7 episodes

Literacy Principles
WITH JANE SEWARD AND ROBI ALSTROM
In 2007, Jane brought her belief to ESSDACK that teaching reading really is “rocket science.” Her passion for literacy is shared with teachers as she sees them empowered in their ability to teach a broader range of students to read at grade level. Prior to ESSDACK, Jane was an elementary teacher before spending seven years as the reading specialist for South Central Kansas Special Education Cooperative in Pratt.




Robi possesses a variety of teaching experiences at the middle school, high school, and community college levels. She has taught English, social studies, at-risk reading, and special education, but her true passion is helping struggling readers. By sharing her knowledge of reading with other teachers, Robi hopes to impact the reading achievement of more students. Along with teaching reading, Robi loves brain research and all things ELA. She is a self-proclaimed Grammar Queen.



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Literacy Principles Remarkable Chatter

    • Language Learning

Literacy Principles
WITH JANE SEWARD AND ROBI ALSTROM
In 2007, Jane brought her belief to ESSDACK that teaching reading really is “rocket science.” Her passion for literacy is shared with teachers as she sees them empowered in their ability to teach a broader range of students to read at grade level. Prior to ESSDACK, Jane was an elementary teacher before spending seven years as the reading specialist for South Central Kansas Special Education Cooperative in Pratt.




Robi possesses a variety of teaching experiences at the middle school, high school, and community college levels. She has taught English, social studies, at-risk reading, and special education, but her true passion is helping struggling readers. By sharing her knowledge of reading with other teachers, Robi hopes to impact the reading achievement of more students. Along with teaching reading, Robi loves brain research and all things ELA. She is a self-proclaimed Grammar Queen.



Subscribe to this podcast and many others!

    Terry Clinefelter – Pathways to Reading (Literacy Principles #7)

    Terry Clinefelter – Pathways to Reading (Literacy Principles #7)

    http://traffic.libsyn.com/remarkablechatter/LP_Reading_Pathways.mp3

    Pathways to Reading is a teacher professional learning model and reading curriculum.  Join Jane as she explores this model with the author and founder, Terry Clinefelter.

    Jane Seward can be contacted at:

    janes@essdack.org

    Twitter @JaneSeward2

    Robi Alstrom can be contacted at:

    robia@essdack.org

    Facebook

    • 16 min
    Principal 4 Part 2: “The Young Child’s Brain” (Literacy Principal #6)

    Principal 4 Part 2: “The Young Child’s Brain” (Literacy Principal #6)

    http://traffic.libsyn.com/remarkablechatter/LP_6.mp3

    Principle 4 (Part 2): “The young child’s brain prepares to read far earlier than one might ever suspect, making use of almost all the raw material of early childhood.”  Maryanne Wolf

    Reading aloud to a young child develops the important structures that are foundational to the brain’s reading system.  Oral language development is directly related to the number of hours that children are engaged in meaningful conversation with an adult.  These conversations as well as the hours spent listening to books are predictors of later reading achievement.  Join Robi and Jane as they explore the world of early childhood.

    Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. Harper: New York.

    Jane Seward can be contacted at:

    janes@essdack.org

    Twitter @JaneSeward2

    Robi Alstrom can be contacted at:

    robia@essdack.org

    Facebook



     

     

    • 14 min
    Principle 4: “The Young Child’s Brain” (Literacy Principles #5)

    Principle 4: “The Young Child’s Brain” (Literacy Principles #5)

    http://traffic.libsyn.com/remarkablechatter/Lp_5.mp3

    Principle 4 (Part 1): “The young child’s brain prepares to read far earlier than one might ever suspect, making use of almost all the raw material of early childhood.”  Maryanne Wolf

    Reading aloud to a young child develops the important structures that are foundational to the brain’s reading system.  Oral language development is directly related to the number of hours that children are engaged in meaningful conversation with an adult.  These conversations as well as the hours spent listening to books are predictors of later reading achievement.  Join Robi and Jane as they explore the world of early childhood.

    Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. Harper: New York.

    Jane Seward can be contacted at:

    janes@essdack.org

    Twitter @JaneSeward2

    Robi Alstrom can be contacted at:

    robia@essdack.org

    Facebook

     

    • 14 min
    Principle 3: Efficient Word Recognition (Literacy Principle #4)

    Principle 3: Efficient Word Recognition (Literacy Principle #4)

    http://traffic.libsyn.com/remarkablechatter/LP_4.mp3

    Principle 3: Efficient word recognition is essential to reading comprehension.

    Decades of research support the need for explicit and systematic phonics instruction.  Both decoding and language comprehension abilities are necessary for reading, and both must be strong.  Strength in one area (decoding or language comprehension) cannot compensate for a deficit in the other area.  Join Robi Alstrom and Jane Seward for guidelines on accurate and automatic word recognition.

    http://www.nationalreadingpanel.org/

    Mehta, P.D., Foorman, B.R., Branum-Martin, L. & Taylor, W.P. (2005) “Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1-4.” Scientific Studies of Reading 9(2), 85-116.

    Jane Seward can be contacted at:

    janes@essdack.org

    Twitter @JaneSeward2

    Robi Alstrom can be contacted at:

    robia@essdack.org

    Facebook

    • 12 min
    Principle 2: Reading Is The Product Of Word Recognition and Oral Language Comprehension (Literacy Principles #3)

    Principle 2: Reading Is The Product Of Word Recognition and Oral Language Comprehension (Literacy Principles #3)

    http://traffic.libsyn.com/remarkablechatter/LP_3.mp3



    The Simple View of Reading is a formula based on the widely accepted view that reading has two basic components.  As a result, the child’s fundamental task in learning to read is to discover how print maps onto their existing spoken language.  Keeping the Simple View of Reading in mind helps teachers address instruction to both sides of the reading equation.  Join Robi Alstrom and Jane Seward as they help educators understand that literacy instruction is not an equal balance at all times.

     

    *The Simple View of Reading  (Gough & Tunmer, 1986)

    Gough, P., & Tunmer, W. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.

    Jane Seward can be contacted at:

    janes@essdack.org

    Twitter @JaneSeward2

    Robi Alstrom can be contacted at:

    robia@essdack.org

    Facebook

    Principle 1: Reading Isn’t A Natural Process (Literary Principles #2)

    Principle 1: Reading Isn’t A Natural Process (Literary Principles #2)

    http://traffic.libsyn.com/remarkablechatter/lp2.mp3

    Principle 1: Reading isn’t a natural process.

    It is an acquired act that must be learned at a conscious level.

    Rich text experiences aren’t enough for a student to become a proficient reader.  However, reading instruction is one area in which we have strong guidance from science.  Because written language is different from spoken language, teachers must be intentional to provide instruction to develop the reading circuitry.  Join Robi Alstrom and Jane Seward as they discuss taking action to ensure explicit and systematic instruction.

    Jane Seward can be contacted at:

    janes@essdack.org

    Twitter @JaneSeward2

    Robi Alstrom can be contacted at:

    robia@essdack.org

    Facebook

    • 12 min

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