https://youtu.be/_4NWaTw36i8?si=CJRtnlVcEnQiNvie
Then, in October 2018, Emily followed up with this:
After our recent examination of why American kids aren't being taught to read well, we received a ton of questions, mostly from parents. So we went to the experts to get answers.
(October 8, 2018, by Emily Hanford)
Credit for: Spelfabet's blog by Alison Clarke- Speech Pathologist, Australia.
American Public Media journalist Emily Hanford has made some accessible, powerful and widely-discussed documentaries about the gap between reading science and classroom practice in the US. It’s a gap that also exists here in Australia, and elsewhere in the English-speaking world.
If you haven’t listened to her documentaries yet, please make the time to do so. You can click on the pictures below to access each one.
She started in September 2018 with this:
Scientific research has shown how children learn to read and how they should be taught. But many educators don't know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail. Read the whole story
Hard Words Why American Kids Arent Being Taught to Read. (It's also a podcast).
Emily also wrote a New York Times opinion piece entitled:
Teacher preparation programs continue to ignore the sound science behind how people become readers.
In January 2019, on National Public Radio, Emily made:
In March came this video interview called What Teachers Should Know About the Science of Reading:
Why do so many students struggle with reading? In a recent radio documentary for APM Reports, Emily Hanford says that the science on how to teach reading is clear, and yet it’s not being used in elementary classrooms today. In this Facebook Live conversation, we discuss what the reading research says, why there’s still debate about how to teach early reading, and what teachers may or may not be learning in their training.
Why Doesn't Every Teacher Know the Research on Reading Instruction? By Susan Pimentel , October 26, 2018
October 8, 2018, by Emily Hanford
After our recent examination of why American
kids aren't being taught to read well,
we received a ton of questions, mostly from parents. So we went to the experts to get answers.
References / Bibliography:
Another Blast in the Reading Wars
(Washington Post, September 2013)
Can Prevailing Approaches to Reading Instruction Accomplish the Goals of RTI?
(Perspectives on Language, Summer 2017)
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
(Journal of Educational Psychology, December 1996)
Continuing the Discussion / Preventing and Remediating Reading Failure
(Educational Leadership, March 2004)
Differentiating Between Difficult-to-remediate and Readily Remediated Poor Readers
(Journal of Learning Disabilities, May-June 2000)
(Journal of Learning Disabilities, July 2009)
Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation
(Annie E. Casey Foundation, January 2012)
The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education
(Journal of Childhood and Developmental Disorders, August 2016)
Early Reading Instruction: What Science Really Tells Us about How to Teach Reading
(The MIT Press, 2004)
The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
(Review of Educational Research, January 2018)
Ending the Reading Wars: Reading Acquisition From Novice to Expert
(Psychological Science in the Public Interest, June 2018)
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
(Wiley, 2015)
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
(Institute of Education Sciences, April 2017)
How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking
(American Educator, 2006)
(American Educator, Winter 2005/06)
Landscapes in Teacher Prep: Undergraduate Elementary Ed
(National Council on Teacher Quality, December 2016)
Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It
(Basic Books, 2017)
(Shanahan on Literacy, July 2017)
Language Essentials for Teachers of Reading and Spelling (LETRS)
(Sopris West)
Learning to Read: An Unnatural Act
(Bulletin of the Orton Society, 1980)
Learning to Read: The Great Debate
(McGraw-Hill, 1967)
(July 1995)
Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation
(American Educator, Summer 2013)
The National Reading Panel Report: Practical Advice for Teachers
(Learning Point Associates, 2006)
An Open Letter to a Defender of Whole Language Reading Instruction
(International Foundation for Effective Reading Instruction, 1999)
Prevalence of Dyslexia Among Texas Prison Inmates
(Tex Med, June 2000)
(Rowman and Littlefield Education, 2006)
(The Atlantic, November 1997)
Reducing the Incidence of Early Reading Difficulties
(Learn Individ Differ., March 2008)
Report on Reading First and Early Reading First, Committee Views, Title 1 Part B
(U.S. House of Representatives, May 2001)
(book chapter in When Research Matters: How Scholarship Influences Education Policy, Harvard Education Press, 2008)
The Science of Reading Research
(Educational Leadership, March 2004)
(The Center for Development and Learning, February 2010)
(National Council on Teacher Quality, August 2018)
Study of Mississippi Teacher Preparation for Early Literacy Instruction
(The Barksdale Reading Institute and The Institutions of Higher Learning, December 2015)
Study of Teacher Preparation in Early Reading Instruction
(Institute of Education Sciences, September 2010)
Summary of the (U.S.) National Reading Panel Report
(International Reading Association, 2002)
(National Institutes of Health, April 2000)
Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do
(American Federation of Teachers, June 1999)
(Literacy For All Issues In Teaching And Learning, 1998)
Unbalanced Comments on Balanced Literacy
(Shanahan on Literacy, October 2014)
What's Whole in Whole Language in the 21st Century?
(Garn Press, 2014)
Who Is in Charge of Teacher Preparation?
(Center for American Progress, June 2013)
Whole Language: Beliefs and Practices
(National Education Association, July 1989)
(Thomas B. Fordham Institute, January 2007)
Whole Language Lives On: The Illusion of Balanced Reading Instruction
(Thomas B. Fordham Foundation, October 2000)
Why Johnny Still Can't Read — And What to Do About It
(Forbes, May 2018)
Why Not Phonics and Whole Language?
(Bolt Beranek and Newman, Inc., 2004)
Why Reading is Not a Natural Process
(Committee on Education and the Workforce, U.S. House of Representatives, Washington, D.C., July 1997)