Last month, EdReports.org released reviews of five ELA Foundational Skills programs, evaluating them each based on the reading foundational skills called for, including whether or not the skills apply research-based practices and are presented systematically with explicit instruction.
Linda Diamond, president of CORE, was a reviewer and provided feedback on the development of the rubrics used to evaluate the various curriculum programs and also reviewed the detailed descriptions the reviewers used along with the rubrics. Five programs have been reviewed so far. We encourage you to read the reviews, especially if you’re currently using or considering implementing one of the programs.
Dale Webster, Chief Academic Officer for CORE, will be participating in a webinar series produced by the Center for the Collaborative Classroom.
The two webinars will feature California leaders who are doing the work to ensure that all their students become strong, confident readers. Together we’ll explore common challenges and share guidance and instructional considerations—all based on research. These webinars will particularly address Tier I and Tier II in light of what we know about explicit, systematic phonics instruction.
January 16: What Is Research-based Literacy Intervention?
February 6: How Are You Supplementing Your Tier 1?
Understanding how word-level reading develops and why some students struggle are valuable starting points for planning reading instruction and interventions. Knowing this puts educators in a good position to determine what aspect(s) of the reading process may be creating difficulties for children. This in turn, enables educators to provide intervention that is highly effective to minimize or eliminate the reading difficulty.
In this edition of the Academic Quarterly, the Reading Expert discusses a few ways that educators can distinguish between a true reading disability and English language development challenges in English learners.
The Marvelous Mathematician shares the important role note taking plays in helping students retain learning and why students must be explicitly taught how to take notes. He provides tips on how teachers should plan for notes to be used in lessons and how to make them part of the learning process.
Finally, the Leadership Corner provides resources on the science of teaching reading, including articles, podcasts, blog posts, and an upcoming webinar with Dr. David Kilpatrick, the author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
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While the impacts of poverty on academic achievement are widely known, dialect also plays a significant and unrecognized role in the reading achievement of millions of children. Just like students whose native language is Spanish or Amharic, students who speak the dialect known as African-American English (AAE) face obstacles to becoming proficient readers.
Watch this on-demand webinar with Dr. Julie A. Washington to learn the:
“Larry P'”, the pseudonym given to the Mr. Darryl Lester, the main plaintiff in the landmark 1970’s case which was filed against the state of California on behalf of African American students, is just one of many people who suffered great injustice in our California public school system. Wrongly labeled “Educable Mentally Retarded” at the time, Mr. Lester may actually have dyslexia and was robbed of his right to read.
Mr. Lester’s story can be heard in this podcast released by KQED Public Radio’s The California Report Magazine on October. 18.
Far too many schools struggle with unhealthy and uninspiring cultures for both students and educators. Teachers and administrators often feel overwhelmed and unsupported in their professional growth. If we’re serious about attracting, retaining and developing skillful and passionate educators, we must cultivate the type of culture in our schools where everyone is supported to grow. Join this hour-long webinar to hear how Monterey Peninsula Unified School District (MPUSD) is building just such a culture.
Fractions are typically one of the most challenging topics for both students and teachers. During this one-hour webinar, CORE’s Director of Mathematics, Dean Ballard, will share techniques for making fraction concepts and operations understandable, increasing retention, and building fluency.
Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia.
According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how to identify dyslexia and how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.
Watch this hour-long recorded webinar presented by Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, to learn what dyslexia is and what it is not, what causes difficulty learning to read and spell written words, how to recognize the signs of dyslexia, and the principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework.
Oceanside High School (OHS), 40 miles north of San Diego, is building college and career preparation into the learning experience so that every student, regardless of race, gender, income, or disability, graduates with the academic knowledge and social-emotional skills to be successful in whichever educational or career choices they pursue after high school.