I can’t promise I will be super active over there, have been enjoying less social media, but if you happen to be over on BlueSky, let’s connect - same handle. 😉

"Evidence-Baed Writing Instruction for Young Learners." I am honored to be part of the Melissa & Lori Love Literacy Podcast with Dr. Karen Harris at https://t.co/v07gjN3yRt

Myth: “Give him time. ….” “He’s not ready to read.” Responses to a K literacy screening - Child significantly below benchmark. In reading, early intervention is the key. Effective literacy instruction is developmentally, appropriate & effective

just read a paper saying the simple view of reading is not valid b/c research is "over 35 years old" ... ignores many more recent SVR papers. @YoungSukKim19 direct & indirect effects model of reading (DIER) is a newer empirically validated one, but no mention of this science.

This chapter, written by Dr. Barbara Foorman in the Handbook on the Science of Early #Literacy, is about how English-speaking children learn to encode and decode their written language—that is, their alphabetic orthography.

We have decades of research evidence about how change happens in organisations & systems. Yet mostly, we don't use this knowledge in practice. The biggest misconception is that once people understand change, they'll embrace it (almost never true). 4 principles that should inform

My new favorite word: sonder. It's the profound awareness that every person you encounter has experienced a lifetime of hopes, fears, loves, and heartaches that you'll never know. Each moment of sonder is a reminder to appreciate how little we truly grasp about others' lives.

Is Comprehension Better with Digital Text? The new research... https://t.co/kKUbnXIigd

New tip sheet! ELL Tips for History & Social Studies Teachers This is the first installment of a new tip sheet series. We'd love to know what you think! | https://t.co/LaBILGMBxf @NCSSNetwork #ELL #ELLchat #MLL #MLLchat

https://t.co/yYY66y0PYS This is the first of two posts that will be focused on the teaching of spelling. Part one covers some of the key research and rationale for why spelling matters, why we should be explicitly teaching spelling and its importance in literacy development.

Great quote from @burnsmk1

School improvement warriors make a mistake in thinking everyone wants the same things they want. Often, job security and/or not upsetting the status quo is much more important to leaders than doing whatever it takes to teach a child to read. Playing it straight is a non-strategy.

A-ma-zing op-por-tu-ni-ty to share strat-e-gies with won-der-ful teach-ers in Or-e-gon

Do Middle and High School Students Need Fluency Instruction and What Counts as Instruction? https://t.co/ZC1BQWZEDW

Mastery of standards alone doesn't make students competent readers. It's about navigating the diverse functions of texts. That's why we focus on centering texts and their unique features. Listen to episode 3 here: https://t.co/z0iAjVN1lQ

I've seen a few tweets recently about the relationship between achievement and motivation, so I thought I'd add my two cents. A short thread. 🪡

Autumn in the NL this year has been exceptional. 🍂🍁

Partner reading and paragraph shrinking led to large effects with 86 8th graders randomly assigned to treatment or control group. Effects were + regardless of student variables (EL, SPED, FRPL). @McDuesenberg @Romeromonica28 @ILAToday @CECMembership @reading_league @NCILiteracy

Independent reading during school time (e.g., DEAR) has not had strong research support. New meta-analysis of 47 quasi-exp studies shows modest effects for reading motivation and word recognition, and no effect for comprehension. Article is open-access. https://t.co/iHXN0HSweD