EDVIEW360

Are you interested in learning how you can create a system that supports reading instruction and intervention in your school or district to ensure every student has the best chance at literacy success? This discussion is for you!This enlightening discussion will focus on the successful Reading by Grade 3 initiative in the Bethlehem Area School District and the strategies and methods behind the district’s approach to instruction and intervention. Our guest, an expert in literacy education who’s been instrumental in shifting the district’s approach to reading instruction and intervention, will share how educators used assessment data to ensure every student is successfully learning to read and write and overcome challenges—regardless of cause.Our expert will share:The importance of having systems and structures in placeThe importance of teacher and administrator knowledge about using dataThe route to getting the best, most useful dataHow to tailor instruction and intervention once the data is in your handsWhen and how to implement interventionWhat to do when intervention isn’t working

We know students thrive on routine, but how does the concept of routine work in the classroom setting during phonics instruction? Join us as we explore what the ideal classroom environment should look like, sound like, and be like during foundational skills lessons. Picture this: Students eagerly engaged in activities like listening, repeating, decoding, encoding, and applying skills to text.Jessica Farmer of Farmer Loves Phonics will highlight several routines for different aspects of the primary reading block and what literacy coaches, administrators, and others should look for during an observation of these lessons—and how to help classroom teachers integrate these routines.During this episode, you'll discover:What phonics instruction looks like and sounds like in the primary classroomLesson structure breakdown for whole-group instructionRoutines for decoding and encoding practiceThe benefits of choral response during word blending, dictation, and fluency practice exercises

School change is hard…but it can be done! Join us as we talk about what it takes to transform a school’s culture of practice to be more aligned with the scientific evidence base on reading, and why it’s worth the effort. Dr. Heidi Beverine-Curry of The Reading League will share how a single school or entire district can transition successfully to teaching reading based on science, and how that transition can dramatically improve overall literacy and student outcomes.Join us as we discuss:What it takes to transform a school toward alignment with the scientific evidence base on readingCommon obstacles and tips for overcoming themExamples of what is possible from The Reading League’s real-life work with schools

We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.Listeners will leave this discussion with new understanding of:What's missing in K–2 reading instruction?How to fill the gaps in K–2 reading instruction with evidence-based practicesWays to differentiate instruction so all students learn to readThe importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluencyStrategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

Dr. Pamela Snow discusses the crucial relationship between oral language and reading skills, emphasizing the need for explicit literacy instruction. The podcast explores the impact of oral language development on reading proficiency, providing strategies for enhancing language skills through meaningful interactions. Additionally, the influence of morphology and etymology on reading skills is explored, highlighting the importance of building strong language foundations for children's future success.

Join us for this interesting conversation with our guest Literacy Expert Susan Ebbers who will share the research and strategies surrounding learning to read.Ebbers will illustrate how research supports the entwining of phonology, orthography, morphology, and vocabulary when teaching children to read, and to read more capably and with greater comprehension; and how this type of multidimensional approach is even more effective when integrated within the context of phrases, sentences, passages, and stories. Ebbers will also discuss the role self-efficacy plays in nurturing a motivation to read despite difficulties.She will share ways to help students build skills systematically while also building confidence as well as strategies to:Reinforce basic decoding and “sight word” recognition Reinforce phonics, including polysyllabic decoding, in context Develop vocabulary and basic morphological awareness  Engage interest and boost self-efficacy within the context of readingWe hope you will join us for this important conversation.Featured DownloadIntegrating Language Components: Examples from Power Readers®

Join us for this lively and informative discussion between two literacy powerhouses. Dr. Claude Goldenberg, a bilingual literacy expert and author, and Dr. Louisa Moats, author of Speech to Print, Spellography, and creator of LANGUAGE! Live® and LETRS®, as they explore the universals for teaching children to read in any language. What does reading science tell us about how students learn to read in a language other than their own? Is there a science of reading instruction that is applicable across language contexts?Our experts will discuss the relationship between oral and written language learning and the implications of this relationship for teaching students with varied language backgrounds. They will also explore the common debates still being resolved within the EL teaching community and how to ensure the best literacy learning for every child—regardless of their native language.Our guests will discuss:Universal principles and guidelines for teaching children to read and write in any languageSome fundamental ideas and practices about teaching ELs that any teacher should knowThe role of oral language comprehension and use when learning to read and write in a second languageChronic gaps between white, black, and Hispanic students in the U.S., and evidence to support doing more to help students who are not achieving.

Join this robust discussion about the key features of the Structured Literacy approach proven to work for students with dyslexia. Listeners will learn useful strategies and classroom tips with an emphasis on mastery learning and student outcomes.Our expert will discuss:What is taught in the Structured Literacy approachHow the Structured Literacy approach is taughtWhy Structured Literacy is proven for students with literacy challengesThe difference between Structured Literacy and typical literacy practicesStrategies and activities for the classroom

For people who have seen the documentary The Right to Read, you’ve heard of Kareem Weaver because his work is featured in the film produced by LaVar Burton. Weaver is an Oakland-based activist with the NAACP, and as an experienced educator his mission is to create a world where all children can read.Join us for this inspiring conversation as we talk with Weaver about dyslexia, the science of reading, and what American schools need to do to help all students read at grade level. Our discussion will cover why literacy gaps are especially pronounced among certain students, the need for early diagnosis of dyslexia, and what educational changes Weaver continually fights for in his quest to help all students learn to read. Weaver brings unique insight to this discussion from a parent’s perspective because his daughter was diagnosed with dyslexia as an older student, and as an educator who knows literacy is a right every person is entitled to.

When John Hattie’s original Visible Learning® book was published in 2008, it instantly became a sensation. Recently, this revolutionary educator returned to his groundbreaking work and published a new edition. The research underlying Hattie’s book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from around the world.If you’ve read the book, you know this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood—and at times misunderstood—and what future directions research should take.Join us as we talk with Hattie about the need for education to move beyond claiming what works to what works best by asking crucial questions like: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mindframes to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools?During the podcast, we will discuss these topics:What Hattie means by visible learningThree ways of making learning visible: student voice, student artifacts, test scores, and how the teacher interprets that information, and decides where to go next with a student’s learningThe importance of play in early learningThe need for intentional alignment of learning and teaching strategiesThe evidence base and reactions to Visible LearningThe Visible Learning modelThe influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievementThe impact of technologyIf you’re in education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker, this episode is for you!