Jan Hasbrouck, Ph.D.
@janhasbrouck
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Educational consultant, researcher and author. Let's work together to support all readers.
Seattle, WA
Joined October 2010
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Dr. Reid Lyon called our new book "a masterpiece". Dr. Louisa Moats said "teachers will find trustworthy guidance" here. Dr. Nancy Mather called it "an essential reference book to add to your professional library." Read more--and place your order?
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“What kills the joy of reading is not being able to read…You don't love to read if you aren't taught how.” Joanne Babstock
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So excited to get my own copy of Deb Glaser’s newest book: Morphemes for Little Ones K-3. If you teach these grades you’ll want this book! Making magic with language! What a treasure.
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Oh my goodness! Look what someone wore to my session today at
#PlainTalkNOLA
. Keeping some pretty amazing company on that t shirt!
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We "Reading Peaceniks" have been meeting over several years, seeking common ground in reading instruction to benefit ALL students. We wrote paper on early literacy that has been signed by 35 colleagues. Please read and share.
@ReadingShanahan
@ehanford
Print-to-Speech and Speech-to-Print: Mapping Early Literacy | Reading Rockets
www.readingrockets.org
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OK! Now the reporters at CNN are following the lead of
@ehanford
and sharing the "news" about failing reading programs in U.S. schools! This should get some attention!
About one in three American fourth-graders cannot read at a basic level of comprehension.
@AthenaCNN
has been digging into the crisis:
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"In the absence of learning, teaching did not take place. To say, 'I taught the student, but s/he did not learn' is the equivalent of saying, 'I sold the product to the client but s/he did not buy it.'" Indeed! From the brilliant Gary Germann (1999).
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Having students learn to read fluently is essential for comprehension and motivation. But reading fluently does not mean reading fast! Fluent readers read with reasonable accuracy, appropriate rate, and expression that is suitable to the reading task.
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“[S]tudents with disabilities who spent 80% or more of their time in a general ed...did significantly better in both reading and math assessment than their peers who spent more time in separate special education classrooms.” We must do better.
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Dr. Steve Dykstra “...research shows that the single most powerful predictor of [children’s] ability to overcome trauma and survive their circumstances is the ability to read. If they can read, they have a chance to find success...”
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“If your literacy program is not structured to get the most number of kids to the top, or to that level of society, or to proficiency, there is no equity. There can be no equity, no social justice, without literacy.” Kareem Weaver
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"...results indicate that a handwriting intervention, incorporating repeated practice in recalling and reproducing letter forms, had a statistically significant impact on early reading skills." TEACH HANDWRITING!
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Turning a school or district from balanced literacy to science-based practices takes strong, informed LEADERSHIP. Please join us for this FREE webinar to learn how to lead for literacy change. Register to receive the recording if you cannot attend live.
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"One of the most exciting outcomes of dyslexia research is the firm conclusion that with early identification and appropriate instruction it is possible to 'overcome' dyslexia (Shaywitz, 2003) or even 'prevent' it (Fletcher, et al., 2019; Gaab, 2019)." Hasbrouck, in press
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I’m excited to share the news!
@NancyYoung_
and I co-edited a book about Nancy’s wonderful infographic. Numerous chapter authors provide evidence-based guidance to support ALL learners in reading and writing. Dr. Reid Lyon called it “a masterpiece”!
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Today my heart is heavy. I lost a friend and our profession lost an amazing colleague: William Van Cleave. His family suggested donations in his memory to his beloved Saint Francis School of Louisville. . RIP dear William. You will be missed by so many. 💐
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Excited to announce that our new co-edited book is ready for preorder (available January 2024). Dr. Reid Lyon called it "a masterpiece".
@NancyYoung_
@BenchmarkEdu
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“But if you really want kids to love reading, teach them to read. Achievement does more for motivation than the other way around.”
@ReadingShanahan
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@ReadingShanahan
I understand the research term is "invented spelling". With students I prefer "estimated spelling". Aligns with "estimation" in math. We actually do not want high creativity in spelling! Art, music, yes. Are you unsure about the spelling? PLEASE do your very best ESTIMATION!
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“…we should be less concerned with the idea of ‘all kids ready for school’ and more concerned about ‘all schools ready for kids.’ Let’s stop blaming the victim and get going with fixing literacy instruction.”
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Confused about “reading levels”? You do NOT want to miss this informative webinar presented by Dr. Tim Shanahan. Register today!
@ReadingShanahan
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No one explains explicit instruction like Anita Archer! Invest 5 minutes...
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We cannot ignore handwriting—even in K! “This review has found preliminary evidence to support the facilitating impact of handwriting on the foundations of literacy in kindergarten.”
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It’s here! So excited and profoundly grateful for the wonderful authors who contributed their wisdom to this book.
@NancyYoung_
@tiffany_peltier
@tiffanyphogan
@Stewartlaurad
@cammiemcbride9
@LizStevensPhD
and SO many more ❤️
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"Unfortunately, sometimes it takes a federal dyslexia class action lawsuit to change things..." Among other things, prohibits the use of Fountas & Pinnell or Reading Recovery.
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Providing reading instruction to students based on "levels" is problematic. It may be preventing students from making optimal progress. Please join us for this webinar from
@shanhanonliteracy
to learn what research says is a BETTER alternative!
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"Small-group instruction is necessary because students need different levels of support, and their instruction should be designed to meet those needs, even in Tier 1." Recommended reading!⬇️
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If "knowing EXACTLY where your students are" means knowing what "level" they are reading, that is most certainly NOT "best practice". Instead, we must know where our students are in their development of foundational skills and language. Do not ignore the science.
I was first introduced to this in 2017. Used it with fidelity for few yrs. It does NOT tell me where the gaps are with my students. Instead it assigns a level which is about as accurate as flipping a coin. Check out
@janhasbrouck
’s QPS/QSS instead. It’s much more affordable too!
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"For more than 70 years, educators have espoused and adhered to the idea that students need to be taught reading at their so-called 'instructional level.'" Turns out this is NOT the optimal method and NOT supported by research. Want to learn more?
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Teachers College Reading & Writing Project will be dissolved. Lucy Calkins has stepped down as Director. "Teachers College is not involved in the operations or provision of services provided by Dr. Calkins in her LLC." A Big Change or a rebranding?
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"...a well-researched intervention will not
be effective if it does not address the core problem." (Parker & Burns, 2014). YES! Ts must efficiently and accurately assess the skill development of readers who struggle before implementing an intervention.
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From
@ReadingShanahan
about my book “Conquering Dyslexia” available soon! “From now on, when asked by parents/teachers/physicians what they need to know about dyslexia, I’ll recommend this informed and accessible little book...wise advice, knowing insight, & up-to-date research.”
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Anita Archer
#IDA19
“The quality of TEACHING is the single most important factor in the educational system.”
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Reading Fluently Does Not Mean Reading Fast (2018). ILA Literacy Leadership Brief. Please share!
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“There is no established curriculum for the science of reading– it refers to a large body of research that must be woven into the craft of teaching.” Good article. Thanks
@smervosh
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FREE WEBINARS - This week! Tim Shanahan. Anita Archer. Joan Sedita. Nancy Mather. And me! Sign up soon!
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“But my big point is this: if you’re shorting time with letters and sounds so you can work on comprehension, you missed the point that letters and sounds ARE comprehension, certainly much more so than author’s intent or some other meta cognitive strategy.” Steve Dykstra, PhD
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“…the value of decoding persists across reading development.
First, decoding is used to read most words, then…to read the unfamiliar words, then…to accurately detect and store new content area words, so students can learn new information from text.” Jane Ashby, EdM, PhD
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“Just because everyone gets Tier 1 doesn't mean they all get the same Tier 1.” AMEN
@sstollar6
A blog for every literary teacher/leader to read. So many misconceptions about this.
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“Every child is at risk of not reading until they can read. What we should do about that is good for everyone, essential for some, and harms no one. Steve Dykstra, PhD. Psychologist 8/18/19
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Dr. Jack Fletcher on my new book “Conquering Dyslexia” (out in spring):
“Hasbrouck has written a thoroughly practical book that accurately and succinctly translates the science of reading and what we know about dyslexia into practice. It is a must read...”
@BenchmarkEdu
Honored.
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Do you know about Direct Instruction? It has been proven to teach kids to read, even those considered "disadvantaged". And we've known this for 50 years! P.S. Zig Engelmann was my first professor of reading.
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"Early in learning there is no reason to separate dyslexic children from kids who struggle to read for other reasons. They all need the same thing... [W]e should intervene effectively, robustly, with all of them and not worry about who is or is not dyslexic." S. Dykstra 4-5-19
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Siegfried “Zig” Engelmann passed away today. Zig launched me on a 46 year journey (so far!) of passionate commitment to teaching EVERY student. “If they aren't learning we aren't teaching.” Zig, you changed my life and the lives of many thousands around the world.
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Presenting about reading fluency today in Boston at the wonderful Wilson Conference. Next up
@CattsHugh
(comprehension!)and
@DrElsa_CHagan
(multilingual readers!)
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Emily Hanford’s talk
@reading_league
conference is EXCELLENT (of course). She just said the KEY is understanding reading is understanding orthographic mapping!👍
#TRLConf2019
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“It can help at times to keep letters out of the process so that students can fully focus on phonemes (without visual cues), & at others it is beneficial to use letters in PA teaching. PA & phonics instruction should concur, overlap, & synchronize.”
@ReadingShanahan
8/20/22
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“Be careful with interpreting the term “multi-sensory” – it doesn’t mean shaving cream and sand.” Jan Wasowicz PhD, CCC-SLP
Founder, President & CEO Learning By Design, Inc.
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Okay instructional coaches! Here is a NEW guide to support your important and challenging work! Decades of research made PRACTICAL and USEFUL. Abundant gratitude to my coauthor
@DarylAMichel
. We did it!
It's officially real!! Received my published copy today!! So excited and so grateful to
@janhasbrouck
who was an amazing coauthor and teacher AND to
@jimknight99
for his Foreword contribution. And to
@BrookesPubCo
- true partner!
#coaching
#leadership
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"It is not always necessary for students to pass through all of the intervention tiers...; some children are so far behind that they should move immediately to Tier 3 or some other intensive intervention." Fletcher, et al. (2019) LD 2nd edition
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Join me next week for another FREE webinar: Teaching Reading Fluency Across the Grades
@ReadingShanahan
@karenvaites
@ReadingRockets
@reading_league
@read_washington
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Struggling readers: “...if a kid is starting to drown in a pool, lifeguards don't do something different if it is a cramp, the kid got tired, doesn't know how to swim...They just jump in and save them....We should be like lifeguards.” S. Dykstra 6-3-19
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Let's explore The Science of Reading 2.0 together! Join me and Read Washington on Saturday, April 23 (or register and get the recording). Hope to see you there!
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Three LEGENDS meeting up in one place! Anita Archer,
@PamelaSnow2
and
@DrLSHammond
all in New Orleans for the
#PlainTalkNOLA
conference this week. Can’t wait to join them tomorrow.
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Many of us have been learning a lot about teaching reading. Let’s learn more about best practices in WRITING instruction! And- why not learn from the best (and always super practical) Joan Sedita.
@KeystoLiteracy
Hope you can join us.
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A good overview (and infographic) on reading fluency at the National Center on Improving Literacy.
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Please join me for a webinar on reading fluency for K-5: Reading Fluency: The Bridge Between Phonics and Comprehension. Live on Sept 23 or view the recording later. There will be time for Q&A.
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I presented a webinar yesterday on dyslexia for
@Amplify
. This was Part 2 and focused on instruction and intervention. You can access here
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Compelling research emphasizing importance of fluency for comprehension. MINIMAL levels of WCPM around 50th%ile necessary. MAXIMUM value at 75th%ile. White, et al. (2021). The 2018 NAEP Oral Reading Fluency Study (NCES 2021-025). USDOE. Washington, DC: IES
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"The three cues are based on the myth we comprehend words before we identify them, if we identify them at all. It's clap-trap; snake-oil. It makes a few people rich, burdens schools and teachers, and ruins children." Steve Dykstra, PhD
Psychologist 5-1-19
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@ehanford
—Episode 3 reminded me of a piece of US reading history that DIDN’T happen. Right after Bush’s trip to FL there was to be a White House Assembly of Reading—on 9.13.2001. Obviously THAT didn’t happen. No war in Iraq, Afghanistan? A focus on reading instead??
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"It’s time to stop debating how to teach kids to read and follow the evidence." Sounds right to me!
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What Works Clearinghouse has a new practice guide, Preparing Young Children for School. The guide distills contemporary early childhood & preschool education research into 7 comprehensible, practical recommendations. Free download!
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"Handwriting effects on fluency are significant at any age but seem to be the most pronounced in the later grades." All those 4th graders who "hate to write"? Did anyone TEACH them how to fluently write letters and words??
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Please K-1 Ts! Teach your Ss how to accurately form letters. NOT for beautiful handwriting, but for EFFORTLESS handwriting! Huge benefit.
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“Despite potential benefits of early screening, it only really helps if it leads to instructional efforts that successful address the deficiencies that are identified.” AMEN
@ReadingShanahan
Early Identification: Predicting Reading Disabilities & Dyslexia
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“Writing and speech are not interchangeable but they are closely intertwined, each deeply affecting the other, like a couple of linguistic codependents with serious boundary issues." Mark Seidenberg, Ph.D.
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This is such important information. We need to be cautious about grouping by “levels”. Look at individual skills instead.
Can F&P data group kids? Look at the data below. MAP=Measures of Academic Progress-R (
@NWEA
), DORF=
@DIBELS8
words correct/min, Accuracy=% words read correct. All have the same level, but very different needs.
@ScienceofRead
@ILAToday
@leadforliteracy
@NCILiteracy
@reading_league
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Wow! What a line up last Thurs at the Amplify virtual symposium! And they are providing FREE access to recordings! Natalie Wexler! Louisa Moats! Margaret Goldberg! Even I did one (on CBM ORF norms)!
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“…our findings suggest that practice writing words may help children to learn to spell them.” Teach handwriting and encourage writing for our young learners.
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“…teachers should use ORF as a screening measure and then shift to diagnostic measures to better understand students' performance.” Open access!
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More evidence about the essential importance of solid foundational skills for effective reading.
When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth
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October is Dyslexia Awareness Month. I have several webinars scheduled to address this challenging issue. Please join me on Oct 14 for a free webinar based on my new book Conquering Dyslexia sponsored by
@ReadNaturally
.
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Free resources for teacher educators to bring the science of reading to teacher preparation programs!
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How doctoral defenses go in Iceland: First, the ceremony. Then soaking tired feet in a thermal pool while drinking champagne. Finally— Northern Lights after dinner.
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“[R]esearch finds that kids are more likely to learn what is taught in a small group than in the whole class.” (Shanahan, 2024). The challenge is to figure out HOW.
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“…there’s one [idea] that we can put to bed for good and for all: that it is the job of parents to teach their children how to read – and by extension, that parents are to blame when children struggle in this endeavour.” Kudos
@PamelaSnow2
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“The idea that students can be taught or trained to be all-purpose thinkers or problem solvers irrespective of content is a global misconception.”
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Chatting with Susan Lambert
@Amplify
about the science of reading (and assessments!) for The Science of Reading Podcast was a joy! Let me know what you think!
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Science marches on! Including the science of reading. Join us Saturday April 23 for my webinar (FREE) on SOR 2.0!
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Need MORE proof regarding the impact of direct, explicit instruction? How about its effect on learning to write in an invented orthography (vs "discovery" learning). "Dramatic Impact" OPEN ACCESS
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When my grandson was in Kindergarten his school marched to protest gun violence. I joined in, but I didn’t have a sign to carry. One of the 1st graders kindly made this for me. A good reminder for daily life. Children know.
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@JeanneHeindel
@ehanford
Most elementary classrooms are "including" some word work, including phonics. Evidence is clear that just "including" phonics is not enough. It must be provided systematically and explicitly in a dosage sufficient for each learner. Some Ss need significantly more than others.
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Should PA be taught “in the dark”? “Teaching how to read and write is a dynamic orchestration of the linguistic brain. There’s a time and place for ‘turning off the lights’. The skill and expertise is in knowing when and why!”
Jan Wasowicz PhD, CCC-SLP, BCS-CL
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Dr. Jan Wasowicz “There is benefit from volume of reading, but we need to make sure struggling readers have the decoding skills they need to access it...What might work well for non-struggling readers does not necessarily apply...to struggling readers. Almost always, it doesn’t.”
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“Effective early intervention is like building better fences at the top of the cliff, rather than parking ambulances at the bottom.”
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ALSO free access from
@ReadNaturally
: Use Read Naturally Live with as many students as you want until May 31 – FREE! Excellent reading support for fluency and comprehension. Use this link to qualify. Sign up yourself and share with friends and colleagues.
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“[C]hildren with poor reading are at risk for emotional problems.” And this is a preventable problem! Inform AND support our teachers and school leaders. McArthur (2022 Poor reading and anxiety (PRAX): building a theory and practice
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Join us for a free webinar about the NEW book co-edited by
@NancyYoung_
and
@janhasbrouck
. We'll discuss how the chapters, written by renowned experts, address how ALL students can be supported in reading and writing. Register to receive a recording.
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I learn something EVERY time from the amazing Dr. Mark Seidenberg. So grateful for his work.
Becoming a Reader
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Our hope for every student is that reading and writing becomes automatic, effortless and enjoyable! When a student begins to struggle, we must look for ways to provide the most appropriate and effective intervention support. We can help every student be successful!
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A teacher in a district that is adopting F&P asked for an article to help her argue that this decision was not in the best interests of children. In my opinion, this is a great place to start: Avoiding the Devastating Downward Spiral via
@aftunion
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I have written a book titled "Conquering Dyslexia" for
@BenchmarkEdu
Dr. Steve Dykstra generously contributed some words on reading, including these that touched my soul: "Reading satisfies the brain over oral language in the way dancing rises above mere walking." Just. WOW.
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"In schools that produce large numbers of children who cannot read at grade level...teachers & principals should probably consider addressing the problem with system-wide restructuring and change." Burns, Griffin, & Snow. Learn HOW at this FREE webinar!
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An excellent blog from
@ReadingShanahan
.
Leadership (principals and coaches!) can make a BIG difference in students’ literacy outcomes.
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