Dan Willingham’s video about the lunchmeat “learning styles” (LS) has generated lots of discussion in the proverbial blogosphere. Matthew Tabor has a post with links to six sources. It’s pretty interesting that so much of the buzz about the video has focused on the putative auditory-visual LS. Dan pretty expressly aimed at an extended list of the things early in the video. But, A-V’s the one he used to make the points, and that’s probably good, because it’s probably the most popular of the bologna approaches.
Over on Ken’s D-Ed Reckoning, I dropped a comment on his post (and his post provides a good exposition on the subject of LS. In my comment, I promised to post an image showing the relative benefits of basing reading instruction on auditory-vs-visual LS. styles. It’s at the right. The yellow columns are standards for (left to right) weak effects (0.2), modest effects (0.3), pretty good effects (0.5), and outstanding effects (0.7). The purple bar is the effect size (0.144) that Kavale and Forness (1987) found when they analyzed 39 studies (205 effect sizes) of modality-based reading instruction. Continue reading ‘More discussion of Dan’s LS video’
The Reading First Federal Advisory Committee has prepared a document entitled “Response to the Reading First Impact Study Interim Report” and has sent it to US Secretary of Education Margaret Spellings. It should be appearing in the next few days for public download on the Web page that reports the committee’s actions.
This is the report that I described in a post last May and about which I had another post 5 May.
Reminder: I am a member of the Reading First federal advisory committee. I am not, however, speaking for the committee, my fellow panelists, nor the US Department of Education here. Note, however, that the committee publicly endorsed this document in a meeting held last week.
The US What Works Clearinghouse recently released a new publication summarizing research about teaching literacy skills to adolescents.
The What Works Clearinghouse (WWC) invites you to look at our newest practice guide, Improving Adolescent Literacy: Effective Classroom and Intervention Practices.
This guide provides five specific recommendations to improve literacy among adolescents in the upper elementary, middle, and high school grades.
Designed for teachers and other personnel who have direct contact with students, the guide presents strategies that have the strongest research support and are appropriate for use with adolescents.
Even though I’m a bit wary of the WWC analyses these days, this document appears to have been reasonably thoughtfully done. Here’s a link to download the pdf of the document.
Here’s blurb about a new recource that’s available from the IRIS Center at Peabody:
The IRIS Center is pleased to announce the posting of a new STAR Legacy Module: PALS: A Reading Strategy for Grades 2-6, a revision and expansion of the PALS section of The Reading Blues: Strategies to Help Upper-Elementary Students Move from Struggle to Success.
When Mrs. Nash, a fifth-grade teacher and recent transfer to Miller Elementary, learns that her new school’s reading scores have fallen below the proficient level, she begins the search for a research-validated approach through which to improve her students’ reading skills. Soon, Mrs. Nash discovers PALS, a peer-assisted learning strategy. Join Mrs. Nash as she learns how to implement PALS in her classroom. To view PALS: A Reading Strategy for Grades 2-6, please go to http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm.
My colleague Dan Willingham produced a brief video explaining why basing instruction on learning styles is bologna. Here it is:
Here’s the YouTube link for Dan Willingham on Learning Styles and here’s a link to Dan’s Web site where one can learn plenty of useful things. Also, see the extended discussion on D-Ed Reckoning.
The Best Evidence Encyclopedia made new reviews available recently.
Upper Elementary Reading Program Reviews Now Available
What reading programs have been proven to help students in grades 2-5 succeed? To find out, read this review. It summarizes the evidence on four types of programs that are designed to improve the reading achievement of students in grades 2-5, including:
Reading Curricula, including core reading textbooks such as Reading Street and Open Court, as well as supplementary texts like Read Naturally and Fluency Formula
Computer-Assisted Instruction, such as Jostens/Compass Learning and Accelerated Reader
Instructional Process Programs, such as cooperative learning and classroom management and motivation programs
Combined Curriculum and Instructional Process Programs, such as Direct Instruction, Wilson Reading, and Project Read
The US What Works Clearninghouse is touting the revision of its Web site:
Explore the new, redesigned WWC website
New Tools and Information for Practitioners, Researchers, and Policymakers at whatworks.ed.gov
The What Works Clearinghouse (WWC) invites you to visit its newly improved website. New publications and features include:
* Quick reviews, a new series of publications that provide objective assessments of high-profile research studies and reports;
* New reports about educational interventions in the areas of dropout prevention, beginning reading, and early childhood education;
* New practice guides, the latest of which describes practical solutions for turning around chronically underperforming schools;
* Customizable ratings charts, which allow you to sort WWC findings by the categories most important to you.
The new website has a more user friendly navigation, more powerful capability to search for specific interventions, an expanded set of frequently asked questions and answers, a new glossary of research terms, and a document library that includes all the WWC’s user guides and research papers in one place.
Two organizations interested in improving the quality of education in the US have joined together to solicit support for their efforts. The organizations—Great Schools, and ED in 08—created a quiz that challenges parents to take a quiz about their knowledge of math or science (or both) and compare their results to those of students in the US and other countries. They’re using it to promote their agenda that they dub “Strong American Schools.” The image at the right opens a pop-up window from Ed in 08 for you to take the quiz.
Links for the sponsors: Great Schools (”the parent’s guide to K-12 Education”; interesting that they used the singular possesive) and Ed in 08.
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