Scientifically-Based Reading PD
If you are an educator new to learning about scientifically-based reading recognize you are not alone. This section helps contextualize issues surrounding common literacy practices. The current discussions surrounding literacy practices are not attacks on teachers, the current discussions are calling into question reading pedagogy that does not align with a substantial body of research about how a child's brain learns to read. Educators want all students to be successful readers, but there are many misconceptions about how children learn to read that must be corrected. This page contains webinars, podcasts, and virtual conferences to assist your learning journey and we encourage teachers to read the resources on our Scientifically-Based Reading page to explore videos, articles, and research as they relate to the Simple View of Reading. Emily Hanford's reporting is a good entry point to contextualize the need to reform early literacy curriculum and pedagogy. Learning about the science of reading helps remove barriers that prevent many marginalized students from succeeding. Please share our resources with your school and colleagues.
Read the following article Teaching Reading Is Rocket Science written by Dr. Louisa Moats
Read the article Identifying and Teaching Students with Significant Reading Problems
Listen to the audio documentaries by Emily Hanford (posted below). What ideas caused you to pause and reflect? What ideas did you agree with? What ideas need further exploration?
Explore the resource links
Bring these resources back to your school and discuss with your administrators, teams, or PLCs. Host a formal or informal book study (Suggested Readings: Speech to Print, Language at the Speed of Sight, The Reading Comprehension Blueprint, Conquering Dyslexia).
Consider joining the FB Group The Science of Reading What I Should Have Learned in College or the Rhode Island PLN . Email DDRI. Rhode Island educators are welcome to join our efforts to advance evidence-based reading.