by Linda Diamond, President, CORE and author of Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
I just finished listening to Emily Hanford’s last podcast on APM, What the Words Say.
My husband wanted to know why I was crying. I answered, “because I am so angry and so frustrated.” We have known for years how to teach reading, yet as a nation we still aren’t doing what we should. Reading instruction should not be a matter of personal philosophy or preference anymore than a medical intervention should be based on philosophy. Hanford’s most recent podcast hits so close to home. At CORE we had two consultants working with educators in juvenile court schools. They know that failure to learn to read is a direct route to prison. READ MORE
Under the Colorado Reading to Ensure Academic Development Act (READ Act), passed by the Colorado legislature in 2012, all kindergarten through 3rd grade teachers must complete evidence-based training in teaching reading by the 2021-22 school year. The Colorado Department of Education recently approved CORE’s in-person and Online Elementary Reading Academies along with the Language Conventions & Writing Fundamentals course to help districts meet the training requirements.
Teacher knowledge and practice based on the science of reading are a critical part of the The READ Act. Educators must have a deep understanding of the art and science of reading to help every child become a strong reader. Both the in-person and Online Elementary Reading Academy teach educators the critical components of reading and effective instructional practices, based on the science of reading. CORE’s nationally acclaimed textbooks, Teaching Reading Sourcebook and Assessing Reading: Multiple Measures, are used throughout the courses and provided as resources to educators.
The Language Conventions and Writing Fundamentals workshop deepens teachers’ knowledge of the structure of English and provides effective practices to teach writing to both primary- and upper- grade elementary students, from basic sentence construction through longer compositions.
Together, these courses will prepare educators to effectively teach all students to read at grade level by third grade, including English learners and those with word-reading difficulties and dyslexia.
Call 619.405.9973 or email firstname.lastname@example.org to discuss how CORE can help your district meet Colorado’s requirement for evidence-based training in teaching reading.
California once again has pending legislation (SB 614 (S. Rubio)) that would eliminate knowledge of evidence-based reading as a basic teaching requirement. Reading outcomes for all students will suffer by not having qualified teachers trained in teaching students how to read based on the science of reading. Students in less-resourced schools, African-American students, students of color, those learning English, and those with dyslexia and other learning disabilities will be most impacted should SB 614 be passed. In light of learning loss caused by school closures due to the COVD-19 pandemic, it is more critical than ever that teachers understand the foundational reading skills necessary to teach our children, especially our students in greatest need.
Dr. Louisa Moats shares her reasons for opposing SB 614 in these two videos. You can make your voice heard about SB 614 by submitting a letter of opposition to the California legislator using this form. READ MORE
Enhance your practice with CORE’s 2020-21 free professional learning webinar series. From improving instruction for English Learners and lessons learned from remote learning to math interventions within Multi-Tiered Systems of Support, our webinars are a convenient and free way to build your skills. Please share these webinars with your team. Everyone is welcome!
By Ann Leon, M. A., Educational Services Consultant, and Linda Diamond, President, CORE
Because the current coronavirus pandemic has necessitated increased use of remote learning, thinking about the needs of our young students with dyslexia and other word-reading difficulties is of vital importance. How can we best teach these students in order to mitigate learning loss and to ensure that they become proficient readers? This is our challenge.
As a first priority these students need to continue to receive direct and explicit teaching. Although some of their learning can be done through targeted online curricula, they desperately need live teaching with a skillful teacher. Distance learning for these students has two purposes:
So how do we meet those two purposes through remote learning? READ MORE