Heartfelt thanks to Dr. Maryanne Wolf for adding her thoughts this piece More the same than different Many of us assume that, because each child is a unique human being, every child learns to read in a different way. This widespread misconception causes unnecessary difficulty for teachers and for our students. “It is simply not true that there are hundreds of ways to learn to read… when it comes to
Shame is no rallying cry
September 11, 2019
Teacher guilt is a compelling topic and it’s found its way into Emily Hanford’s reporting more than once. In Hard Words: After learning about the reading science, these teachers were full of regret. “I feel horrible guilt,” said Ibarra, who’s been a teacher for 15 years. “I thought, ‘All these years, all these students,’” said Bosak, who’s been teaching for 26 years. To help assuage that guilt, the Bethlehem school
There’s Comfort In Being Wrong
August 10, 2019
Teacher (in a panic): “It can’t be wrong.” Me (softly): “Why not?” Teacher: “Because if it’s wrong and I’ve been doing it for years, then what does that mean for the kids?” Me: “I know, but another teacher said to me, ‘What about the kids we haven’t had yet?’” To consider that we may be wrong is scary. In her TedTalk, On Being Wrong (https://bit.ly/31o0V1o) Kathryn Schulz asks the audience:
Teachers Won’t Embrace Research Until It Embraces Them
July 19, 2019
I understand why advocates, researchers, and policymakers who feel the urgency of our literacy crisis are frustrated when teachers don’t embrace reading science. But my entry into the world of reading research was difficult, and while I take pride in my determination to learn, I understand why other teachers might be deterred. If we want teachers to apply research, it may be helpful to think about why they aren’t. I’ll
Open Letter: lives depend on literacy; lives depend on us
June 3, 2019
Teachers are lauded for our martyrdom- “other professions make money, but teachers make a difference”- and frequently bashed , so rarely will we publicly voice our self-doubt. When we’re driving home after a hard day or lying awake at night, we may think about students who struggled. Despite (or perhaps because of) our tireless efforts, we wonder, years after they leave us, “Was there something more I could have done?”
