RESOURCES
for
Ep 43. How advocacy is changing reading instruction
with Jamie Metsala
The transcript for this episode is here.
You can listen to the episode here: Chalk & Talk Podcast.
SBAR (Situation, Background, Assessment, Recommendation) on the right to read
SBAR: The Right to Read in Nova Scotia (Authored by Jamie Metsala, 2022)
Reports and Inquiries
Right to Read Inquiry Report (Ontario Human Rights Commission, 2022)
Lifting the Curtain on EQAO Scores (International Dyslexia Association Ontario, 2021)
U.S. National Reading Panel Report (National Institute of Child Health and Human Development, 2000)
Rose Report (UK Department for Education and Skills, 2006)
Equitable Education for Students with Reading Disabilities in Saskatchewan’s K to 12 Schools: A Systemic Investigation Report (Saskatchewan Human Rights Commission, 2023)
Geoffrey Moore Case (Supreme Court of Canada, 2012)
Teaching Reading: Report and Recommendations (National Inquiry into the Teaching of Reading in Australia, Ken Rowe ACER, 2005)
Articles and blog posts mentioned in the episode
How Structured Literacy Will Upend Canadian Education by Jamie Matsala
Me and Reading Recovery by Timothy Shanahan
New research shows controversial Reading Recovery program eventually had a negative impact on children by Emily Hanford and Christopher Peak (American Public Media Report)
Published study reported in the American Public Media report:
May, H., Blakeney, A., Shrestha, P., Mazal, M., & Kennedy, N. (2023). Long-term impacts of reading recovery through 3rd and 4th grade: A regression discontinuity study. Journal of Research on Educational Effectiveness, 17(3), 433-458. https://www.tandfonline.com/doi/full/10.1080/19345747.2023.2209092
Additional studies on reading development and intervention
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation? Exceptional Children, 73(2), 165-183. https://doi.org/10.1177/001440290707300203
Al Otaiba, S., & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first-grade interventions for the prevention of reading difficulties. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 212–222). Springer Science + Business Media. http://ndl.ethernet.edu.et/bitstream/123456789/23860/1/13.pdf#page=225
Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(1-2), 23-55. https://people.uncw.edu/kozloffm/mattheweffect.pdf
Linnea Ehri’s work on Orthographic Mapping
Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential to learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Lawrence Erlbaum Associates Publishers. https://ltl.appstate.edu/reading_resources/RE_6120_Readings_CHAPTERS/Ehri_Grapheme_Phoneme_Knowledge.pdf
Petlier, T. (2021). Dr. Linnea Ehri’s List of Instructional Guidelines for Enhancing Orthographic Mapping and Word Learning. https://understandingreading.home.blog/2021/04/18/dr-linnea-ehris-list-of-instructional-guidelines-for-enhancing-orthographic-mapping-and-word-learning/
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21. https://doi.org/10.1080/10888438.2013.819356
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55, S45-S60. https://www.goodteaching.ca/uploads/6/0/4/9/60496921/science_of_reading_words.pdf
Other relevant articles and websites
Timothy Shanahan (2021). RIP to Advanced Phonemic Awareness. Reading Rockets. https://www.readingrockets.org/blogs/shanahan-on-literacy/rip-advanced-phonemic-awareness
Institute of Educational Sciences Practice Guide (2022). Providing Reading Interventions for Students in Grades 4–9. https://ies.ed.gov/ncee/WWC/PracticeGuide/29
Institute of Educational Sciences. (2019). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. https://ies.ed.gov/ncee/WWC/PracticeGuide/21
Relevant organizations and advocacy groups
International Dyslexia Association Ontario (IDA Ontario)
Manitoba Teachers for Students with Learning Disabilities
Learning Disabilities Association of Canada
Everyone Reads Nova Scotia (Facebook group)
The Science of Reading: What I Should Have Learned in Teachers College (Facebook group)
Ontario’s New Reading Curriculum and Implementation Resources
Credit to Jazmin Boisclair for this helpful resource page.