It spotlights a crucial issue: misguided assessments of struggling Black readers:

‘Evaluations of Robinson’s grandkids never mentioned dyslexia. Instead, they assigned the kids to a different special ed category.

“Intellectually disabled,” Robinson said, drawing out the words.’
A segment we all need to reread 3x:

“When @KJWinEducation visited, even the strongest readers in Causey’s first-grade class were still at a K level and she expected no more than six students to end the year at grade level...”

They’re talking about the school’s work with #tcrwp.
We get a spotlight on the widely-touted literacy work in @BaltCitySchools, as well as an examination of its cognitive science underpinnings, via discussion with @DTWillingham.

Cc: @SonjaSantelises @janiselane22 @kyairb @kstoryscotti @AshleyPCook24 @jennwenn79.
Here’s a thread unpacking some of the layers of @annschimke’s recent piece, from quirks in CO’s reviews to questions about site-based decision-making on something this consequential.
Last but never least in reporting on reading instruction, we had @ehanford’s 4th audio-documentary.

It’s her broadest look yet, with a fine point on the issues for Black and brown students.

Listen to the audio version to hear @VesiaHawkins’s insights.
In fact, I could argue that this sobering piece by @s_e_schwartz is actually the essential piece on the Calkins pivot.

It notes that “cueing” practices are EVERYWHERE, incl popular curricula like F&P, and it will take a lot to flush practice from K-12.
In closing – a few pieces on literacy in COVID era.

First, an essential read by @SarahDSparks on a recent measure of learning loss in early grades – a major area of concern right now.

Presented in a thread because it connected so well to other pieces breaking at same time.
. @robin_mcclellan’s outcomes explain why we need to focus on all of the above: evidence-based instructional practice, enabled for ALL students by common curriculum that covers all these bases (foundational skills, content knowledge, more).
A few reflections on the coverage I hope we see in 2021:

1. We heard a LOT about Teachers College Reading Workshop in the reads above. Will F&P and similar get equal scrutiny soon?

Fountas and Pinnell has been making interesting moves (w/o changing their product). 👀
2. Leveled reading groups!!!!!

They remain The Great Undiscussed Issue in our national reading conversation... AND one that is naturally interesting to parents and teachers!

Here is an earlier thread with background reading and sources galore.
TY to all journalists above for keeping literacy at the fore. 🙏🏼

I didn’t even get to the bloggers & columnists, tho @natwexler @right2readproj @MsJasmineMN @mandercorn @MrGmpls @ReadOrPrison all wrote wonderful pieces that deserve their own thread. Maybe I’ll write it next. 😊
TY @ShannonSaglio1 for adding a great article from @AFTunion magazine, reminding me that they produced an excellent issue on reading this year, incl @natwexler @ReadingShanahan @DrMariaMurray1 @LouisaMoats and more:
More good reading:

The @DyslexiaIDA journal devoted an entire issue to the importance of background knowledge to comprehension, edited by @natwexler @bdavidsonKMC.

It became openly available in early 2020:
One more for the 2020 literacy reads list, on specific challenges in pandemic learning.

By @lesliebrody:
You can follow @karenvaites.
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