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Improving Literacy Achievement for All Learners - Deans Compact 2022 - Shared screen with speaker view
Jaclyn DiSibio
36:07
Is Reading Science Relevant for All Learners?Educators who teach students from diverse cultural and linguistic backgrounds often ask whether “reading science” (aka “science of reading,” or SOR) is relevant for all learners. The evidence we have suggests the answer is yes. But “relevant” does not mean “identical.” It is likely that findings from SOR are relevant as a broad foundation for all learners, yet different groups of students require different considerations usually not included in commonly understood findings from reading science. I will illustrate this possibility using research on students learning to read in a language they are simultaneously learning to speak and understand. In the US, we call these English-learners. However there are students world-wide being taught to read in a language they are at the same time learning.
Jaclyn DiSibio
36:37
Link to slides: https://docs.google.com/presentation/d/1xe9EKaUoyuunpab4OurcFFLFApC46sCb/edit?usp=sharing&ouid=116405425518600528018&rtpof=true&sd=true
Jaclyn DiSibio
37:01
Link to slides: https://docs.google.com/presentation/d/1xe9EKaUoyuunpab4OurcFFLFApC46sCb/edit?usp=sharing&ouid=116405425518600528018&rtpof=true&sd=true
Jaclyn DiSibio
38:02
Welcome to Advancing Equity: Improving Literacy Achievement for ALL Learners
Jaclyn DiSibio
38:11
Link to slides: https://docs.google.com/presentation/d/1xe9EKaUoyuunpab4OurcFFLFApC46sCb/edit?usp=sharing&ouid=116405425518600528018&rtpof=true&sd=true
Jaclyn DiSibio
40:24
Welcome to Advancing Equity: Improving Literacy Achievement for ALL Learners
Jaclyn DiSibio
40:31
Link to slides: https://docs.google.com/presentation/d/1xe9EKaUoyuunpab4OurcFFLFApC46sCb/edit?usp=sharing&ouid=116405425518600528018&rtpof=true&sd=true
Jaclyn DiSibio
40:41
Is Reading Science Relevant for All Learners?Educators who teach students from diverse cultural and linguistic backgrounds often ask whether “reading science” (aka “science of reading,” or SOR) is relevant for all learners. The evidence we have suggests the answer is yes. But “relevant” does not mean “identical.” It is likely that findings from SOR are relevant as a broad foundation for all learners, yet different groups of students require different considerations usually not included in commonly understood findings from reading science. I will illustrate this possibility using research on students learning to read in a language they are simultaneously learning to speak and understand. In the US, we call these English-learners. However there are students world-wide being taught to read in a language they are at the same time learning.
Jaclyn DiSibio
44:48
Welcome to Advancing Equity: Improving Literacy Achievement for ALL Learners
Jaclyn DiSibio
45:01
Link to slides: https://docs.google.com/presentation/d/1xe9EKaUoyuunpab4OurcFFLFApC46sCb/edit?usp=sharing&ouid=116405425518600528018&rtpof=true&sd=true
David Brobeck-UC SDI
45:26
Closer to rocker science.
Alex Pavlik, UC SDI Center
45:27
it's closer rocket science
Elena Andrei, Cleveland State
45:27
Both.
MMcVey
45:30
Science, complicated
Jaclyn DiSibio
45:31
It is both!
Rochelle Berndt
45:42
very complicated
Nathan Boles
45:46
May be closer to rocket science.
Wendy Strickler, MSJU
45:50
rocket science - there are a lot of components to understand about how to accurately determine where a student is at and provide what they need next
Elena Andrei, Cleveland State
45:51
Or, it depends.
Elizabeth Walsh-Moorman
45:56
I hate to ride the fence on this one, but I feel like it’s both. there is established activity, but then it’s also about relationships and motivation and our natural desire to learn
Jaclyn DiSibio
45:58
It is a true science - but also a joy and an honor
Jennifer Ottley
46:16
I think good literacy teaching is complicated and has a lot of factors that go into it
Colleen Gallagher
46:18
It depends on the learner and their situation! There’s a complicated set of factors at play but the learning process can go more quickly/efficiently/smoothly for some vs. others depending on the context.
Jon Breiner (he, him, his)
46:23
Safe space? Ok, I guess rocket science. ;)
Terri Purcell, Cleveland State University
46:23
I believe that learning to read in a new language is rocket science. Language is an important foundation of reading and to learn both language and reading at the same time is quite challenging.
Rachel Wakefield, UC SDI Center
46:27
With rocket science, you need to be taught how to build rockets. Just like with reading science, you need to be taught how to teach reading. Without knowing how to do it, you can't do.
Michael Bindis
46:36
closer to a science
Mary Heather Munger
46:38
There was a time in my career that I would have said, “not that complicated.” However, the more I learn, the more I am inclined to say “Rocket Science.” I would also ask, for which child, under which conditions? That would affect my answer.
Elena Andrei, Cleveland State
47:39
b
Nathan Boles
47:45
B
Megan Dinnesen
47:47
b
Colleen Gallagher
47:48
Similar to but more than
Terri Purcell, Cleveland State University
47:48
B
Elizabeth Walsh-Moorman
47:48
I would say similar to, but the speech to text process is much slower because the speech process is much slower.
Jaclyn DiSibio
47:49
A and B?
Rochelle Berndt
47:50
B
MMcVey
47:56
b
David Brobeck-UC SDI
47:57
Different from… more so if your 1st language is not Germanic or romance based
Rachel Wakefield, UC SDI Center
47:58
a
Michael Bindis
47:58
b
Wendy Strickler, MSJU
48:00
B
Alex Pavlik, UC SDI Center
48:00
A
David Brobeck-UC SDI
48:08
B
Jennifer Ottley
48:44
🙌🏽 Alex
Jennifer Ottley
48:53
🙌🏽 rachel
Jennifer Ottley
52:45
😆
Jennifer Ottley
56:22
I love that distinction you made about spoken vs. written language. Something that continually needs affirming for languages spoken and not written
Mary Heather Munger
57:38
Amen
Jennifer Ottley
01:01:22
love those examples - wonderful illustrations about essential foundations
Wendy Strickler, MSJU
01:04:40
So, per your original question, the brain regions are the same. But when I am proficient in the language, then I have the benefit of access to my mental lexicon of vocabulary to make sure the word make sense. That is where it is different, right? ...still making a case for answer B
Elizabeth Walsh-Moorman
01:06:41
Does being able to read or write in a native language beneficial then?
Colleen Gallagher
01:08:17
So you may be getting to this, but what is your recommendation about teaching phonics while L2 readers are still learning the phonology and semantics of the new language?
Mary Heather Munger
01:09:30
Is it fair to make a slight clarification that even English speakers are “learning” more and more about their language as they develop and progress through their academic journey - it is not as though, in one case, one student (native English speaker) KNOWS the language, and the other (non-native speaker) doesn’t. The distinction happens at the phoneme/ grapheme correspondence - and meaning…
Elena Andrei, Cleveland State
01:10:07
Can you talk about how we can respond to teachers who say that learning to speak and read in two languages is detrimental to students and confuses them?
Jennifer Ottley, UC SDI Center, she/her/hers
01:13:21
Sharon is one of our Center's national literacy advisors. :) She will be with the Compact at March's quarterly meeting!
Jennifer Ottley, UC SDI Center, she/her/hers
01:14:15
Claude, we would love for you to join our advising team! 😁
Elena Andrei, Cleveland State
01:20:52
No.
Elena Andrei, Cleveland State
01:20:54
ELPA21
David Brobeck-UC SDI
01:22:25
Elena… I have had success with a question like this: “What if I told you your belief that earning to speak and read in two languages is detrimental to students is not support by the research?
Elena Andrei, Cleveland State
01:23:15
Thanks, David!
Jaclyn DiSibio
01:25:09
Link to slides: https://docs.google.com/presentation/d/1xe9EKaUoyuunpab4OurcFFLFApC46sCb/edit?usp=sharing&ouid=116405425518600528018&rtpof=true&sd=true
Elena Andrei, Cleveland State
01:25:47
Thank you for the slides! With the notes, too. Thank you!
Elena Andrei, Cleveland State
01:26:58
Can you talk about how to teach reading in English to a middle schooler? Thanks.
Aimee Howley
01:27:36
Are there differences in learning to read English that are associated with differences in students’ first language (e.g., Spanish versus Turkish)?
David Brobeck-UC SDI
01:28:38
Have you found any effective strategies to dispel myths about teaching reading and working with EL’s?
Elizabeth Walsh-Moorman
01:29:17
To Elena’s point, that age offers the additional challenges for compehension, too, because the content in middle school is building the background knowledge. I like the “delicate dance” metaphor.
Aimee Howley
01:29:31
Thanks, Jennifer!
Elena Andrei, Cleveland State
01:32:10
Related to dual language immersion in Ohio, check this website. https://u.osu.edu/ohioduallanguagesummit/
Elena Andrei, Cleveland State
01:33:56
Is this the article? https://files.eric.ed.gov/fulltext/EJ1076564.pdf
Jennifer Ottley, UC SDI Center, she/her/hers
01:41:03
@Elena, thank you for the article links
Elena Andrei, Cleveland State
01:42:45
Can you share the article you just mentioned again? Thanks.
Elena Andrei, Cleveland State
01:43:16
What is the name?
Jaclyn DiSibio
01:44:10
Break until 2:25
Jaclyn DiSibio
01:55:43
Break until 2:25 - 5 more minutes
Claude Goldenberg
02:00:56
Goldenberg, C., & Wagner, K. (2015). Bilingual education: Reviving an American tradition. American Educator, 28-32, 44. (Available at http://www.aft.org/ae/fall2015/goldenberg_wagner.)Torgesen, J. (2004). Avoiding the Devastating Downward Spiral: The Evidence That Early Intervention Prevents Reading Failure. https://www.aft.org/periodical/american-educator/fall-2004/avoiding-devastating-downward-spiral
Jaclyn DiSibio
02:00:59
Welcome Back to Advancing Equity: Improving Literacy Achievement for ALL Learners
Elena Andrei, Cleveland State
02:01:37
Thanks for the links!
Elena Andrei, Cleveland State
02:02:45
Thank you!!
Elizabeth Walsh-Moorman
02:03:14
Thank you! I appreciate the discussion of science?
Elizabeth Walsh-Moorman
02:03:37
Didn’t mean to include the ? Ooops
Jaclyn DiSibio
02:04:21
General Discussion until 2:45
Elena Andrei, Cleveland State
02:11:20
Do you teach reading to ELs who read in their L1 different than Els who cannot read in their L1? Thank you.
Jaclyn DiSibio
02:16:07
Welcome: General Discussion until 2:45. Our next District - IHE Illustration will begin at 2:45.
Jaclyn DiSibio
02:20:27
Welcome to Advancing Equity: Improving Literacy Achievement for ALL Learners
Elena Andrei, Cleveland State
02:33:26
Yes, There is echo
Elena Andrei, Cleveland State
02:33:55
I think so. Better.
Jennifer Ottley, UC SDI Center, she/her/hers
02:35:29
Mary Heather, is that a public link? Could you share it with us?
Jennifer Ottley, UC SDI Center, she/her/hers
02:37:34
@Ed - Absolutely! 🙌🏽
Claude Goldenberg
02:45:45
We can save this for the discussion…. I’m wondering whether there’s been pushback from educators who don’t buy in or are skeptical of the “science of reading.”
Jennifer Ottley, UC SDI Center, she/her/hers
02:51:04
@Ed - what incredible leadership!
David Brobeck-UC SDI
02:54:04
I want to ask the Gates foundation to provide a massive grant to do a “book buyback” campaign.
Jennifer Ottley, UC SDI Center, she/her/hers
02:55:21
@David - what a phenomenal idea
Jennifer Ottley, UC SDI Center, she/her/hers
02:57:02
Yes - Back to Claude's "ALL"
Jennifer Ottley, UC SDI Center, she/her/hers
03:03:44
@Kevin - I agree. I'm so excited for Carly and Brittney to share with us next!
Alex Pavlik, UC SDI Center
03:05:53
https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Ohios-Plan-to-Raise-Literacy-Achievement.pdf.aspx
Jennifer Ottley, UC SDI Center, she/her/hers
03:06:02
Thank you, Alex!
Elena Andrei, Cleveland State
03:06:03
https://drive.google.com/file/d/1Dt_yXBlVjZlt67F_cNoL1jeXyDBa8Ct0/view
David Brobeck-UC SDI
03:06:16
https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Ohios-Plan-to-Raise-Literacy-Achievement.pdf.aspx
David Brobeck-UC SDI
03:06:29
Ohio’s Plan link is now in the chat
Alex Pavlik, UC SDI Center
03:07:02
https://allohioliteracy.org/
David Brobeck-UC SDI
03:08:42
Do you know Carley and Brittany? ELO Schools could be a source of grad students because of SoR
Mary Heather Munger
03:08:52
I have to join the OACTE meeting. Thank you all so much!
Jaclyn DiSibio
03:11:07
Thank you Mary Heather!
Elena Andrei, Cleveland State
03:13:40
So nice to hear from the teachers!
Claude Goldenberg
03:16:05
@Alex thanks for the link. Are the links to the modules there?
Alex Pavlik, UC SDI Center
03:16:55
@Claude, here is a direct link to access the modules:
Alex Pavlik, UC SDI Center
03:16:57
https://allohioliteracy.org/learning-modules/
Claude Goldenberg
03:17:07
super. thanks!
David Brobeck-UC SDI
03:18:56
Embedded PD is a wise strategy that has great benefits
Claude Goldenberg
03:20:26
Carly, Brittney… great to hear from you both. I’ll ask the same question: You’ve dealt with the pushback by using the “just try it” method… right? Any strategies for dealing with those who say… “uh uh not gonna try it.”
Claude Goldenberg
03:24:41
Thank you both! Discussing data over lunch. Very appetizing.
Susan Marie Stearns
03:31:52
Thank you all! I have a 4:00 mtg.
Stacey Pistorova, Heidelberg University
03:35:24
I am travelling so will not be able to open camera, but very interested in the discussion
Stacey Pistorova, Heidelberg University
03:39:00
what I really appreciate is that the presenters have the data to support the science of reading and data talks. The question I have for the group is, how do we share that data with the public and families that is comprehensible and user friendly so that we build capacity for understanding?
David Brobeck-UC SDI
03:41:21
Diagnose before you prescribe… excellent strategy!!!
Elena Andrei, Cleveland State
03:42:07
Elizabeth, is this the article you mentioned? https://ila.onlinelibrary.wiley.com/doi/full/10.1002/rrq.411
Elizabeth Walsh-Moorman
03:46:31
Yep…that’s one. Let me find the other one I mentioned.
Elena Andrei, Cleveland State
03:46:39
Thanks.
Elena Andrei, Cleveland State
03:47:26
@Carly: Yes. Treat teachers as a professionals! Build on what they bring to the table.
Elizabeth Walsh-Moorman
03:47:51
@Elena, here is the one I mentioned:
Elizabeth Walsh-Moorman
03:47:55
https://www.researchgate.net/publication/351825888_The_Science_of_Reading_Comprehension_Instruction
Elena Andrei, Cleveland State
03:48:16
@Elizabeth, thank you.
Jaclyn DiSibio
03:48:49
@ Alex I had the same experience with my kindergarteners!
Elizabeth Walsh-Moorman
03:50:28
Teachers use exemplars…it makes sense to use those with parents
Elena Andrei, Cleveland State
03:50:44
@Claude: Elephant and Piggy. I love those.
Elena Andrei, Cleveland State
03:52:02
@Claude: My son’s teachers sends us list of books students need to be able to read that quarter. Is that what you had in mind? Thanks.
Jaclyn DiSibio
03:52:18
Elena - what a great idea!
Elena Andrei, Cleveland State
03:52:29
*teacher sends.
Jaclyn DiSibio
03:53:15
I think you are breaking up a bit.
Jennifer Ottley, UC SDI Center, she/her/hers
03:55:41
@Carly, did you say it was in the community setting?
Elizabeth Walsh-Moorman
03:55:44
This has been a great conversation, but I do have an appointment so I will be signing off. I was super happy to have this time to just debrief together.
Brittney Marino
03:56:02
Yes, community setting!
Jennifer Ottley, UC SDI Center, she/her/hers
03:56:09
I love that!
Elena Andrei, Cleveland State
03:56:15
@Elizabeth: Yes, this debrief space and time is great!!
Jennifer Ottley, UC SDI Center, she/her/hers
04:00:50
🔥
Claude Goldenberg
04:01:43
@Elena, yes that would be one way to do it; plus it happens to be a good way to suggest good books for their children.
Elena Andrei, Cleveland State
04:03:00
@Claude, thanks. Yes, we use that list to get books from the library to read.
Claude Goldenberg
04:03:15
Props to you all!
Stacey Pistorova, Heidelberg University
04:04:13
Yes, in my experience, trailblazers are the way to go, mandating all at the beginning never leads to outcomes. Carly and Brittney are great trailblazers!
Carly Warnock
04:05:22
Thank you, Stacey!!
David Brobeck-UC SDI
04:05:23
munger@findlay.edu
Elena Andrei, Cleveland State
04:05:56
Thank you this wonderful afternoon session!! I appreciated it so much! Thank you!!
Kevin Johnson
04:05:59
Thank you, Claude, and everyone. Excellent conversation and ideas to ponder. Keep up your good work.
Aimee Howley
04:06:10
Thanks everyone!
Elena Andrei, Cleveland State
04:06:25
Looking forward to the plenary Friday!
Brittney Marino
04:06:27
Thank you all, I always leave these meetings so inspired by all of the enthusiasm for education and moving it forward!