Reading in Wisconsin Academy for New Special Education
Leadership August 4, 2015 Kay Guberud Barb Novak
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Goals 1.Understand how varying views on reading impact
messaging and services Views on reading Impact on messaging and
services 2.Be familiar with reading at DPI Licensing requirements
DPI-created resources
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How did you learn to read?
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Reading Starts at Home
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... the more lenses through which individuals are able to see
the world, the more flexible, and ultimately capable, they can be
in responding to and discussing it with others.
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Start with common understandings Classroom practice must be
based on richly understood and deeply held beliefs about how
children become literate. In other words, what teachers say and do
and how they engage children in literate activities must have
theoretical underpinnings. Their practice is not based on a
publishers set of teacher directions or a handbook filled with
teaching tips, but on concepts they themselves have examined
carefully. Adapted from: Harwayne, 2000
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Beliefs About Reading to Understand Change begins with defining
common beliefs and setting high expectations for all learners.
Regie Routman
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National Reading Panel Report Scientific method championed as
gold standard for policymaking Reviewed quantitative research to
determine Five Pillars Panel make-up, scope of topics, funding,
timeline criticized Summary not seen as reflective of subgroup
reports
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Is NRP enough? National Reading Panel Report Allingtons Other
Five Pillars Phonological AwarenessClassroom Organization
PhonicsStudent to Text Matching FluencyHigh Interest, Choice,
Collaboration VocabularyWriting and Reading Reciprocally
ComprehensionExpert Tutoring
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Professional Organizations International Literacy Association
http://www.reading.org/ Acronym = ILA (formerly IRA) Publishes
Reading Teacher, Journal of Adult and Adolescent Literacy, and
Reading Research Quarterly International Dyslexia Association
http://eida.org/ Acronym = IDA Publishes Perspectives on Language
and Literacy and Annals of Dyslexia
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ILA: Mission Statement The mission of the International Reading
Association is to promote reading by continuously advancing the
quality of literacy instruction and research worldwide.
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IDA: Mission Statement The International Dyslexia Association
(IDA) is an international organization that concerns itself with
the early identification of dyslexia, and is committed to the
responsible and wide dissemination of research based
knowledge.
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WI Organizations WI State Reading Association (WSRA) The
Wisconsin State Reading Association provides leadership, advocacy,
and professional learning for the implementation of effective
literacy practices, recognizing the complex nature of literacy and
engaging students to apply their literacies in meaningful ways in a
changing world.
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WI Organizations WI Branch of the International Dyslexia
Association (WIBIDA) The Wisconsin Branch of The International
Dyslexia Association (WIBIDA) is a membership organization,
dependent upon members for their volunteer efforts and funding
Branch operations. Our members include parents, teachers,
diagnosticians, tutors, adult dyslexics and others interested in
learning credible information about reading disabilities and
learning the skills needed to help remediate reading barriers.
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WI Organizations WI Reading Coalition (WRC) The Wisconsin
Reading Coalition is a grassroots movement of parents, educators,
advocacy organizations, health professionals, and business leaders
committed to bringing scientifically-based reading instruction and
intervention to all Wisconsin students.
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Read to Lead Council http://read.wi.gov/Home Issued
recommendations (2012) Early literacy screening Improvement to
teacher prep programs Aggressive PD (including portal and
conference) Public-private partnerships
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Wisconsin Examples Design of the multi-level system of support
Selection of curriculum materials (including assessments)
Professional Learning
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Implications for DPI Integrated nature of literacy Literacy
applies in all subject areas Maintain/build relationships Seek
multiple perspectives - collaborate Honor local control
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Examples Cross Divisional Literacy Team Awareness through wide
reading DPI liaison to professional organizations Systems-based
professional learning Articulated creation process Variety in
examples
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Goals 1.Understand how varying views on reading impact
messaging and services Views on reading Impact on messaging and
services 2.Be familiar with reading at DPI Licensing requirements
DPI-created resources
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Licensing Reading Teacher (316) Reading Specialist (17)
Literacy Coach Special Education Teacher Additional Supports and
Challenges
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Creating Literate Individuals http://bit.ly/LitResourceEntry
Use this resource to improve literacy outcomes within a multi-
level system of support (through connection of initiatives)
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DPI-Created Literacy Resources http://bit.ly/LitResourceByTopic
Use this resource to locate literacy-specific resources by
topic
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Barb Novak Literacy Consultant Literacy and Mathematics Team
[email protected] 608-266-5181 Kay Guberud Special
Education/Literacy Consultant Special Education Team
[email protected] 608.267.9160
