Teach reading effectively

head-and-shoulders shot snagged from video
K. Hempenstall

Professor Kerry Hempenstall wrote a literature review on teaching reading for Australia’s Centre for Independent Studies. It is an excellent resource, because it is true to the scientific evidence, but it is written in a way that is accessible to lay readers.

Parents, teachers, administrators, and interested others: You don’t have to put up with the statistics-ese and mumbo-jargon that we researchers often use when discussing scientific evidence. In Read About It:
Scientific Evidence for Effective Teaching of Reading
, Professor Hempenstall clearly explains the five fundamental features of reading competence and how to foster them in learners. Down load a copy of this excellent PDF or follow this link to learn how to purchase a hard copy.

Sample the “issues” book

As some loyal readers of TE know, in 2015 Routledge released a book I co-edited with Barbara Bateman and Melody Tankersley. It’s a text aimed at graduate education classes and is entitled, “Enduring Issues in Special Education: Personal Perspectives.”

While I was searching for something else, I found a link (posted by one of the publisher’s associates) to a free sample of the front matter (e.g., table of contents; foreword), the first couple of chapters, and part of the third chapter. If they’re providing a copy for the general public, I want to make sure folks know where to find it. Here is the reference, with the title linked to the downloadable PDF:

Bateman, B., Lloyd, J. W., & Tankersley, M. (Eds.). (2015). Enduring issues in special education: Personal perspectives. New York: Routledge.

Accommodations that don’t?

Many of us have probably heard anecdotes about accommodations that failed or even backfired. A summary of a state NEA survey of Washington state teachers indicated those teachers’ concern about students losing mandated IEP services because of administration of a Smarter Balanced Assessment, that state’s version of the Common Core.

A pair of two articles in the LA Times covers this topic, too. The lead one, “How new tools meant to help special education students take standardized tests actually made it harder” discussed one teacher’s experiences and some larger issues with references to Washington and Oregon. The second one summarized anecdotes from teachers about problems they encountered in administering California’s Common Core: “These are the problems some California teachers had when they tested students with disabilities.”

I encourage readers to be cautious about presuming that these stories and others like them indict the Common Core State Standards. There are many other players in the mix in these stories, too. Note how poorly designed or executed Universal Design for Learning might be at play in the representations of assessment materials, how the technologies themselves may be contributing to the difficulties, and of course, how these reports are only anecdotal. We have no idea how many other stories there are and how representative these may be of all the stories that could be told.

That does not mean educators should not try to address them, to fix them. Indeed, it’s important to examine problems carefully. Perhaps the National Center on Educational Outcomes, a respected US research and development group that provides technical assistance about the participation of students with disabilities and English language learners (and a collaborator with the Smarter Balanaced Assessment folks), is studying these issues.

One interesting way to study the problems might be to collect the anecdotes about problems in a systematic way…sort of crowd-source them into a data base: State test; student disability category; student age; testing area; accommodation…etc., problem encountered.

If there were a few 1000 examples, maybe some consistent patterns would be clear.

ECF: Misdirected Teacher Training has Crippled Education Reform

In the summary for a recently released policy analysis, John Stone of the Education Consumers Foundation argued that developmentally appropriate practice (DAP), the widely promoted approach to early childhood education, has effectively prevented struggling students from achieving what educational policy makers have sought since 1983: The chance to close the gap. In the statement, Misdirected Teacher Training, Mr. Stone details the ways that DAP has hindered young children’s progress.
Continue reading ‘ECF: Misdirected Teacher Training has Crippled Education Reform’

Does monitoring progress help?

Does it actually help to monitor students’ progress and adjust instruction on the basis of how they are doing? Deborah Simmons and her colleagues provided compelling evidence that, within a tier-2 implementation of the Early Reading Intervention (ERI) program at the Kindergarten level, it surely does.

Although it was published online earlier, in the May 2015 issue of Journal of Learning Disabilities, Professor Simmons and her team described a study in which they compared the reading performace of children for whom teachers had made adjustments in the pacing of instruction, either providing additional practice on lessons or skipping lessons, to the reading performance of children who had not received the adjustments. The adjustments were based on frequent assessments of students’ progress through the ERI program.

Simmons Figure 2

Among the children who received the adjustment, they identified four different groups. The graphic at the right, taken from Simmons et al. (2015) Figure 2, depicts the four groups, as described in the following list.

Continue reading ‘Does monitoring progress help?’

Who’s keeping the longitudinal data on schools’ outcomes?

I’m sorry to admit that a post on TE from just about 10 years ago has almost exclusively dead links. Now, link rot (as it’s called) is common on the Internet, but one still feels some responsibility for it.

Tonight I wanted to find data about how individual schools were doing historically and compare those data to how the schools are doing today. I remembered—good that I can still remember this—that I’d posted a note about sources for examining scores some time ago (actually 2005). So, I go and check it…all those organizations that were then so hot on the trail of tracking schools’ outcomes have fallen by the wayside. Bummer.

The good news is that Pal of TE Dave Malouf added a comment pointing us to the National Longitudinal School-Level State Assessment Score Database (NLSLSASD) and that source appears to be functional (at least for some years). Time to go mining!

Do you know of other sources? Please log them in the comments.

Willingham on reading

Dan Willingham has a new book entitled Raising Kids Who Read: What Parents and Teachers Can Do, and he has published a précis of it in the spring 2015 issue of American Edcuator. It’s available on-line as “For the Love of Reading,” and people interested in reading should take the time to review it. Don’t expect to learn new and compelling teaching procedures, but do expect to have Professor Willingham make sense of some contemporary issues in reading.

A few questions for Joel Klein

According to widespread reports, in your just-published book about your time as chancellor of the New York City Schools, Mr. Klein, you wrote that firing a teacher “took an average of almost two and a half years and cost the city over $300,000.”

I’d ask you to consider a little context, please…. The reasons we have teacher unions and tightly worded contracts in the first place is because teachers historically were mistreated and they lost confidence in their employers. And what of the “incompetent” administrators—you fail to mention them. It takes two to tango. One more thing—you hired these people. Instead of deflecting blame to Ed Schools (I’ll get to them in a second), why don’t school districts and boards take responsibility for those they hire? The union did not make you hire them. The union did not make you neglect proper induction, good supervision, mentoring, effective programs of professional development. And the union did not create the pool of low SAT/GRE applicants. You and your board did that by not paying a professional salary or offering professional working conditions for professional work. What’s that? Better compensation requires higher taxes? Well then, what exactly have you and the board done to educate the voters on this issue instead of playing the politics of union confrontation. And by the way, maybe the value-adding abilities you tell voters you want can not be had at the price voters are willing to pay. Have you told them that?

As for Ed Schools—hang on a moment—let’s talk about state licensing boards and commissions. Your state, with support of your legislature, issued licenses to these teachers. Have they met labor market demands at the expense of quality? Who told them to do that? Not the unions. With legislative consent, are they setting the licensing bar low because the salaries we pay will not draw better candidates into the field? Have you lobbied your legislature on this issue or are you just writing books about the problem and running for-profit companies to sell products to the same schools you once administered? By the way, do you really feel the problem is we have too few commercial products or that commercial products have a hope of solving the systemic problems you describe.

UOh, and Ed Schools…. Why do you persist in thinking that you are small colleges of letters and sciences? Why have experimental stations filled with scientists to solve agricultural problems produced increasing yields (anyone use a split plot ANOVA recently?). Does growing crops require science but growing children require philosophy? And about those SAT/GRE scores, Mr. Klein, have you considered that training standards are set by accreditation bodies that respond to market demand which are created by salaries that you, your board, and your voters are willing to pay.

Thank you, Mr. Klein, for listing these problems, although some serious solutions for the system in which teachers do their work would have been more edifying.

Mike Gerber
Ex-teacher

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Michael M. Gerber, Ph.D.
Professor, Gewirtz School of Education
University of California, Santa Barbara




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