3, speakers will discuss various aspects of the science of reading including equitable access to reading instruction, aligning practice to the science of reading, and how to move beyond the reading wars. Dr. Webster will be a panelist during the first session of the Symposium, The Science of Reading, a Defining Moment.
We hope you’ll join us at this historic event!
Science of Reading: A Defining Moment — The Reading League’s Virtual Winter Symposium
9:00 a.m. – 5:00 p.m. ET
Adolescents need strong reading skills in order to fully access content-area curricula and prepare for success after high school. Yet 30% of students in upper grades read below basic.
In part one of a conversation with Pivot Learning, Linda Diamond — author of the Teaching Reading Sourcebook — shares some of the reasons why reading scores for adolescents have decreased since 2015 and provides recommendations to educators for effective intervention.
Along with the video is a free tip sheet that includes 10 recommendations for intensive intervention that works for older students, four types of intervention that don’t work for older students, and a list of reading intervention curricula that Linda recommends. (more…)
Webinar Date & Time: Wednesday, January 27 | 4:00 – 5:00 p.m. ET • 1:00 – 2:00 p.m. PT
MTSS is a data-driven prevention framework that uses screening and progress monitoring assessments to identify and support the individual learning needs of students. But how can MTSS be used specifically to improve learning outcomes in mathematics? (more…)
Evidence-based practices that work easily in the classroom can be a challenge when teaching remotely. Pivot Learning’s Dr. Monica Ng and CORE’s Dr. Carrie Thomas Beck had a conversation over Zoom with Dr. Anita Archer — author and beloved teacher of teachers — about how to adapt explicit instruction for distance learning.
In this four-part video series, Dr. Archer:
Shares tips for using hold ups to encourage active participation when students are online
Demonstrates how choral response can still be used even when students aren’t in a classroom together
Discusses how to use partner responses online
Shares simple ways to strengthen bonds with students while engaging in explicit instruction virtually
Learning to read and developing as a reader is more complicated in a language you are simultaneously learning to speak and understand than in a language you already know well orally. This is one of the most significant challenges faced by millions of English learners (ELs) who are not in bilingual programs, as well as by their teachers.
During this recorded webinar Dr. Claude Goldenberg shares:
What is known about promoting development in two distinct but related and complex domains: oral language and reading
How the science of reading can be applied to teaching ELs to read and write in English
The importance of English language support and English Language Development instruction to optimize ELs’ literacy development
Explicit instruction is an important component of effective reading instruction, especially when teaching students with word reading difficulties. But many explicit instruction techniques are more difficult to implement when teaching remotely.
Pivot Learning’s Dr. Monica Ng and CORE’s Dr. Carrie Thomas Beck had a conversation over Zoom with Dr. Anita Archer — author and beloved teacher of teachers — about how to adapt explicit instruction for distance learning.
In this first video excerpt from the conversation, Dr. Archer shares tips for using hold ups to encourage active participation when students are online.
Children do more than grow, they develop. They change both qualitatively and quantitatively over time to become themselves. More factors play a role in this development than we can possibly conceive of or measure, but some play a larger role than others. During this on-demand webinar, Dr. Steve Dykstra, a clinical psychologist for Milwaukee County, unpacks the uniquely essential role that language and literacy play in the process of child development in the modern world, and how language and literacy interact with other factors that drive healthy development. (more…)
Pajaro Valley Unified School District (CA) students whose teachers participated in training and instructional coaching provided by CORE achieved greater growth in their reading skills.
Many factors contribute to student achievement but research conducted by SEG Measurement, an education research, evaluation, and assessment firm, has found that professional development provided by Consortium on Reaching Excellence in Education (CORE) moves the needle on student achievement. A study of third grade reading performance in Pajaro Valley Unified School District (PVUSD) conducted in January 2020 and recently peer-reviewed for presentation at AACE’s Innovate Learning 2020 Summit found that students in classrooms with teachers who participated in CORE professional development showed statistically significant growth in their reading skills in comparison to students in classrooms whose teachers did not receive training and coaching from CORE.
Since the 2016–17 school year, CORE has provided professional development and technical assistance to elementary teachers and administrators in PVUSD to help implement, in addition to their broader English Language Arts instruction, the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program. “We weren’t using SIPPS to fidelity,” Dr. Michelle Rodriguez, Superintendent at PVUSD, says. “Specifically, teachers weren’t given the instruction or training to implement it well.” CORE began working closely with classroom teachers and instructional coaches, providing training and instructional coaching within the context of the SIPPS curriculum and their own classrooms. (more…)
Welcome to the Fall 2020 edition of the CORE Academic Quarterly newsletter!
In this edition of the Academic Quarterly, the Reading Expert shares recommendations and resources to help you better support students with dyslexia when they are participating in remote learning.
The Marvelous Mathematician shares many techniques to help students with dyslexia overcome their challenges learning mathematics with less pain and with greater success.
Finally, in the Leadership Corner you’ll find you’ll find guidance for selecting and implementing valid and reliable screeners, high-quality curriculum, and intervention materials.
In 2018, Emily Hanford began an investigation into reading instruction in the U.S. Her reporting for American Public Media added fuel to a long-simmering debate about phonics-based instruction versus a whole language approach to teaching reading. During this on-demand webinar Ms. Hanford takes a deep dive into what she’s learned, including:
Key concepts from scientific research on reading
Why early reading instruction is critical when it comes to achieving educational equity
Why reading instruction has been so controversial in American education and, in particular, why people fight about phonics
Why reading instruction in so many schools is not aligned with scientific research