[Reading-hall-of-fame] Re: "PBS" dyslexia page gone

Sat May 4 02:16:18 BST 2019

This conversation that reminds me of the arguments in the early 1990’s when the 30 year study of reading in special education was shared with the education persons of the senate and the house members.  I cannot remember the name of the person but this was instrumental in changing funding for reading and was based on special needs student research.  I did a search and I located a report from the US Department of education in 2018 entitled the 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2018.  It has extensive analysis of reading issues.  This might be something to explore and understand what government agencies are being given access to.  

I am certain that most of you are more aware of these issues than I am but thought that this may be a challenge to address.  RTI is also something that impacts the teaching of literacy.  There is little direct evidence that it has positive impact.  The dissertation that we had showed challenges that teachers faced in taking up this process.  Sounds great but the reality is different.

I echo the thanks that Shirley gave for the concern and caring of all.  Working together can create a support.

Best,
Judith

> On May 3, 2019, at 3:34 PM, Shirley B Heath <sbheath at stanford.edu> wrote:
> 
> Most certainly.  The pushing of more and more into special education and "reading assistance" has accelerated at the same time that education schools and departments no longer teacher courses on either language acquisition or relationships between the spoken word  learning (and I do mean learning and not acquisition) that must go on in school and the intake of information from reading unfamiliar or academic words.  
> 
> But the issue does not relate only to special education as we used to think of it (e.g. neurological issues, head trauma, etc.), but now more and more immigrants are pushed into special education.  This is especially true in states such as Indiana (now taking in the second largest numbers of migrants among all out states, with California in the lead).  There is in Indiana no requirement whatsoever for teachers to have had even one course on ELL, second language acquisition, or related topics.  As we know, learning in schools for so many of our students is being cut off so eagly and so cruelly.
> 
> Thanks to everyone for being so concerned and for caring!
> 
> Best,
> 
> Shirley  Heath
> From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> <reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of Yetta Goodman <ygoodman at u.arizona.edu <mailto:ygoodman at u.arizona.edu>>
> Sent: Friday, May 3, 2019 3:15 PM
> To: Paratore, Jeanne
> Cc: Reading-hall-of-fame at lists.nottingham.ac.uk <mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>
> Subject: [Reading-hall-of-fame] Re: "PBS" dyslexia page gone
>  
> Little has depressed me as the PBS program on dyslexia has.
> I have respected PBS over many years even though I have not always appreciated their educational/literacy focussed programs before.  I have written to PBS in any case at this time and am encouraging teachers and other educational/literacy professional to do the same.  
> 
> In 1975 when we first came to University of Arizona, Sam Kirk, known for his influence on special education and for coining the learning disabilities label often said.....   There are never more than 2% of the population that could/should be considered learning disabled.  He kept bemoaning the increase of numbers in this area over the years.  Special education has increased its influences on the reading field in general over time.   I wonder if this an issue related to the diminishing number and influence of reading departments over the years.  Sometimes when I listen to talk about the readng field, I wonder if the deficit model of reading learning and teaching has become the sole view offered to teachers. 
> 
> I wonder if anyone else has  had similar concerns.
> 
> Yetta Goodman 
> 
> 
> 
> 
>          
> 
> On Fri, May 3, 2019 at 9:26 AM Paratore, Jeanne <jparator at bu.edu <mailto:jparator at bu.edu>> wrote:
> I agree…Also, as suggested by others earlier, I think a response to Paula Kerger and Sara Just from RHoF and LRA would be great…(I posted an individual comment a few days ago on the site that Camille has shared with us.) 
>  
> From: "Risko, Victoria J" <victoria.j.risko at vanderbilt.edu <mailto:victoria.j.risko at vanderbilt.edu>>
> Date: Friday, May 3, 2019 at 12:16 PM
> To: Jeanne Paratore <jparator at bu.edu <mailto:jparator at bu.edu>>, DAVID REINKING <reinkin at clemson.edu <mailto:reinkin at clemson.edu>>, Hall of Fame <Reading-hall-of-fame at lists.nottingham.ac.uk <mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
> Subject: RE: [Reading-hall-of-fame] Re: "PBS" dyslexia page gone
>  
> Thank you, Jeanne. I plan to send a note to the site that David Reinking identified... individuals with different perspectives could do the same.  As to sharing with your source, we should include the ILA research panel paper on dyslexia.  Peter Johnston and his committee developed that piece. 
>  
> Vicki 
>  
> Professor Emerita, Language, Literacy, Culture
> Vanderbilt University
> 2011-2012 President, International Literacy Association
> http://www.readinghalloffame.org/victoria-risko-inducted-2011 <http://www.readinghalloffame.org/victoria-risko-inducted-2011>
> Co-author, Professional Learning in Action: An inquiry approach for teachers of literacy. (Risko & Vogt), 2016.  NY:Teachers College Press. 
>  
>  
> From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> [reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>] on behalf of Paratore, Jeanne [jparator at bu.edu <mailto:jparator at bu.edu>]
> Sent: Friday, May 03, 2019 10:45 AM
> To: David Reinking; Reading-hall-of-fame at lists.nottingham.ac.uk <mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>
> Subject: [Reading-hall-of-fame] Re: "PBS" dyslexia page gone
> 
>  
> I’ve been working for the last 10 years with PBS Kids on curriculum development. I wrote and asked my program officer there how we would be most likely to have our concerns heard.  This is what she said:
>  
>  
> If this is something that is deeply troubling to the literacy community, which it sounds like it is, my recommendation is for the head of the ILA to send a note to Paula Kerger (PBS President/CEO)and to Sara Just, who is the Executive Producer of the News Hour.
> Paula’s email is pakerger at pbs.org <mailto:pakerger at pbs.org>
>  
> I do not know Sara Just’s email, but here’s a link to her profile on the News Hour site.  A letter could be sent to her attention at the address for the News Hour.
> https://www.pbs.org/newshour/about/sara-just <https://www.pbs.org/newshour/about/sara-just>
>  
>  Jeanne
>  
> Jeanne R. Paratore, Ed.D. 
> Professor Emerita
> Literacy Education
> Boston University Wheelock College of Education
> & Human Development
> Two Silber Way
> Boston, MA 02215
> jparator at bu.edu <mailto:jparator at bu.edu> | bu.edu/Wheelock <http://bu.edu/Wheelock> 
>  
> Follow Us: Facebook <https://www.facebook.com/SEDBU/> | Twitter <https://twitter.com/BU_SED> | LinkedIn <https://www.linkedin.com/edu/school?id=42010&trk=edu-cp-title>
>  
>  
>  
>  
> From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of DAVID REINKING <reinkin at clemson.edu <mailto:reinkin at clemson.edu>>
> Date: Friday, May 3, 2019 at 9:35 AM
> To: Hall of Fame <Reading-hall-of-fame at lists.nottingham.ac.uk <mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
> Subject: [Reading-hall-of-fame] "PBS" dyslexia page gone
>  
> The link I shared yesterday where I posted a comment about the dyslexia segment on the NewsHour is no longer active.  Coincidence?  On the other hand, after investigating further, I’m not sure that the site is really sponsored by PBS, although it uses a logo that looks like PBS.
>  
> The following link may be a better one to post a comment, because it seems unequivocally connected to the PBS NewsHour and specifically to the segment we have been discussing:
> https://www.pbs.org/newshour/show/what-parents-of-dyslexic-children-are-teaching-schools-about-literacy <https://www.pbs.org/newshour/show/what-parents-of-dyslexic-children-are-teaching-schools-about-literacy>
>  
> David Reinking
> Adjunct Professor of Education
> University of Georgia
> Dept. of Language and Literacy Education
> David.Reinking @uga.edu <http://uga.edu/>
> http://www.davidreinking.info <https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fwww.davidreinking.info-252F-26data-3D01-257C01-257Clg40-2540txstate.edu-257Cd43f2d8241584a0ca81608d50aa7b5c9-257Cb19c134a14c94d4caf65c420f94c8cbb-257C0-26sdata-3Dji-252FNnlYJBKtAbG0lEfttgJUZxsi6BinXvN1OaPMm5Uc-253D-26reserved-3D0&d=DwMFAg&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=gUnMZ3Xw_juA4Q4q8MsCC_IKO_x_v_mImmv8TQcuKAs&m=UedHPeoTlZDAK_Y35nsdvaZ1tvfVsAXM3l43vQNlACI&s=5qWqgpYErOqlfng1rqjL41TgwAGTYZ6oMB15g45RwUc&e=>/
> orcid.org/0000-0001-8040-6673 <http://orcid.org/0000-0001-8040-6673>
> UGA code:  810-23-2567-984-015
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> -- 
> Yetta Goodman, Regents Professor Emerita
> University of Arizona, College of Education
> home address:  7914 S Galilleo Lane, Tucson AZ.85747-9609
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> http://www.retrospectivemiscue.com <http://www.retrospectivemiscue.com/>
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> No child needs to be motivated to learn. To learn is their trade.
> They can't stop learning because they can't stop growing.
>              Emilia Ferreiro, 2003 
> 
> Every time we teach a child something, we keep him/her from 
> inventing it. On the other hand, that which we allow him/her to
> discover will remain visible for the rest of his/her life. 
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