A Systemic Solution To Low Literacy Rates, Poor Instruction, Dyslexia And Social Ills by columbiasps

A Systemic Solution To Low Literacy Rates, Poor Instruction, Dyslexia And Social Ills

July 30, 2020 4pm ET

Debbie Meyer A'lelia Bundles Community Scholar Decoding Dyslexia NYC Chapter Dyslexia Plus In Public Schools Task Force

Agenda

History of Reading Instruction

Neurodiversity and Reading

Dyslexia

Reading Instruction Now

The Illogical Model

The Logic Model

NYS and NYC

A quick history Influence on Reading Instruction Reading Wars

1800-1900 1900-1930 1930-1965 1940-now 1955 1967 1973 1975-2000 1981 1986 1997-2000 2000-now 2006 to now

Blue-Backed Speller / McGuffey Readers Beacon Readers Whole Word Orton, Gillingham and Diana King Why Johnny Can’t Read Learning to Read: The Great Debate Dual Route (Pre-Reading Rope) Whole Language Why Johnny Still Can’t Read Simple View Of Reading National Reading Panel Balanced Literacy & Phonics Lite Functional MRI proving Orton & Gillingham

34% of 8th Graders Read at 8th Grade Proficiency

1981

“…That was due to the Dewey revolt in the Twenties in which they threw out phonics and went to word recognition, as if you’re reading Chinese pictographs instead of blending sounds of different letters. I think killing phonics was one of the greatest causes of illiteracy in the country.”

Neurodiversity

Reading Neurodiversity: A Continuum

Requires Diagnostic Explicit Instruction, 45%

Reads with Broad Instruction, 35%

Other, 60% Requires Diagnostic Repeated Explicit Instruction, 15%

Reads Effortlessly, 5% https://www.nancyyoung.ca/research-and-links

What is Reading?

WR X LC = Reading

[s / ˈaɪ / l / ə / n / s]

What is Dyslexia? â&#x20AC;˘ Dyslexia is a trouble with connecting sounds to symbols: decoding symbols and groups of symbols cough rough through though plough/plow

aid tray table sundae cake prey break eight

lemonade Sunday pray brake ate

b d p q

/a..e/ /ai/ /ay/

What is Dyslexia?

Double Deficit Dyslexia

Co-Morbid with Dyslexia

 Poor verbal short term memory

 Dysgraphia

 Poor rapid serial naming rapid automatic naming

 Executive Function Issues

 Slow articulation / processing speed

 Dyscalculia  ADD/ADHD  Autism/ASD

Social Deficit Dyslexia  Lack of language at home  Lack of language in day care and pre-school  Lack of parent advocates

 Vision/Auditory issues

 Poor Instruction at School

 Other health issues

 Lack of Background Knowledge

https://www.aecf.org/resources/2020-kids-count-data-book/#Education

Reading Instruction

Structured Literacy

Five Foundations of Literacy

 Diagnostic

 Phonemic Awareness/Phonological Awareness

 Systematically Taught

 Alphabetic Principals

 Explicitly Taught

 Synthetic Phonics  Taught with Fidelity  Practice until Mastery (dyslexic kids take more practice)

 Fluency  Vocabulary  Comprehension

What Else Helps  Background Knowledge  Read-Aloud (with conversation)  Audio Books (with

intonation) & Podcasts



Rich Discussion

 Teaching Sounds Before Letter Names  Decodable Texts  Multisensory Practice  Cursive  Key Words and Symbols

Reading Instruction: Pedagogy & Approaches (un) Balanced Literacy • • • • • • •

Expect you arrive at school with PA Phonics Lite (incidental) Guessing/Cueing/MSV Leveled Readers / Predictable Count Errors Mini Lessons Sight words = common words to memorize

Structured Literacy • Vs Teach PA • Vs Synthetic Phonics Systematically • Vs Decoding • Vs Decodable Readers • Vs Categorize Errors • Vs Explicit Instruction/Practice • Vs Words that Follow No Code

https://eduvaites.org/2019/10/21/the-trouble-with-common-word-recognition-strategies/

Reading Instruction: Paradoxes and Consequences

 Reading Instruction works best in the early years – K-3  RTI / MTSS / Wait to Fail or the same ole same ole again and again is much too late  Reading support outside of school complicates school support  Reading failures penalizes kids in myriad ways

Reading Instruction: The Illogical Model (lack of ) RESOURCES •Neuroscience Departments (siloed)

•Psychology Departments (siloed)

•Business Schools (siloed) •Colleges of Law (siloed) •Colleges of Education (siloed) •Colleges of Medicine – Pediatricians/GPs (siloed) •Colleges of Social Work (siloed)

•Other Stakeholders

ACTIVITIES • Uninformed Teachers Training new Teachers • Insular Discussions/Events • Unconnected Research • Expensive Neuropysch Exams & Education Lawsuits • Private Specialized Schools • Uninformed Pre-Service Curriculum • Book Distribution, tutoring, Professional Development, Publishing

OUTPUTS • Uninformed Teachers • Uninformed Principals • Uninformed Doctors • Uninformed Social Workers • Uninformed School Psychologists, SLT, OT, Counselors • Lack of Interest by Economists • Uninformed Education Policies • Lack of Early Intervention • Lack of Proper Instruction • RTI Wait to Fail Model • “Niche” Publishers

Outcomes and Impact  50% of prisoners are functionally illiterate due to dyslexia  40% of homeless people are functionally illiterate due to dyslexia  66% + of kids can’t read on grade level in 8th grade  $1.4 Trillion lost due to illiteracy  Struggling readers

disconnect from school and may never reach their potential.

 Frustration in school can lead to

mental health issues, sometimes as early as grade school or is

criminalized by the school and punished by families.  Dyslexic/ Struggling readers without the proper instruction are more likely than others to experience

child abuse, become homeless, and/or enter the criminal justice system

What More We Can Do: Universities & the Logic Model RESOURCES • Neuroscience Departments • Psychology Departments • Business Schools • Colleges of Law • Colleges of Education • Colleges of Medicine – Pediatricians/GPs • Colleges of Social Work

ACTIVITIES Seminars Symposia Conferences

OUTPUTS X-Pollination Intra / Inter University Other Stakeholders

Research Thought Partners

Economic Costs Change Management

Education Policy Education Law

Teacher Licensing Teaching College Accreditation Family/Community Advocacy

Pre-Service Curriculum Early Screening

Early Intervention Proper Instruction

Outcomes and Impact  Parents informed and advocating  Teachers teaching reading  Learners learning to read / Learners accessing content  Less remediation saving $$  More college and career readiness  Increased social and economic mobility  Better health outcomes

Successful Dyslexics

What We Can Do - NYState: Call to Action • Support Dyslexia Legislation

o Dyslexia Task Force – policy makers, parents, school reps o Teacher Preparation (pre-service programs) o Universal Screening / Screening in Prisons o Appropriate Interventions (schools) o Specialized Schools (school districts) o Untimed State Tests

• National Info https://www.dyslegia.com/

What We Can Do - NYC: Call to Action • Support the DOE Universal Literacy Program – needs expansion • Support IEP OG teachers • Support Imagine Schools Manhattan Prep and City College Lab School for Literacy • Remote Learning: Do we need districts? Can everybody get access to expertise?

Literacy Leadership Institute A Systemic Solution

What We Can Do - Universities: Call to Action • Research – social, economic, neuroscience • Inter-School and Departmental Cooperation • Pre-Service Training • Change Management • Family, Community and State Advocacy

1981

Contact and Resources

Debbie Meyer decodingdyslexianyc@gmail.com http://bit.ly/DMliteracyblogs https://bit.ly/DDNYNYC @ReadorPrison

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https://www.apmreports.org/reading

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bit.ly/IncarcerationLiteracy

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https://bit.ly/DyslexiaPrivilege

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https://bit.ly/DyslexiaPrison

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https://bit.ly/KellySandmanHurleyTedX

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https://bit.ly/DyslexiaMindshift

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http://bit.ly/dyslexiaApril19

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Understood.org More resources next slide

More Resources From the Presentation  https://www.aecf.org/resources/doublejeopardy/ and https://www.aecf.org/resources/2020-kidscount-data-book/#Education  http://www.ldonline.org/article/19296/  https://www.futurity.org/childhood-abusedyslexia-729212/  https://www.ncbi.nlm.nih.gov/pubmed/1087 6375

Books • Language at the Speed of Sight, Mark Seidenberg • Overcoming Dyslexia, Sally Shaywitz • Proust and the Squid, Maryann Wolf

Podcast • https://amplify.com/science-ofreading-the-podcast/

Low Literacy Rates, Poor Instruction, and Social Ills A Systemic Solution

Debbie Meyer A'lelia Bundles Community Scholar Decoding Dyslexia NYC Chapter Dyslexia Plus In Public Schools Task Force