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Guest Bio:

Claude Goldenberg is Nomellini & Olivier Professor of Education, emeritus, in the Graduate School of Education at Stanford University. A native of Argentina, his areas of research and professional interest have centered on promoting academic achievement among language minority children and youth. Prior to his arrival at Stanford, Goldenberg was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER) at California State University, Long Beach.

Claude Goldenberg’s thoughts on the article discussed-“It's propaganda masking as research.” 

Article Discussed-https://californianstogether.org/wp-content/uploads/2025/02/24-Voices-from-the-Field-FINAL-print.pdf

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Literacy in Community with LINC NYC

The powerful influence of early language on later reading suggests that language intervention programs combining phonological, morphological and semantic activities may help to reduce the incidence of reading problems.

Article- Journal of Research in Reading - Wiley Online Library
https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12312

LINC Guests: Josh Barocas, Director of Early Literacy  at LINC, where he works with his team to develop and deliver literacy workshops for parents and educators. As a college student, Josh developed an interest in neuroscience, psychology and linguistics and spent most of his time interning on various research projects across these fields. A job managing a language development laboratory revealed his passion for working with children, and he soon began teaching elementary school. Under the mentorship of a veteran learning specialist, Josh's interests coalesced into a career in early literacy. After several years teaching as a literacy specialist and completing a master's in literacy, Josh moved out of the school setting to work as Program Director at CUNY Reading Corps, where he trained college students, graduate students, teachers and Universal Literacy coaches in research-based reading interventions. He is grateful to bring his experience to the community setting in his work with LINC.

Laura Walsh, Chief Program Officer is a seasoned leader in the non-profit sector and a dedicated literacy specialist with a Master’s Degree in Special Education and Literacy from St. John’s University. With deep expertise in early literacy, adult learning theory, and educator training, she has spent her career championing equity through literacy access for all—starting with our youngest learners. Laura has trained Universal Literacy Coaches across New York City and served as a Program Manager for the Literacy Trust, where she worked to strengthen early literacy initiatives. Currently, as Chief Program Officer at Literacy Inc. (LINC), she leads innovative programs that invest in children, families, and entire communities—including educators—to create a culture of reading. 

LINC's Professional Development Info session on Weds, April 9th at 6pm https://zoom.us/meeting/register/kxsbUU4ARCaz80IHv1a32Q

Email contact:

[email protected]

[email protected]

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The One About…

Takeaway Tuesdays on Morphology and Spelling with Sue Hegland

See The Literacy View Episodes for more information about what is discussed:

Episode 109: Meta on Morphology – What Should We Do? Danielle Colenbrander

Episode 111: Phonics vs. SWI for Beginning Readers Pete Bowers

Episode 118: Why is Spelling Important? Richard Gentry

Book:

Beneath the Surface of Words: What English Spelling Reveals and Why It Matters

Sue Hegland Bio:

Sue Scibetta Hegland is an author, educator, and frequent speaker on topics related to reading and spelling. She began her career doing research and instructional design, but her focus shifted in 2003, when she learned that one of her children is dyslexic. Trained in the Orton-Gillingham approach to literacy instruction, she has been studying and teaching about often overlooked aspects of the English orthographic system since 2014. Sue has served on the Board of Directors for the Upper Midwest Branch of the International Dyslexia Association (IDA) and on the Board of Education for the Brandon Valley School District. She is currently the Editor-in-Chief for the IDA’s Fact Sheet publications and is on the Advisory Council for the Upper Midwest Branch of the IDA. Sue is the founder of the website LearningAboutSpelling.com and author of the book Beneath the Surface of Words: What English Spelling Reveals and Why It Matters.

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The One About…

Why is Spelling Important? 

with Dr. Richard Gentry

Article:

https://www.psychologytoday.com/us/blog/raising-readers-writers-and-spellers/202501/why-the-human-brain-needs-spelling

“Why the Human Brain Needs Spelling”

Brain images of spelling are crucial for English literacy. It must be taught.

January 14, 2025

Psychology Today

Quote:

Spelling knowledge literally ignites the reading circuitry and drives the reading process.

Bio:

J. Richard Gentry, Ph.D., is an internationally acclaimed author, researcher, and educational consultant known for his ground-breaking work in education on topics such as early literacy; best-practices for reading, writing, and spelling; and dyslexia. In addition to authoring 17 books, 2 textbook series, and numerous journal and magazine articles, he blogs for the prestigious Psychology Today magazine offering commentary on a range of topics including education and policy, reading and the brain, baby/toddler reading, and educational standards.

Website:

https://jrichardgentry.com/

Latest Book:

Brain Words 2nd Edition

J. Richard Gentry & Gene P. Ouellette 

https://jrichardgentry.com/books-2/brain-words-the-science-of-reading/

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The One About…

AI: A New Writing Pathway 

with Steve Graham, Phil Weinberg, and Sherry Lewkowicz

How do we improve writing instruction and practice students receive without increasing the amount of preparation time for teachers?

Article:

Teaching writing during the COVID-19 pandemic in the 2021–2022 school year

Published: 15 June 2023

Volume 37, pages 1605–1634, (2024)

https://link.springer.com/article/10.1007/s11145-023-10457-9

A meta-analysis of writing treatments for students in grades 6–12.

https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000819

Bio:

https://wptool.teachinglab.org/

Phil Weinberg

Senior Advisor and Managing Director, The Writing Pathway at Teaching Lab Studio

Phil was formerly the Deputy Chancellor for Teaching and Learning for the New York City 

Department of Education, the nation's largest school system. 

Sherry Lewkowicz

Senior Director, The Writing Pathway at Teaching Lab Studio

Sherry has over 15 years of experience crafting learning opportunities related to writing instruction. 

Dr. Steve Graham

Research Advisor, Arizona State University

Dr. Graham is the Regent and Warner Professor in the Division of Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. For more than 30 years, he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning.

https://wptool.teachinglab.org/

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Live and Interactive-The chat will be open!
🚨 FOMO ALERT! The Literacy View is kicking down the door on Sold a Story – The Evidence! Schools ignored the research, but we’re serving up the truth—BS-free and loud. If you care about reading (or just love a good takedown), don’t miss this one. We’ve got the receipts, the rants, and the no-holds-barred real talk you expect from us. Tune in before everyone else is talking about it! 🔥🎙️

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The One About…

Leadership Matters with Pati Montgomery and Angela Hanlin

Article:

Why Leaders Must Learn the Science of Reading

By Linda Rhyne

https://ascd.org/blogs/why-leaders-must-learn-the-science-of-reading

The literacy landscape is evolving. Are leaders keeping up?

Bio

Angela Hanlin

Angela, through her company Angela Hanlin & Associates, works full-time as a literacy consultant. She collaborates with schools, teachers, and educational leaders to advance literacy initiatives and transform literacy instruction. Through her work, Angela aims to empower educators with the tools and knowledge necessary to create a thriving literacy culture that promotes student success. 

Pati Montgomery

Pati is the founder of Schools Cubed, a school consulting firm that specializes in collaborating with school and district leadership to increase reading outcomes, and therefore educational outcomes for all students. Schools Cubed’s focus is coaching and mentoring school and district leadership to implement evidence-based practices in literacy. Ms. Montgomery has been recognized by the International Dyslexia Association, ARC and ExcelEd for her outstanding leadership inliteracy.

Book:

It’s Possible, A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All.

Solutiontree.com

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The Literacy View 
BREAKING NEWS 🗞️ 
Thoughts on Emily Hanford’s latest “Sold a Story” episode! Join us for a fun, no-holds-barred, no-BS conversation about “The Outlier.” 🗣️🎙️🙊

Link to our website:https://theliteracyview.com/

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“No-BS Literacy View Consulting Services with Judy and Faith are Now Available!”

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The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

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“No-BS Literacy View Consulting Services with Judy and Faith are Now Available!”

Unlock Unstoppable Success: Bring Faith and Judy’s Transformative Consulting to Your School or District Today!

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You can also advertise- [email protected]

Advertising With The Literacy View: 

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The One About…

All Cues are NOT Created Equal with Claude Goldenberg

Claude Goldenberg’s Substack link:

https://claudegoldenberg.substack.com/

Article:

Tierney & Pearson reply (III): On 3-cueing

“We’ll have to agree to disagree.” Maybe.

https://claudegoldenberg.substack.com/p/tierney-and-pearson-reply-iii-on

Quote:

So….. if by 3-cueing Rob and David mean what David meant in his 1976 article, that “mature reading” involves using syntactic, semantic, and grapho-phonemic “sources of information,” I willingly agree.

But if they mean that 3-cueing tells teachers that when teaching beginning and novice readers they should teach all three “cues” simultaneously and as equally important, we disagree. – Dr. Claude Goldenberg

Claude Goldenberg bio:

https://claudeg.people.stanford.edu/

“No-BS Literacy View Consulting Services with Judy and Faith are Now Available!”

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