In the first two articles of this series, I discussed the importance of pairing a solid core reading program with universal screening and pairing a solid intervention program with screening for dyslexia. This article will explore crafting a coherent framework for professional development.
For every issue of The Beacon, Head of The Windward School Jamie Williamson will contribute a piece to the column, Head Lines.
The first step in improving reading outcomes for all students is recognizing that most learners will struggle at some point in their academic journeys, and there must be supports in place to address learning gaps as they occur.
Framing the notion of screening solely as a means to identify students with dyslexia has had the effect of minimizing a much larger issue.
The debate about the importance of data in education is nothing new. The answer is not necessarily more data, but rather better data.
Mislabeling disabilities as differences allows schools to avoid the commitment they are required to make to teach their students appropriately.
We remain committed to learning, to community, and to making an impact. By modeling resilience in the face of adversity, we demonstrate to our children that anything is possible.
The most at-risk readers in the U.S. have not significantly improved reading scores since 1992. The good news is we know how to move the reading needle forward.
For parents, guardians, and educators, a four-step framework of Review, Record, Request, Refer is a beneficial tool to initiate conversations about intervention.
By identifying struggling readers, kindergarten teachers can help prevent the cascading, debilitating effects of not learning to read.