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.
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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
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Right to Read Inquiry Report (Ontario Human Rights Commission, 2022)
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Lifting the Curtain on EQAO Scores (International Dyslexia Association Ontario, 2021)
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U.S. National Reading Panel Report (National Institute of Child Health and Human Development, 2000)
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Rose Report (UK Department for Education and Skills, 2006)
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Equitable Education for Students with Reading Disabilities in Saskatchewan’s K to 12 Schools: A Systemic Investigation Report (Saskatchewan Human Rights Commission, 2023)
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Geoffrey Moore Case (Supreme Court of Canada, 2012)
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Teaching Reading: Report and Recommendations (National Inquiry into the Teaching of Reading in Australia, Ken Rowe ACER, 2005)
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Articles and blog posts mentioned in the episode
How Structured Literacy Will Upend Canadian Education by Jamie Matsala
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Me and Reading Recovery by Timothy Shanahan
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New research shows controversial Reading Recovery program eventually had a negative impact on children by Emily Hanford and Christopher Peak (American Public Media Report)
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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
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Additional studies on reading development and intervention
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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
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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
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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
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Linnea Ehri’s work on Orthographic Mapping
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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
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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/
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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
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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
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Other relevant articles and websites
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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
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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
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Relevant organizations and advocacy groups
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International Dyslexia Association Ontario (IDA Ontario)
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Manitoba Teachers for Students with Learning Disabilities
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Learning Disabilities Association of Canada ​
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Everyone Reads Nova Scotia (Facebook group)
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The Science of Reading: What I Should Have Learned in Teachers College (Facebook group)
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Ontario’s New Reading Curriculum and Implementation Resources
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Credit to Jazmin Boisclair for this helpful resource page.​​​​​​​​​​​​​​​​​​​​​