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School Absence Excuses

Funny School Absent Excuses

School Absent Excuses

No doubt you’ve heard a few of these. Following are my favorites from BuzzFeed’s collection, which has been gathered from school attendance clerks over the years. But, read past and I’ll provide one of my own that I think you will enjoy. Ah… truth is stranger than fiction.

I once told a teacher two weeks before a school concert that I wouldn’t be able to go because I would be sick. She just asked “you’ll be sick?” and when I nodded she just dropped it. She either believed in my ability to see into the future or thought my stupidity was just too much to even question.

Emmy Bloomberg, Facebook

Once during my high school spirit week, it was “superhero” Thursday. I didn’t have a costume and didn’t have time to buy/ make one… I had a genius idea… I skipped school that day, and then on Friday, everyone was demanding a reason why I wasn’t at school, and my excuse was, “I was here, I just came as the Invisible Woman.”

Submitted by mydnytestorme13

I used the excuse that I missed the bus for months, until the school caught on that I lived across the street. I could see my high school from my porch.

Submitted by carleighg

Jimmy Gordon’s Excuse

I’ve told quite a few people over the years about my student, Jimmy Gordon, and his excuse for cutting school. I’ve never put it into print until now. No, the name has not been changed to protect the innocent… because he certainly was not. Call this post “Teacher Payback.”

My first teaching job was at a grades 4-8 school in Sutter Creek, California. This beautiful Gold Rush town was split in two halves by Sutter Creek (hence the name). Good fishing, swimming, and gold panning in that creek!

In the spring of 1986, Jimmy Gordon transferred to our school from out of the area. Jimmy was an eighth-grader and I was his history teacher. Jimmy seemed like a nice kid and he made a few friends right away–something teachers (and parents) are always concerned about with a mid-year transfer.

A week before Open House, the principal called an emergency staff meeting to inform us that Jimmy Gordon’s dad had died suddenly. Jimmy had come in that morning, sobbing about his dad’s passing and telling us that the funeral was planned for the following week when relatives would arrive. Jimmy went home to console his mom.

The staff felt horrible and we quickly allocated money from our “Sunshine Fund” to send a bouquet of flowers and a card to Jimmy and his mom.

After Open House, the seventh and eighth grade teachers walked down to the local watering hole, “Berlotti’s” to unwind, per our custom. I sat down toward the end of the bar, next to a man a few years older than I. He was an outgoing sort and soon leaned over to me and said, “You all sound like teachers.”

I told him, “Yes, we just finished our Open House at Sutter Creek Elementary.”

“Oh really,” he replied, “My son just started school there a few week’s back.”

“What’s his name?” I stammered.

“Jimmy Gordon.”

+++++

Jimmy had been ditching school for a week, fishing in Sutter Creek.

Now, that’s a funny school absence excuse. When Jimmy returned to my class the next day, he didn’t say much. But I asked him anyway, “Were they biting? Jimmy just turned red and put his head down for the rest of the day.

Grammar/Mechanics, Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing , ,

Teacher Hygge

5 Strategies to Teacher Hygee

Teacher Hygge

Everyone could use a little more hygge, especially teachers. You’ve heard about it and searched how to spell it, but what is it?

Essentially, hygge is the Danish (and some claim Norwegian) term for that moment in life when you sigh, smile, and say, “Life is good.” It’s the cozy, comfortable, and fun lifestyle. Some say that it derives from hugge, the old Norse word for hug. Hygge is not solely introspective; it is also other-focused. Hygge is about the individual fitting into the community. That’s my version of mindfulness. I call it “Summer Teacher Mindfulness.”

To achieve hygge, teachers need to recognize and take advantage of the rhythms of our teaching lives. Summer is the perfect time to play (not work) toward this goal with the five strategies of “Summer Teacher Mindfulness.” Now, put aside all the stuff you’ve heard about mindfulness training. No one has the copyright or monopoly on this term. It need not have a religious connotation, but it can and does so in a variety of religious practices: some Eastern and some Western. My concept of mindfulness is simple: Take time to decompress and restore a proper work-life balance. Take time to enjoy our profession and be re-encouraged about the importance of our career paths.

My five “Summer Teacher Mindfulness” strategies are simple to understand and implement: Relax, Re-group, Re-connect, Re-commit, and Re-train. No, I’m not writing a self-help book on these strategies; I’m no expert. These strategies are nothing new. Take them as reminders of what you already know to be true as a teacher. Notice, I don’t claim that these will work for every profession; I only know what I know as a teacher. Check out the article detailing these strategies here.

Summer Teacher Mindfulness and Hygge

Summer Teacher Mindfulness

Note that the sequence is important. It moves from an inward focus to an outward goal, taking care of yourself so that you can do so for others. Teaching is a sacrificial profession: we do give up some personal prerogatives for the benefit of our students. No need to list them here. But, learn the wisdom from Jesus’ words: “Love your neighbor as yourself (Matthew 22:39 New International Version). You can only sacrifice what you have to offer.

So let’s get practical here and talk about what teachers do during summer vacation. Yes, I know the term is an oxymoron. No teacher I know has the summer off. Some of us have other jobs to pay the bills. Most teachers spend some (or a lot) of their summer taking graduate coursework to expand their knowledge base (and improve their position on the salary schedule), or they attend professional development training. Most teachers also use the summer months for grade-level team or individual planning. Think curricular maps and lesson plans. My experience is that this process involves the latter three strategies: Re-connect, Re-commit, and Re-train. It’s the cart before the horse. How much better to learn and plan after the first two strategies: Relax and Re-group?

Beginning the summer in the right place makes the rest of our “vacation” go so much better. We re-connect with our friends, families, and colleagues in a relaxed state of mind with an openness to new ideas and fresh, out-of-the-box approaches. We are in the proper mental state to re-commit to the love of our lives: teaching and our students, and we can prepare for the newness of our fresh start to the school year by re-training with new things to try. Following the process is simply rejuvenating. That’s the feeling of teacher hygge.

After relaxing and re-grouping, want to re-connect, re-commit, and re-train without re-inventing the wheel? Check out these grade-level English-language arts curricular maps for you summer team and individual planning.

Curricular Maps for Grades 4, 5, 6, 7, 8

Summer Plannin’ for Grades 4, 5, 6, 7, 8

Summer plannin’ made easy! Day by day grammar, mechanics, spelling, and vocabulary plans for next year! A FREE curricular map completely aligned to the CCSS and ready to write in your planner. Want the grade-level CCSS alignment documents? They’re in there!

No need to re-invent the wheel this summer by applying the Common Core State Standards to your grade-level curricular mapping. For those “other than reading and writing” subjects we all need to teach (think grammar, mechanics, spelling, and vocabulary), check out these twice-per week curricular listings:

PREVIEW and DOWNLOAD the GRADE 4  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 5  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 6  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 7  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 8  CURRICULAR MAP HERE.

Following each curricular map are sample lessons from my own program (designed to teach each lesson in the curricular map), followed by the CCSS alignment documents.

Grammar/Mechanics, Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , , , , ,

Summer Teacher Mindfulness

Re-charge Batteries with Summer Teacher Mindfulness

Summer Teacher Mindfulness

It sometimes seemed as if it never would arrive, and then it showed up so surprisingly soon: summer! Built into every teacher is a certain life cycle, even if the teacher is teaching year-round, or (God-forbid) summer school. The anticipation of the weekends, holidays, breaks, and summer vacation is often more rewarding than the thing in-it-of-itself. This summer, let’s make the thing better than the lead-up.

I’m Mark Pennington, a teacher publisher and ELA teacher/reading specialist. Of course I want to sell you books, but I also care about my profession. Teaching is the love of my life, as it is for many of you. However, the research (with which I will not bore you) shows that more and more teachers are entering the profession with idealistic high hopes of truly making a difference in others’ lives, but crashing and burning within a few years. Even for veteran teachers, a 7, 17, or 27 year itch or even PTSD can threaten a meaningful career.

I’m not self-help guru, but I recently read an article in the Washington Post by Megan McDonough in which she highlights some of the thoughts of Finnish author, Miska Rantanen in his book, Pantsdrunk. Read that title again; you can’t make this stuff up.

I like people from Finland because one of my lifelong friends was a Finnish foreign exchange student back in high school and because everyone has heard that the Finnish educational system is the best in the world. My friend, Mika, says it isn’t, but that’s beside the point. Anyway, I saw the Finnish name, Miska, and decided to read the article. It’s about different cultural approaches to the latest American pop craze: mindfulness. The article confirms a few practices which I and some of my happiest colleagues have been doing during the summer to re-energize and re-charge.

All foreign language terms come from the Washington Post article.

One of the points of the article is that mindfulness means different things to different cultures. It’s purposes and practices can be completely different. It can also be religious or purely secular. If you are studying Zen Buddhism or the early Christian meditation practices, you will get different approaches and purposes. (The former’s goal is emptiness, while the latter’s goal is filling.) If you are a secular type, you may beg, borrow, and steal from either, any, or none. (My wife and teaching colleagues would agree that I’m an equal opportunity annoyer.) Anyway, the author’s purpose and mine is not to harmonize these different ideas of mindfulness and pretend that they are all the same. My purpose is to describe a few practices that seem to work for me and other teachers.

Since anyone with access to the Internet and a blog can coin a term these days, I’ll call it “Summer Teacher Mindfulness.” Since “Summer Teacher Mindfulness” is my own term, I get to make up my own ideas and practice. Join in if it makes sense to you. Teachers only. This is an exclusive club 🙂 like the staff-only bathroom.

Please feel free to add on your own ideas for each of these five steps in the comments section.

Summer Teacher Mindfulness? My take is that teachers need summer to Relax, Re-group, Re-connect, Re-commit, and Re-train.

Relax

It’s been a long year and you’ve worked hard. Perhaps no other profession is as emotionally draining. Non-teachers don’t understand how much students, colleagues, administrators, and parents take from you. Just like your phone, you have to re-charge your batteries. I say it’s okay to focus on yourself a bit. Didn’t Jesus say, “Love your neighbor as yourself” (Matthew 22:39 New International Version)? We focus on the first part, but can only do that well if we take care of the last part.

The Danes call their approach to a relaxed lifestyle, hygge (HOO-ga). They emphasize simple, cozy, comfortable living. Check out my related article, “Teacher Hygge” and learn how to take concrete steps toward living the good life. Nothing you don’t already know, but an encouragement to restore FUN in your life. Also, download my free grammar, usage, mechanics, spelling, and vocabulary curriculum maps in that same article to make your summer plannin’ easy.

Re-group

Relaxing allows us to take stock of our lives, to put things in perspective, and to see ourselves as we really are (warts and all). I’m a reading specialist and so I think about a technique to improve comprehension called metacognition. Essentially, metacognition means to think about thinking. That’s re-grouping. It’s deliberate and may take a portion of your summer, but my view is that we often skip this step and move from a week’s vacation (Relax) to re-connect to0 quickly with others and our profession. If you’re doing lesson planning on your Hawaiian vacation, you are are not relaxing nor re-grouping.

For me, two practical steps of re-grouping are walking and reading. I jump full-throttle into these summer disciplines as soon as I’ve relaxed a bit. These recreational

Teachers and Ikigai

Ikigai for Teachers

disciplines do just that: they re-create. The Japanese re-group with nature through movement. They call it ikigai (Ee-KEY-guy), or “reason for being.” The Norewegians re-group by embracing nature and use the term, friluftsliv (FREE-loofts-liv), to describe open-air living. I imagine Norwegians really have to make use of their summers for this practice, given the gloom they live in for much of the year. As soon as I’m done with this article, I’m going on a short hike.

Re-connect

We can’t lead self-focused lives forever, nor should we. We are teachers. Our focus in the teaching profession is giving the who and what plus how. We give of ourselves to students. If you haven’t figured this out yet, you won’t last long in our profession. Teaching is all about relationships. But in the summer we need to practice building (and re-building) relationships. A teacher’s positive relationships with family, friends, and community statistically correlates with positive professional relationships. So call your mom; hang with friends; get to know an unknown neighbor and do some volunteer work.

The Dutch practice these social re-connections and term it gezellig (Heh-SELL-ick). I don’t think the Dutch have Facebook or Instagram in mind. It’s all about re-connecting in person.

Of course we do have to (let’s go with “get to”) re-connect with what we teach and how we teach it.

Re-commit

Before you re-connect with work planning, take time to re-commit. I’m serious. Every teacher needs a solemn ceremony (it may need only last until you finish reading this article) to re-affirm our contract. It’s like reciting wedding vows in a re-commitment ceremony.

Recently, I attended my niece’s graduation from nursing school. The graduation involves a group recital of the The Nightingale Pledge, named in honor of Florence Nightingale. It’s a modified version of the Hippocratic Oath. The recitation is followed by a pinning ceremony in which registered nurses receive a specially designed pin bearing the name of their nursing school. It’s a tangible reminder of their professional commitment.

My summer re-commitment involves taking out and contemplating a simple framed pencil drawing, completed long ago by a friend upon receiving my teaching credential from U.C.L.A. It’s a simple drawing of a classroom scene in which I’m sitting among my students. You have your own re-commitment ceremony, but do it. Remind yourself of the privilege it is to teach and your idealist commitment to do so when you first began your teaching career. You didn’t get into this profession for the money; although, the vacations are not too bad 🙂

Part of a teacher’s re-commitment should include a commitment to a balanced work and home life. The Swedish practice this balance, “not too much and not too little” in their cultural philosophy called lagom (lah-GOM). One practice of lagom, which I plan to incorporate in my “Summer Teacher Mindfulness” is a daily break involving either a hot beverage or a treat. Yes to both.

Re-train

My strong advice is to do something new. Intentionally abandon some of what has proven to work for you and your students and try something different. For me, I’ve loved the flexibility of change within our profession. I’ve changed subject areas (history to reading to ELA), grade levels (I’ve taught elementary, middle school, high school, and community college), and schools. In the last few years I’ve tried literacy centers, interactive notebooks, Socratic seminars, and more. I’ve taken on new committee assignments and served on different district task forces. You get the idea. Change is good. We teachers love to learn and so re-training fills that need.

I will make one suggestion for re-training. Consider re-training your mindset from teaching to learning. Be about what and how students learn, not only about what and how you teach. There is not a distinction without a difference.

One way to focus on learning is to shift from a class to an individual student mindset. Here we go back to the relational component of our profession which I’ve already discussed. The best way to re-focus on the individual student’s needs? Assessment-based individualized instruction. That’s what my Pennington Publishing ELA and reading intervention resources are all about. Of course, we also teach grade-level Standards, but quick, accurate, whole-class assessments can determine what and how you teach to individual students. Want the assessments (absolutely free) that I use? Grammar and Usage, Mechanics, Spelling, Phonemic Awareness, Phonics, Sight Words and Syllables, Reading Fluency. Click below and I’ll send the assessment downloads with recording matrices to your email address. What a great way to re-train this summer!

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Grammar/Mechanics, Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , , ,

Orton-Gillingham Review

One Size Does Not Fit All Reading Instruction

One Size Does Not Fit All

I don’t usually spend much time critiquing reading intervention programs other than my own Teaching Reading Strategies. Obviously, as a publisher I have built-in bias, and I will end up this article with a convincing case as to why teachers should purchase my own products.

I did review the READ 180 Next Generation, System 44, and Language Live! programs because each program was piloted in local schools last year. However, recently I’ve been getting a number of inquiries regarding the Orton-Gillingham Approach, so I thought I’d offer my thoughts and cite relevant research studies regarding this program. Many of the same comments could be applied to similar approaches to reading instruction: the Spalding Method, Wilson Reading System, and Lindamood Bell.

Orton-Gillingham Quick Overview

Orton-Gillingham (O-G) has long been a favorite program of special education and home school teachers. Some parochial schools also favor the program, and recently more and more public schools have embraced parts of or the whole O-G  resources for response to intervention classes. Response to intervention programs use a multi-tiered approach to remedial reading both in and out of mainstream classes to meet the needs of older, struggling readers.

The program is chiefly selected for developmental and remedial readers because of two instructional characteristics: explicit, systematic phonics and a multi-sensory approach to sight words acquisition and spelling instruction. The program features movement and color to make learning memorable. The Wikipedia article provides a concise and balanced overview of the O-G history and instructional philosophy.

Orton-Gillingham Review: the Good, the Bad, and the Weird

The Good

Any teacher with some experience teaching reading will be able to teach the O-G program without extensive training. You don’t need the Orton-Gillingham certification to use its program resources. It’s not rocket science.

The highlight of the program is the instructional scope and sequence. Its phonics sequence makes sense and is similar to that of Open Court, READ 180, Language Live!, and my own program. Its systematic instructional approach is consistent and explicit. No synthetic, analytic, or analogous crossovers.

Good teachers can separate the wheat from the chaff. There is much value to the O-G program and many teachers swear by its results.

The Bad

The full program is not easy to implement and takes a significant amount of teacher prep for daily use. Additionally, new teachers will need the full O-G training. Because the program is so step-by-step, it takes an inordinate amount of time to achieve results for some beginning and remedial readers. Realistically, this is problematic for two reasons:

1. Teachers do not have unlimited time to prep, re-teach, re-teach, and re-teach until all students get it. Sometimes, skipping an unmastered skill, such as consonant digraphs, makes sense and students later master that skill in the midst of learning, say, consonant blends. This is not the O-G Approach. Furthermore, teachers, administrators, parents, and most importantly, students, want to see results quickly. This is especially true for older, struggling readers.

2. The program claims to be flexible, and it is in part; however, it does not yield on its systematic, explicit phonics methodology. The new position paper of the International Literacy Association correctly summarizes the reading research that explicit phonics instruction works, but that systematic instruction did not achieve better results than other approaches, despite claims to the contrary by the International Dyslexia Association (which does not advocate any one explicit, systematic phonics approach, but clearly favors that of Orton-Gillingham). In fact, the International Literacy Association specifically cites the lack of results with  the O-G Approach:

In their report on the effects of specific programs, the Orton-Gillingham (O-G) program had the lowest average effect size (0.23). The remainder of the programs ranged from 0.35 to 0.68 (p. 2-160). Looking further, only two of the O-G studies assessed comprehension, and the average effect size on comprehension was -0.03. Only one study reported a delayed assessment of comprehension, and the effect size was -0.81 (six months after
the completion of the intervention). That is minus 0.81—thus participation in an O-G program appears to have had a large negative impact on reading achievement in comparison with other intervention methods evaluated in the study.

Ouch! While I affirm the value of explicit, systematic phonics instruction and help teachers implement this approach with my 16 week sound-spelling blending and phonics workshops, I’ve taught enough beginning and remedial reading to know that every student does not learn in the same way. One size does not fit all. Sometimes, an onset-rime approach with rimes (word families), a syllable-by-syllable approach, or more word fluency will do the trick. My Teaching Reading Strategies program offers each of these alternative or both-and resources. Whatever it takes to get quickly to the end result: fluent readers with excellent reading comprehension. Begin with explicit, systematic phonics instruction for struggling readers; adjust as needed.

The Weird

Every reading program has its idiosyncrasies, mine included. For example, my 54 Sam and Friends Guided Reading Phonics Books, which support the comprehensive Teaching Reading Strategies program, are purely decodable with the exception of only two high frequency sight words per book. While every other collection of decodable guided reading or take-home books cheats a bit by adding in a few extra sight words to improve reading coherency and fluent reading, mine do not. It’s one of the weird features of my resources… butI think a good one that is less confusing to struggling readers.

Orton-Gillingham has its share of idiosyncrasies. As teachers are trained in the O-G Approach, most will shake their heads at some of program practices, deemed essential to O-G purists. Two philosophical tenets of the program are simply unfounded and influence some instructional components:

1. Dyslexia is championed as the root cause of reading problems. In fact, Samuel Orton coined the term back in the 1920s. Recently, the influential International Literacy Association (formerly the International Reading Association) published a position paper which debunks dyslexia. The International Dyslexia Association, which affirms the Orton-Gillingham Approach, weighed in on the position paper. The International Literacy Association refuted point-by-point each of the O-G assertions. Read about the controversy in my article, Dyslexia Is Not Real. The gist of my position is that reading difficulties are not learning disabilities which cannot be cured, but only treated with coping mechanisms:

“Dyslexia is a neurological condition caused by a different wiring of the brain. There is no cure for dyslexia and individuals with this condition must learn coping strategies” (https://dyslexiaida.org/dyslexia-at-a-glance/).

Instead, I’ve found that quality assessment-based instruction can, indeed, cure what needs to be cured for struggling readers.

2. Orton-Gillingham’s multi-sensory approach does not have a solid research base. Following is the gist of this methodology:

Orton-Gillingham teaching sessions are action-oriented and involve constant interaction between the teacher and the student and the simultaneous use of multiple sensory input channels reinforcing each other for optimal learning. Using auditory, visual, and kinesthetic elements, all language skills taught are reinforced by having the student listen, speak, read and write. For example, a dyslexic learner is taught to see the letter A, say its name and sound and write it in the air–all at the same time. The approach requires intense instruction with ample practice. The use of multiple input channels is thought to enhance memory storage and retrieval by providing multiple “triggers” for memory (https://wiki2.org/en/Orton-Gillingham).

Although all good teaching involves the learners’ variety of sensory experiences, the zealous focus on multi-sensory practice in the O-G Approach is extraneous or a waste of time, at best, and counterproductive, at worst. For example, writing spellings in the air reinforce the long-discredited notion that spelling is a visual skill. Most teachers stopped tracing letters and memorizing letter shapes decades ago. Spelling is primarily an auditory skill, which is ironically reinforced throughout the phonemic awareness and phonics instructional components of the O-G program.

For more regarding the research on multi-sensory approaches, learning styles, and multiple intelligences, check out my article, Don’t Teach to Learning Styles and Multiple Intelligences.

Comparing the Teaching Reading Strategies Program to the Orton-Gillingham Approach

The Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE follow nearly the same instructional phonics sequence as Orton-Gillingham and both programs provide explicit, systematic phonics instruction. However, Teaching Reading Strategies includes all the other resources teachers need to teach to each unique learner with assessment-based instruction. My program is designed exclusively for reading intervention. Resources are catered to older, struggling readers who have not yet mastered the basics of reading.

Unlike Orton-Gillingham, the Teaching Reading Strategies program helps teachers isolate and teach to the specific needs of struggling readers with targeted instruction.

Unlike Orton-Gillingham, the Teaching Reading Strategies program is much more flexible and cheaper!

Unlike Orton-Gillingham, my training program is free and included. Step-by-step videos introduce the instructional strategies. This program is user-friendly and requires only minimal prep and correction. Here’s an overview of the program:

Teaching Reading Strategies provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

The value-priced BUNDLE includes the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

I just visited your website and, oh my, I actually felt my heart leap with joy! I am working with one class of ESL students and two classes of Read 180 students with behavior issues and have been struggling to find methods to address their specific areas of weakness. I am also teaching three senior level English classes and have found them to have serious deficits in many critical areas that may impact their success if they are attending college level courses in a year’s time. I have been trying to find a way to help all of them in specific and measurable ways – and I found you! I just wanted to thank you for creating these explicit and extensive resources for students in need. Thank you!

Cathy Ford

By the way, I got Sam and Friends a few weeks ago, and I love it. I teach ESL in S Korea. Phonics is poorly taught here, so teaching phonics means going back to square one. Fortunately, Sam and Friends does that and speeds up pretty quickly. I also like that I can send it home and not charge the parents – we all love that.  I like it a lot! It’s also not about something stupid, like cats and dogs. 

Joseph Curd

I work with a large ELL population at my school.Through my research in best practices, I know that spelling patterns and word study are so important. However, I just couldn’t find anything out there that combines the two. The grade level spelling program and remediation are perfect for my students. 

Heidi

 

 

Reading, Spelling/Vocabulary , , , , , , , , , , , ,

Summer School Reading Intervention

Summer School Reading Intervention Program

Summer School Reading Intervention

More and more schools are seeing the value of summer school as an option for intensive reading intervention. Whether students are assigned to the program or elect to do so, the summer school teacher needs the most effective, assessment-based program to get results in the shortest amount of time. Time is always a factor in reading intervention. I’ve never heard a teacher complain that “We just have too much time for reading instruction.”

This program includes condensed resources from my full-year or half-year intensive reading intervention program, Teaching Reading Strategies (description below). This comprehensive program has been designed for upper elementary, middle school, high school, and adult non-readers and below grade level readers with low fluency, poor comprehension, and lack of decoding skills. However, this comprehensive program is not always conducive to the wide variety of school schedules and variables of program funding. Since Teaching Reading Strategies is an un-canned, flexible program, the resources are ideal for less amount of instructional time. This is not to say that fewer instructional hours will produce the same results as a longer, more comprehensive program, but some is considerably better than none.

Due to many requests from time-pressed teachers, I’ve scaled down my comprehensive program to a fast-paced summer school program of 45 hours. For some schools, the summer school reading intervention schedule consists of 3 weeks of 3 hours per day; others allot 6 weeks of 90 minutes per day instruction; some provide 9 weeks of 1 hour per day. No matter the schedule, I’m confident that you, your students, administrators, and parents will make significant, measurable progress in those 45 total instructional hours.

Since teachers can’t accomplish all that most struggling readers need in the limited amount of instructional time, certain priorities will have to be established. Trying to cover everything in a comprehensive reading intervention program within 45 hours will yield poor results. Instead, let’s focus on the BIG 3: phonics, reading fluency, and reading comprehension.

The Summer School Reading Intervention program consists of diagnostic assessments, direct instruction, small group workshops, and individualized practice. Four helpful training videos are included to help teachers at all levels of experience do a fantastic job with these reading resources:

INSTRUCTIONAL COMPONENTS

Diagnostic Assessments

Vowel Sounds Phonics Assessment (with audio file)
Consonant Sounds Phonics Assessment (with audio file)
“Pets” Fluency Assessment
Phonics and Fluency Mastery Matrix

Direct Instruction

Animal Sound-Spelling Card Chants (three audio files)
Animal Sound-Spelling and Consonant Blend Cards
Sound−by−Sound Spelling Blending
Vowel Transformers (Syllabication)

Small Group (Literacy Center) Instruction

Phonics Workshops with Formative Assessments
 Short Vowels
 Silent Final e
 Consonant Digraphs
 Consonant Blends
 Long Vowels
 Diphthongs
 r and l−controlled Vowels

Individualized Instruction

43 Animal Fluency Articles (3 YouTube Modeled Readings Each—129 Videos) and Timing Charts
43 SCRIP Comprehension Worksheets

Fun!

Phonics Card Games

Want to check out this program? See Summer School Reading Intervention on Teachers Pay Teachers. Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

I just visited your website and, oh my, I actually felt my heart leap with joy! I am working with one class of ESL students and two classes of Read 180 students with behavior issues and have been struggling to find methods to address their specific areas of weakness. I am also teaching three senior level English classes and have found them to have serious deficits in many critical areas that may impact their success if they are attending college level courses in a year’s time. I have been trying to find a way to help all of them in specific and measurable ways – and I found you! I just wanted to thank you for creating these explicit and extensive resources for students in need. Thank you!

Cathy Ford

By the way, I got Sam and Friends a few weeks ago, and I love it. I teach ESL in S Korea. Phonics is poorly taught here, so teaching phonics means going back to square one. Fortunately, Sam and Friends does that and speeds up pretty quickly. I also like that I can send it home and not charge the parents – we all love that.  I like it a lot! It’s also not about something stupid, like cats and dogs. 

Joseph Curd

I work with a large ELL population at my school.Through my research in best practices, I know that spelling patterns and word study are so important. However, I just couldn’t find anything out there that combines the two. The grade level spelling program and remediation are perfect for my students. 

Heidi

Reading , , , , , , , , ,

Misleading Educational Malpractice

Educational Trends and Fads

Misleading Educational Malpractice

A number of years ago I wrote a few articles detailing crazy educational fads and trends. Check out “Crazy Reading Fads” for a laugh and “Top Twelve Spelling Trends and Fads” for a shake-your-head-and-sigh read.

However, a number of crazy educational fads and trends have had significant staying power over the years. I’ve gathered a selection of articles I’ve written regarding these movements, programs, philosophies, mindsets, and educational practices that I find to lack some degree of educational merit. I find some of their claims to be misleading or outright wrong. I find many of their educational applications to be misdirected at best or malpractice at worst.

As an educational publisher I’ve written these articles to highlight problems regarding these fads and trends, criticize misapplication of educational research, and (of course) promote my own curricular products. The latter disclaimer hasn’t colored my viewpoints, but states the obvious: I’m writing these articles, in large part, to publicize my products. By now, educators have come to terms with the commercialization of the Internet. I trust educators to be significantly savvy about this strange bedfellows of facts, opinions, and marketing. Some of my article content does lend itself to a call to action (to consider purchasing my resources) , but most does not. My author/product promotions reside at the end of articles, per traditional usage. I usually offer some sort of educational freebie at the end of my articles to entice readers to the article and offer examples of my products.

My take is that you won’t agree with all my positions in these articles; however, reading a contrary viewpoint always makes me think more than reading something that is in lock-step with my own opinions. You might feel the same way. I invite your comments.

“Why Daily Oral Language (D.O.L.) Doesn’t Work”

D.O.L. is for teachers who want to cover grammar, not really teach it. The Common Core grammar, usage, and mechanics are rigorous and require an investment of class time to help students master these Standards.

“Dyslexia is Not Real”

As a reading specialist, I can assure teachers, parents, and students that anyone without significant cognitive impairment can learn to read. Dyslexia is not a neurological disorder. Read how the International Literacy Association supports my viewpoint.

“Don’t Teach Reading Comprehension”

There is no program to teach reading comprehension. Teach the content and skills of reading, provide plenty of practice, and comprehension will improve.

“Don’t Teach to Learning Styles and Multiple Intelligences”

It’s time to give up the visual, auditory, and kinesthetic learning styles theory, as well as Howard Gardner’s multiple intelligences theory. Although intuitively, these theories seem to have some merit, there is no research-base confirming these ideas and certainly no different instructional procedures are warranted.

“Should We Teach Reading Strategies?”

We test for main idea, inferences, etc., but should we teach and practice these reading comprehension strategies? The reading research is fascinating on this subject.

“Close Reading: Don’t Read Too Closely”

With the advent of the Common Core State Standards, the authors promotion of close reading has convinced teachers that it is newest and greatest reading strategy. Close reading is neither new, nor does it warrant excessive practice: Some? Yes; Everyday? No.

“The 18 Reasons Not to Use Accelerated Reader”

Accelerated Reader is used everywhere and has many die-hard advocates. However, before jumping on the bandwagon, check out this article and the dozens of comments. Plenty of FREE alternatives are available to create schoolwide and classroom independent reading programs with better results and less drama.

*****

Mark Pennington, M.A. Reading Specialist, is the author of numerous assessment-based ELA and reading intervention programs. Check out Pennington Publishing for FREE ELA and reading assessments, articles, and classroom-tested teacher resources.

Grammar/Mechanics, Reading, Spelling/Vocabulary, Writing

Flexible Phonics Instruction

I’ve been spending time on the International Literacy Association (ILA) website. Notice the name change. As I suggested in a related article, “There appears to be a new sheriff in town.”

As a reading specialist, I once was quite involved with the affiliate California Reading Association of the International Reading Association (the old name for the ILA). I dutifully attended both organization’s conferences, was involved in my local council, and even served on the secondary board for the California Reading Association. However, I eventually decided to drop my membership and involvement in the late 1980s. Others did as well. The California Reading Association conference used to draw 20,000 to its annual northern and southern state conferences, but attendance dwindled to less than 3,000. My take is that the organizations’ advocacy of “balanced literacy” (an updated branding of “whole language”) was simply out of step with the findings of the National Reading Panel and the back-to-phonics movement.

Fast forward 30 years. Reading specialists, reading intervention teachers, and parents may be surprised to learn that new position papers published on the ILA website uphold the last thirty years of reading research and validate the findings of the National Reading Panel. The venerable institution now supports direct instruction of phonological awareness (phonemic awareness) and phonics. Plus, the organization’s position paper on reading fluency properly re-focuses fluency instruction on accuracy and warns against too-much attention to reading speed. Check out my article titled “Reading Fluency ILA Position” for more.

Now to the phonics issue…

The ILA website also includes a position paper with addendum regarding dyslexia. In “Dyslexia: Response to the International Dyslexia Association,” the ILA questions

Dyslexia Does Not Exist

Dyslexia Is Not Real

whether dyslexia is, indeed, a diagnosable condition and advocates abandoning the term, dyslexia, altogether.Wow. At last I can come out of the shadows on this issue. Check out my summary of the debate and my own position in”Dyslexia Is Not Real.”

Additionally, the ILA challenges the dyslexia organization’s interpretations of the research-base on explicit, systematic phonics instruction. The International Dyslexia Association (IDA) claims that “Dyslexia is a neurological condition caused by a different wiring of the brain. There is no cure for dyslexia and individuals with this condition must learn coping strategies (https://dyslexiaida.org/dyslexia-at-a-glance/). The key coping mechanism, according to the IDA, is explicit, systematic phonics instruction. The IDA does not advocate a specific phonics program, but the Orton-Gillingham Approach is clearly a favorite. After all, Orton coined the term, dyslexia, as early as 1925.

International Literacy Association’s Critique on Explicit, Systematic Phonics (See Research Advisory Addendum)

The writers of the ILA addendum agree with the the authors of the National Reading Panel (2000) that “The conclusion supported by these findings is that various types of systematic phonics approaches are significantly more effective than non-phonics approaches in promoting substantial growth in reading” (2-93).

Interpretation: The ILA supports systematic phonics instruction for developing and struggling (remedial) readers.

However, the ILA addendum states, “The (National Reading) Panel compared three different approaches to phonics instruction (synthetic, larger unit phonics, and miscellaneous phonics approaches) and found no difference between them—thus the approach advocated by IDA (explicit, systematic phonics) cannot be claimed to be preferable: There is no certifiable best method for teaching children who experience reading difficulty.

Interpretation: The reading research does not support only one approach to phonics instruction as the dyslexia association claims.

The addendum continues, “In their report on the effects of specific programs, the Orton-Gillingham (O-G) program had the lowest average effect size (0.23). The remainder of the programs ranged from 0.35 to 0.68 (2-160). Looking further, only two of the O-G studies assessed comprehension, and the average effect size on comprehension was -0.03. Only one study reported a delayed assessment of comprehension, and the effect size was -0.81 (six months after the completion of the intervention). That is minus 0.81—thus participation in an O-G program appears to have had a large negative impact on reading achievement in comparison with other intervention methods evaluated in the study”

Magic Elixir for Reading Problems

Snake Oil Cure-All for Reading Problems

Interpretation: The pet program of many dyslexia advocates, Orton-Gillingham, is ineffective when used as the only component of reading instruction. However, the National Reading Panel Report, itself, adds an important caveat:

As with any instructional program, there is always the question: “Does one size fit all?” Teachers may be expected to use a particular phonics program with their class, yet it quickly becomes apparent that the program suits some students better than others. In the early grades, children are known to vary greatly in the skills they bring to school. There will be some children who already know most letter-sound correspondences, some children who can even decode words, and others who have little or no letter knowledge. Should teachers proceed through the program and ignore these students? Or should they assess their students’ needs and select the types and amounts of phonics suited to those needs? Although the latter is clearly preferable, this requires phonics programs that provide guidance in how to place students into flexible instructional groups and how to pace instruction. However, it is common for many phonics programs to present a fixed sequence of lessons scheduled from the beginning to the end of the school year. Finally, it is important to emphasize that systematic phonics instruction should be integrated with other reading instruction to create a balanced reading program. Phonics instruction is never a total reading program.

Interpretation: The Orton-Gillingham, Wilson, Slingerland, Open Court, etc. explicit, systematic phonics programs may be ideal instructional components as part of a total reading program to some, but not all students in a class, but not as the only solution to all reading problems and to all readers.

Evaluation: The Need for Flexible, Assessment-based Phonics Instruction and More

There is no doubt that explicit, systematic phonics instruction has its place in reading instruction. As a reading specialist and reading intervention teacher, I have found much greater instructional continuity and success with an A to Z scope and sequence of comprehensive phonics instruction than with hodge-podge synthetic, analytic, embedded, or onset-rime approaches. However, explicit, systematic phonics instruction has to be quick and to the point with both developing and older remedial readers.

Additionally, good phonics instruction is assessment-based and flexible. As the National Reading Panel Report Conclusion points out, learners have different skill-sets. How does individualized instruction mesh with a comprehensive phonics program? In my Teaching Reading Strategies reading intervention program, the teacher begins each class with 5-minute sound-spelling blending practice in a 16-week instructional sequence to learn all the sounds and spellings of the alphabetic code. Students continue in 15-minute assessment-based phonics workshops. Some students need practice in diphthongs; some don’t. Diagnostic and formative assessments drive instruction.

Other students need phonemic awareness activities; most need work on syllabication, conventional spelling patterns, and fluency practice.

All students need reading comprehension practice. My expository comprehension articles and Sam and Friends Guided Reading Phonics Books provide the means.

In other words, the teacher is front and center in my program and should be in whatever amalgamation of reading resources a good teacher uses to meet the needs of her students. Phonics instruction? Absolutely. Flexible phonics instruction? Even better.

Want a FREE treasure-trove of reading assessments, including audio files and recording matrices, for struggling readers? Click this article on reading assessment. Once you check out these comprehensive assessments, you’ll want the assessment-based resources to make a difference for your struggling readers.

*****

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

I just visited your website and, oh my, I actually felt my heart leap with joy! I am working with one class of ESL students and two classes of Read 180 students with behavior issues and have been struggling to find methods to address their specific areas of weakness. I am also teaching three senior level English classes and have found them to have serious deficits in many critical areas that may impact their success if they are attending college level courses in a year’s time. I have been trying to find a way to help all of them in specific and measurable ways – and I found you! I just wanted to thank you for creating these explicit and extensive resources for students in need. Thank you!

Cathy Ford

By the way, I got Sam and Friends a few weeks ago, and I love it. I teach ESL in S Korea. Phonics is poorly taught here, so teaching phonics means going back to square one. Fortunately, Sam and Friends does that and speeds up pretty quickly. I also like that I can send it home and not charge the parents – we all love that.  I like it a lot! It’s also not about something stupid, like cats and dogs. 

Joseph Curd

I work with a large ELL population at my school.Through my research in best practices, I know that spelling patterns and word study are so important. However, I just couldn’t find anything out there that combines the two. The grade level spelling program and remediation are perfect for my students. 

Heidi

Literacy Centers, Reading, Spelling/Vocabulary , , , , , , , , , , , , , , , , , , , ,

Dyslexia Is Not Real

Dyslexia Does Not Exist

Dyslexia Is Not Real

The International Literacy Association (ILA) recently (2016) released a position paper on dyslexia. The paper is mildly critical of those who tend to attribute reading difficulties to dyslexia. The paper, like many organizational position statements, pitches a few softballs at the International Dyslexia Association (IDA).

The IDA fired back with its own critique of the ILA’s position paper. In its response, the IDA criticizes what it perceives as misinterpretations of the research studies regarding dyslexia.The game quickly changed from softball to hardball.

The ILA had its ducks in a row (Was the organization anticipating a response from the IDA?) and tore into the ILA’s critique with an addendum to its original position paper: “Dyslexia: Response to the International Dyslexia Association.” In the addendum the ILA questions whether dyslexia is, indeed, a diagnosable condition, disputes the IDA’s advocacy of a one-size-fits-all solution to reading problems, i.e., systematic, explicit phonics instruction, and advocates abandoning the term, dyslexia, altogether. Quite a strong position paper from such a venerable reading institution!

As a reading specialist, I whole-heartedly agree with the International Literacy Association, even though I provide a strand of systematic, explicit phonics instruction in my own reading intervention program (among other approaches to reading remediation).

Why dyslexia is not real and why educators should stop using the term.

The International Dyslexia Association offers a variety of definitions regarding dyslexia (bolded terms mine):

“Dyslexia is a neurological condition caused by a different wiring of the brain. There is no cure for dyslexia and individuals with this condition must learn coping strategies” (https://dyslexiaida.org/dyslexia-at-a-glance/).

“Dyslexia is, above all, a condition that impedes reading acquisition” (https://dyslexiaida.org/ida-urges-ila-to-review-and-clarify-key-points-in-dyslexia-research-advisory/).

Essentially, in these two definitions the IDA uses condition as if dyslexia is an identifiable, measurable reality. It is not. When advocates of dyslexia trot out brain scans of struggling readers purportedly with this condition and compare to different-looking scans of good readers, they beg the question. In other words, they assume what has not yet been proven. We know so little about the brain and to attribute brain abnormalities to dyslexia is simply poor science.

And such a strange use of the term, condition! By way of contrast, sunburn is a good example of a real, identifiable, and measurable condition. It can be diagnosed with reliable and valid measures. It is positively correlated with overexposure to ultra violet rays. It has predictable effects: pain, increased body temperature, and sometimes chills. It can be treated with aloe vera (some claim) and heals over time. It can be prevented by using sunscreen. Sunburn has all the qualities of a real, identifiable, measurable condition; dyslexia does not.

Following is another more detailed definition of dyslexia, adopted by the IDA Board of Directors, Nov. 12, 2002 (bolded terms mine):

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (https://dyslexiaida.org/definition-of-dyslexia/).

Notice the multiplicity of reading problems purportedly attributed to dyslexia. Any first year grad student knows the unlikelihood of establishing a statistically significant correlation between a single cause and more than one effect. Just as any savvy consumer knows how to spot an invented condition by its wide variety of effects (effects which just so happen to be shared by many of us).

For example,

In 1990, E. Denis Wilson, a medical doctor in Florida invented what he modestly called “Wilson’s Temperature Syndrome” –a new condition he claimed was widespread, and causing a huge array of symptoms: fatigue, headaches, irritability, fatigue, dry skin, asthma, allergies and more. Wilson claimed his condition could be diagnosed by measuring body temperature. A lower than normal temperature confirms the diagnosis. According to Wilson, it was the slight reduction in body temperature that apparently causes the body’s metabolic pathways to function-sub-optimally, causing the vague symptoms reported. Your medical doctor doesn’t diagnose Wilson’s Temperature Syndrome because it’s a fake disease (https://sciencebasedmedicine.org/naturopathy-vs-science-fake-diseases).

To popularize invented conditions, proponents frequently promote simplistic diagnostic tests. Of course, I tested positive (as will most people) on the “Wilson Temperature Syndrome” test. By the way, I also tested border-line positive on the International Dyslexia Association’s “Dyslexia Self-Assessment for Adults” (Fran Levin Bowman, M.Ed. & Vincent Culotta, Ph.D., Copyright, 2010, All Rights Reserved).

Such tests lend credence to the notion that the condition is more prevalent than many would believe. The “you are not in this alone” assurance tends to be a key marketing strategy. The International Dyslexia Association claims that “Dyslexia affects 1 in 10 individuals, many of whom remain undiagnosed and receive little or no intervention services” (https://dyslexiaida.org/dyslexia-test).

Wilson recommended the use of thyroid hormone (T3) to treat his syndrome. Note that an invented condition always seems to have a snake-oil cure-all.

Magic Elixir for Reading Problems

Snake Oil Cure-All for Reading Problems

The International Dyslexia Association has systematic, explicit phonics instruction as its treatment and plenty of resources in its website’s bookstore.

But why not simply agree to use the term, dyslexia, as a catch-all word for reading problems? Indeed, many reading teachers and reading specialists have chosen to adopt this definition to make peace with their special education colleagues (who tend to view dyslexia as a learning disability). As an aside, many in the homeschooling movement have also bought into the dyslexic diagnosis as a key reason why some students have not achieved reading or math success in the public schools.

It would be tempting to do so; however, continuing to use this term, dyslexia, is counterproductive. The IDA’s classification of dyslexia as an incurable learning disability precludes using the term as a convenient synonym for reading problems. Although many struggling readers are certainly well-served with the explicit, systematic phonics approach advocated by those in the dyslexic camp, this instructional remedy and others should not be promoted as mere coping mechanisms. Reading specialists and reading intervention teachers know that targeted, assessment-based instruction can cure reading problems, not just provide simple band-aids.

To close, I agree with the conclusion of the International Literacy Association in its position paper addendum responding to the criticisms of the International Dyslexia Association:

“In other words, there is no empirical basis for the use of the term dyslexic to distinguish a group of children who are different from others experiencing difficulty acquiring literacy (“Dyslexia: Response to the International Dyslexia Association“).

Reading is a complex and multi-faceted process. Let’s abandon the use of dyslexia–an artificial and counterproductive construct with no research base.

*****

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. My own snake oil to sell 🙂 Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops (explicit, systematic phonics instruction) with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

I just visited your website and, oh my, I actually felt my heart leap with joy! I am working with one class of ESL students and two classes of Read 180 students with behavior issues and have been struggling to find methods to address their specific areas of weakness. I am also teaching three senior level English classes and have found them to have serious deficits in many critical areas that may impact their success if they are attending college level courses in a year’s time. I have been trying to find a way to help all of them in specific and measurable ways – and I found you! I just wanted to thank you for creating these explicit and extensive resources for students in need. Thank you!

Cathy Ford

By the way, I got Sam and Friends a few weeks ago, and I love it. I teach ESL in S Korea. Phonics is poorly taught here, so teaching phonics means going back to square one. Fortunately, Sam and Friends does that and speeds up pretty quickly. I also like that I can send it home and not charge the parents – we all love that.  I like it a lot! It’s also not about something stupid, like cats and dogs. 

Joseph Curd

I work with a large ELL population at my school.Through my research in best practices, I know that spelling patterns and word study are so important. However, I just couldn’t find anything out there that combines the two. The grade level spelling program and remediation are perfect for my students. 

Heidi

Literacy Centers, Reading, Spelling/Vocabulary , , , , , , , , , , ,