Dyslexia mom and former Balanced Literacy teacher, Missy Purcell, saw the Science of Reading light and now advocates for evidence-based literacy so that every child can learn to read.We asked Missy to speak with us and share thoughts about an infographic posted on the Reading Recovery website describing how Reading Recovery aligns to the Science of Reading (SoR) and Scarsborough’s Reading Rope. Missy’s youngest son, now eleven-years-old, was given the RR intervention in first grade, so she has a lot to say as a parent advocating for Structured Literacy.

Judy Boksner, a co-host on The Literacy View, has been in the education field for over 25 years. She is still very active in her field and in the trenches on a daily basis. Judy was trained in Reading Recovery back in 2013.  She recognizes the inherent problems but also values certain aspects of her former training. She has devoted the last seven years diving deep into structured literacy and explicit instruction. Judy is trained in Orton Gillingham, Fundations, and additional  structured literacy programs and interventions.

Faith Borkowsky taught first grade and has tutored Reading Recovery “graduates” who still needed intensive intervention.

The focus of tonight's episode is based on the infographic: https://readingrecovery.org/scarboroughs-rope-and-reading-recovery/
About Missy Purcell:
Missy Purcell is the co-founder of Gwinnett Advocates for Dyslexia, a grassroots organization that advocates for evidenced based instruction in Gwinnett County. Additionally, she serves as the Education Chair with Decoding Dyslexia Georgia, DDGA, which advocates for change at the state level. Missy holds a degree in middle school education with 10+ years of experience in the classroom, grades 3rd-8th. She had stayed current in education practices by tutoring K-5 students in reading and writing using evidenced based instruction. Missy is married to Mark,
the mother of three boys, Harrison, William, and Matthew and one furbaby, named Comet. When she’s not working or advocating, she can be found with coffee in hand at the tennis courts or the baseball fields cheering on her boys!

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“I know this discussion is likely to be unpopular among people who have embraced the SoR. The main response I’ve gotten to talks in which I’ve raised some of these issues is that the comments were rude, even mean-spirited, and not what the audience wanted to hear. That is itself symptomatic of a problem. My concerns are not about loyalty to a movement or affinity to an author or product. They are not about whose team a person is on. They are not about the people involved though they are about their work.” – Dr. Mark Seidenberg

We invited Dr. Tiffany Peltier to join us on The Literacy View to discuss Mark Seidenberg’s

article.
https://seidenbergreading.net/2023/03/31/about-the-science-in-the-science-of-reading/

Tiffany had concerns about the “science,” and nobody seemed to care. As a matter of fact, she was ostracized.
Tiffany Peltier brings over 12 years of experience in the education field, serving as an
elementary teacher in three different states, acting as an instructional coach to elementary teachers, and teaching undergraduate pre-service teachers within special education, learning, sciences, and literacy coursework at Texas A&M and the University of Oklahoma. She has also provided PL sessions for various schools and districts around early reading instruction and learning disabilities, been contracted with a state department of education to develop and provide Dyslexia Awareness training to educators across the state, and has provided PL opportunities to thousands of teachers, SLPs, school psychologists, and administration
throughout the US as a National LETRS Independent Contractor. She has most recently worked as a Research Scientist specializing in teacher training, early literacy, and reading difficulties like dyslexia at the Collaborative for Student Growth at NWEA and is now the Lead Learning and Delivery Specialist in Literacy at NWEA and a Teacher Educator at the University of Georgia in the Dyslexia Master’s Program.

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Does the Science of Reading reject the importance of picture books for children learning to read? According to educator and author Nancy Bailey, “It’s hard to find Science of Reading
enthusiasts emphasizing the importance of picture books. Picture books no longer appear to be a priority in early classes.” Lindsay Kemeny, a first-grade SoR teacher and proponent of evidence-based practices, strongly disagrees with statements made in this blog. Lindsay joins The Literacy View to clear up misconceptions and promote picture books for building vocabulary, language, and content knowledge.
Nancy Bailey’s Article: “The Science of Reading and The Rejection of Picture Books”
Lindsay Kemeny’s bio: Lindsay Kemeny is a seasoned elementary-school teacher who is currently teaching first grade. After her son was diagnosed with dyslexia and depression, she began her deep dive into effective literacy instruction for all children. She is a CERI certified. Structured Literacy Classroom Teacher and holds a master’s degree in Curriculum and Instruction. In addition to being a classroom teacher, Lindsay has served as a teacher mentor and reading interventionist. She enjoys presenting locally and nationally, and co-hosting the Literacy Talks podcast. She is the author of the upcoming book, 7 Mighty Moves: Research-
Backed, Classroom-Tested Strategies to Ensure K-3 Reading Success. Her articles have appeared in The Reading League Journal, Dystinct Magazine, and IDA Perspectives. She lives in Utah with her husband and four children. You can follow her on Twitter @LindsayKemeny.

The article the discussion is based on: https://nancyebailey.com/2023/03/26/the-science-of-reading-and-the-rejection-of-picture-books/


Faith Borkowsky’s books: “If Only I Would Have Known…” and Failing Students or Failing Schools? can be found on Amazon.https://www.amazon.com/stores/Faith-Borkowsky/author/B07YM3X395?ref=ap_rdr&store_ref=ap_rdr&isDramIntegrated=true&shoppingPortalEnabled=true

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How will schools adapt to prepare students for a future filled with all kinds of Artificial Intelligence (AI) tools? What will teachers have to do? Can Chat GPT be a teacher’s best friend? Can it be helpful for kids with learning challenges? Should schools ban it? So many questions! Our international guest, Geoff Vaughan, has been keeping up with the trends and discusses the future of education on The Literacy View!
Article: Don’t Ban ChatGPT in Schools. Teach with It. By Kevin Roose
https://https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html

Sample of capabilities of literacy work that can be planned using this tool.
https://drive.google.com/file/d/1dKptZ4bJrVar9dnDcqiQmoFQW1b1l32s/view?usp=share_link

Bio: Geoff Vaughan is a lecturer in English, Pedagogy, and ESL and a first-year doctoral school student at Eszterházy Károly Catholic University and Doctoral School of Education in Eger, Hungary. He holds a Master’s degree from Eszterházy Károly Catholic University and obtained
his Bachelor’s degree and Teacher Diploma from the University of Stirling, UK. He has been a school educator for 25 years, teaching English across most school grades (4-12) in the UK and internationally, and is now researching learning and networked improvement communities of
learning with a specialization in digital pedagogy and the role of Artificial Intelligence for Learning. His doctoral work is supervised by Dr. Szüts Zoltán and to date has published two academic papers and has recently presented his first abstract at an academic conference (ICAI)
in Eger in March 2023.

Faith’s Website for the “If Only I Would Have Known…” books:

https://ifonlybooks.com/

Link for Chat GPT:

https://openai.com/blog/chatgpt

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Dr. Leslie Laud is the founder of Think SRSD (Self-Regulated Strategy Development) for reading and writing. She is a writer, researcher, and leader in the "science of writing" instruction. 

https://www.thinksrsd.com/

Providing Reading Intervention for Students in Grades 4 to 9

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf

Nate Joseph’s article
“What’s Better for Reading Comprehension: Strategy or Content Knowledge Instruction?”
https://www.teachingbyscience.com/reading-comprehension
“Background knowledge instruction results were insignificant, across all standardized assessment moderator variables, suggesting that there is no transfer effect to background knowledge instruction. That said, this does not mean teachers should not teach background knowledge, but rather it should be targeted towards what the students are reading/being assessed on.”

Natalie Wexler’s article
“New Study Suggests Standardized Reading Tests Miss A Lot of Learning”
https://www.forbes.com/sites/nataliewexler/2023/02/22/new-study-suggests-standardized-
reading-tests-miss-a-lot-of-learning/
“And for those educators who have made the switch to a knowledge-building curriculum, the
MORE studies should provide reassurance that they’re on the right track—even if they’re not yet
seeing results on standardized reading tests.”
Leslie Laud

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Naomi Peña has spent years fighting the NYC school system to help her dyslexic children. Finally, she’s working with the Department of Education to launch the Literacy Academy Collective, a pilot program founded by parents to better serve students with dyslexia. She has a lot to say about a recent article written by Alex Zimmerman and Yoav Gonen, journalists for THE CITY and Chalkbeat. As stated in the article, “Officials have begun to address what they see as some of the curriculum’s biggest shortcomings…Data obtained by THE CITY and Chalkbeat
reveal for the first time how deeply enmeshed the Teachers College reading curriculum has become in classrooms serving the city’s youngest students — and how difficult it could be to unwind.” Peña talks to The Literacy View about her experiences and what she and other powerful parents are doing about it. Naomi Peña is a community and education activist. She is the VP of the District 1 Community Education Council and a co-collaborator on the first ever district-wide diversity admissions policy in NYC.

You can learn about the Literacy Academy Collective here:
https://www.literacyacademycollective.org/


Article: “Hundreds of NYC elementary schools used a Teachers College reading curriculum
Banks said ‘has not worked’”


https://ny.chalkbeat.org/2023/2/14/23598611/nyc-schools-reading-instruction-teachers-college-lucy-calkins-balanced-literacy-david-banks

Naomi's story can be heard in the podcast First Person

https://podcasts.apple.com/us/podcast/first-person/id1624946521?i=1000589383996


Additional Information:

Faith Borkowsky’s books:

Amazon.com: Faith Borkowsky: books, biography, latest update

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The Literacy View weighs in on the double header blogs, “Is Emily Hanford Right?” and “More on Hanford: Phonics Reform and Literacy Levels.” Joining us this week as our special guest is Marilyn Muller, a pro bono advocate for FAPE, Free Appropriate Public Education. 

Shanahan on Literacy blogs:

https://shanahanonliteracy.com/blog/is-emily-hanford-right#sthash.toXSVEy4.dpbs

https://shanahanonliteracy.com/blog/more-on-hanford-phonics-reform-and-literacy-levels#sthash.TNWflUap.dpbs

Our Guests Bio: 
Marilyn Muller is a pro bono advocate for “free” appropriate public-funded education (FAPE) to ensure each child gets what they most need to thrive, be proficiently literate, and prepared for further education, employment, and independent living.
As the mom of Lauryn, a 15-year-old twice-exceptional dyslexic, Marilyn lived closest to systemic failures in both general and special education classrooms. As Lauryn struggled to acquire the foundational skills of early literacy, her "A" rated, publicly funded Massachusetts school district abandoned her educational and functional needs by solely implementing the K-3 Balanced Literacy curriculum and instruction. As a result, Marilyn had no other choice but to fund Lauryn's placement in a private school that employs Structured Literacy. Once Lauryn began receiving appropriate instruction, she thrived academically and later became student council President. These lived experiences have caused Marilyn to believe that literacy is an "equitable education." and social justice issue, so she's committed to raising and spreading awareness and facilitating positive change through her advocacy and charity.

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“Final Grade: C+: The program is not research based, IE most of the principles are not supported by the meta-analysis data.” - Nate Joseph

Nate discusses his findings and how he does it! 

He says he is “just a teacher,” geeking out on the research. Tune in!! 

Article:
https://www.teachingbyscience.com/fountas-and-pinnell-meta-analysis

Follow Nate on Twitter: @NateJoseph19

Nate’s books:
https://www.teachingbyscience.com/books

Nate’s blog:
https://www.pedagogynongrata.com/

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If educated parents find it difficult to fight a system that doesn’t serve them well, imagine other parents with less schooling. 👇

“I’m a lawyer, and I’m educated,” Walker said. “But when it came to my own child, I felt vulnerable and lost and overwhelmed.” - Symone Walker, co-chair of Arlington’s NAACP education committee 

Article by Sarah Carr, journalist for the Hechinger Report 
https://hechingerreport.org/naacp-targets-a-new-civil-rights-issue-reading/ 

The Literacy View tackles the tough issues and asks some uncomfortable questions surrounding race, education, and social justice. ⚖️

Special Guests:
Tre Hadrick (Mr. Lit) 
https://linktr.ee/mrlitedu 
Isabel Simmons 
https://twitter.com/isabel_simmons3 

#theliteracyview DON’T MISS IT! 

Facebook group: 
https://www.facebook.com/groups/907060703274275/ 

Book recommendation: "If Only I Would Have Known..." (3-in-1 Edition): What I wish the Pediatrician, the Preschool Teacher, and the Librarian would have told me about Language, Literacy, and Dyslexia https://a.co/d/dXEkFkh

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On this episode of The Literacy View, we discuss:
Emily Hanford’s “Sold a Story” podcast ☑️
The “Call for Rejecting the Latest ‘Reading Wars’” letter ☑️
The “Parents Say Enough” response letter ☑️
Dr. Rasinski’s response letter ☑️
AND…
FLUENCY‼️ 
All letters posted below 
Parent letter
http://hechingerreport.org/opinion-parents-say-enough.../
58 literacy “experts” letter
https://hechingerreport.org/opinion-a-call-for-rejecting.../
Tim Rasinski
https://openletter.earth/why-i-signed-an-open-letter-to-parents-and-others-concerned-
about-children-who-struggle-in-learning-to-read-bc111721
PBS News Hour letter
https://readingrecovery.org/wp-content/uploads/2019/05/Concern-letter-to-PBS.pdf
Dr. Rasinski’s bio
Timothy Rasinski, Ph.D.
Professor of Reading Education
Reading and Writing Center
Kent State University
401 White Hall
Kent, OH 44242
[email protected] ; 330-672-0649
website: www.timrasinski.com
Twitter: @timrasinski1

Timothy Rasinski is a professor of literacy education at Kent State University and director of its award-winning reading clinic. He also holds the Rebecca Tolle and Burton W. Gorman Endowed Chair in Educational Leadership. Tim has written over 250 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best-selling books on reading fluency The Fluent Reader and The Megabook of Fluency. Tim’s scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research, Volume IV. Tim served a three-year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Rasinski is past president of the College Reading Association, and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010 Tim was elected to the International Reading Hall of Fame and he is also the 2020 recipient of the William S. Gray Citation of Merit from the International Literacy Association. In a 2021 study done at Stanford University Tim was identified as being among the top 2% of scientists in the world. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and reading intervention teacher in Omaha, Nebraska. Tim is a veteran of the United States armed
forces.

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