Recorded version of Yale talk
The talk I gave at the Yale Child Study Center on 12/4/23 was not recorded. I recorded a version with a voiceover on 12/23. It is the same talk, with some additional information. The updated slides are here. The video of the talk itself is here. The links work on the blog post.
Why is there so much instruction in the “science of reading”?
I have a short piece about the Science of Reading in Edweek, here. Mae West has entered the conversation. The column is the result of cutting a longer piece to satisfy the publication’s very strict 1000 word limit. Now that it is published I can post a longer version that is less telegraphic. NB: I did…
Where does the “science of reading” go from here?
The slides from a recent talk at the Yale Child Study Center. It wasn’t recorded; perhaps I’ll do a voiceover if there’s interest. Available here.
Decoding “The Simple View of Reading” III
This is the third (and thankfully the last) of my posts on the Simple View of Reading and its relevance to instruction. So far I’ve pointed out that the SVR didn’t address what was in the components, how they are learned, or the role of instruction, and that attempts to extend the SVR run into…
Decoding “The Simple View of Reading” II
This is the second of three posts examining the Simple View of Reading, one of the pillars of the “science of reading” (SoR) approach to reading instruction. In the previous post I noted that the SVR makes an important point–that reading involves the child learning how print represents words in the spoken language they already…
Decoding “The Simple View of Reading”
This is one in a series of intermittent posts about issues that arise in trying to use research in cognitive science and neuroscience about reading, language, learning, development and related topics to improve literacy outcomes. This “post” is more like an article, with footnotes and references. I’m going to post it in three bite-sized pieces,…
Recent talks
Here are the slides from a few recent talks about the challenges facing the “science of reading,” and related topics. I’ve also included links to the talks that are available, and links to websites for the events. Montag Lecture, Atlanta, March 2022, “Efficacy, Efficiency, and Equity: The Goals of Early Reading Instruction”. Slides. Video. Path…
Best symposium ever?
Here’s a link to the recording of a symposium that I highly recommend. The speakers were Kymyona Burk, Emily Hanford, Donna Hejtmanek, and me. It was organized by a center here at UW-Madison because the state legislature seems to be getting serious about legislation related to reading. Heretofore there hasn’t been any forward movement here…
About the science in “The Science of Reading”
I was recently in a group zoom meeting (a groom? a zoup?) with some educators who meet to expand their knowledge of reading research. A guest speaker gave a rambling talk about “science of reading” (SoR) issues. Then an experienced educator whose work includes teaching other teachers, asked: “if a student is a good reader,…
Studying “Units of Study”
Lucy Calkins and her team have published the much-anticipated revisions to her popular K-2 reading curriculum. An EdWeek article asks, are the changes to the materials sufficient? A better question is, sufficient for what? 1. Are the revisions sufficient to get the curriculum approved for adoption in states with “science of reading” laws that require…