thank you very much Lisa it's really nice to to be here today and let's see if we can get this uh going uh let's see I'm guessing I need to do this all right I'm guessing that's okay you'll tell me if it's not um thank you everybody for uh allowing me to have this brief time with you it's really my privilege and honor to be here and to represent 95% group um I'm calling this short talk science of reading 2.0 because I think many of us are at this point in our science of reading journey in which
we're really focused on translating research to practice and this presentation is actually grounded in a publication that we have called science of reading 2.0 implementation Made Easy and that will fully flesh out the overview that I'm going to provide today I'm going to give you a QR code for this at the end of the presentation so that you can have your very own copy all right so here's my thinking around this um we're moving from the science of reading to our guiding Frameworks to our princip
les of practice so my question is how are we doing that how are we moving from research to practice and I really want to explore that in our brief time today so we start with the science of reading of course that evidencebased that Dynamic body of evidence is our North Star and our beginning point for all of us in our journey it's this all important research base that informs our instruction many of you might be familiar with the definition this is the definition that I use from the reading leag
the defining guide and I'm guessing many of you if not most of you tuning in today really know this the science of reading is not a program it's not a political stance it's not even a definitive body of research it is dynamic and ever growing and from that body of evidence we have at our disposal some wonderful guiding Frameworks and visual metaphors that really move us closer to practice so that next step that moves us closer to practice is to examine some of those guiding Frameworks and one o
f my favorites is holla Scar's tremendous contribution to the reading science which we call fondly the reading rope um this visual metaphor moves us closer to practice by showing us the skills and the capabilities that we are teaching and developing with our students through instruction and all of these are necessary for our topic of the day which is reading comprehension I noticed in the survey just a few minutes ago that many of you indicated the challenges your students face and all of many o
f these were mentioned all of these are critical and all of this is important for all of us as teachers we're all reading teachers you know even those of us who are content focused or working with older students we're going to encounter students who struggle and need our support in instruction so having this fundamental knowledge is really important for all of us I love that visual metaphor too because it helps me remember helps all of us remember that the science of reading is about all aspect
aspects of reading right so that takes us down to that principles of practice so the science of reading informs our principles those guiding Frameworks get us get us closer to practice now let's look specifically at what I'm going to show you the four pillars that lead us from research to practice so the first pillar um that I always look to is structured literacy the attributes of structured literacy according to the international dyslexic Association instruction should be diagnostic explicit s
equential systematic and cumulative another pillar that I think is worth all of our Explorations is Rosen Shin's principles of instruction which you can see here and um some people may not be familiar with Barack Rosen Shin's work um educational psychology in 2010 he published a paper with the International Academy of Education he based his principles on cognitive science the classroom practice of Master Teachers and and the research on the cognitive support that helps students learn complex tas
ks so when we think that's our second pillar when we think about translating research to practice a third pillar is Stannis Dean's um uh book how we learn Stannis aahan is a cognitive neuroscientist and his book how we learn uh specifies what are some things that we just as humans need when we're learning anything new we need to focus our attention we need active engagement we need error con correction correction and we need consolidation through review so from these three pillars I have um deli
neated now 10 principles of instruction it's really what I call a mashup of the science of reading and the science of learning and the science of instruction so we want to provide that direct and explicit struction that focuses attention we want to use unambiguous language to focus on what we are learning maximize in instructional efficiency by following a clear sequence and repeatable replicable routines so our sequence of instruction needs to be clear our language needs to be clear across grad
es and across tiers of instruction and we want to use replicable repeatable routines because when our students know what to expect they can focus their attention on the content and the concepts to be learned not the process um these next three along with the first bullet really make up this proven I do we do you do lesson approach um and notice the teacher is involved in every step of that lesson approach this one is really important you saw that um you you I I'm sure you know when we think abou
t data um we really want that to inform our instruction because we want a Target instruction to the needs of our kids review is critical you saw that in all of the pillars that I showed you previously active engagement critical to learning and evidence alignment and evidencebased or evidence alignment and research based we want to hold evidence as a true litmus test for the multitude of choices we make every day evidence aligned to that body of evidence called the science of reading and research
proven or evidence-based through efficacy studies that show that a program or a practice works with real students and real teachers in real classrooms and the 10th principle of instruction that I've delineated here is remember the goal you know the goal is that with evidence aligned instruction 95% or more of our students can learn to read so those are the three pillars that I really use when I think about those principles of instruction the fourth pillar is the implementation science which is
a very important pillar as we think about bridging research to practice so if this is a new area for you this might be the next place you want to explore this might be something worth investigating when you get your copy of our science of reading 2.0 booklet what is implementation science it's that scientific study of methods that show the research findings and how they Bridge into routine practice so again when we think about our instructional approach we want the science of reading the science
of learning the science of instruction and the implementation science to come together to help us Bridge research to practice um in Ida perspectives a few years ago they had a really interesting um research paper that they presented and it was really about the implementation Effectiveness if we have an implementation team using clearly defined implementation methods we can move the needle of any sort of initiative 80% in three years without that it takes 17 years to move 14% of a new initiative
into routine practice so implementation science is really critical in helping us move forward any initiative we have and there is an urgency in moving forward any literacy initiative that we have and let me show you what I mean by the importance of an implementation um implementation structure and implementation plan so the national implementation research Network Hub um has really kind of come up with this multiplicative equation to help us understand so we start with what our what's our goal
what do we want well our socially significant outcomes we want educational Equity we want Literacy for all I think all of us on this webinar today would agree to that how do we get there well we get there through evidence aligned instruction support for that implementation of effective instruction and through an environment and setting or enabling context that allows us to put those into play let me drill this down a little bit further Evidence aligned instruction means those principles of instr
uction and effective materials or res resources to deliver that instruction the support in the form of professional learning and coaching and enabling context is really formed through strong literacy leadership so let me put some numbers behind this let's say that in our district we are enacting those principles of instruction we have studied the science of reading and the science of learning but we really don't have all the right materials for our teachers our teachers are scrambling to find th
e resources to an action ual these principles of instruction so maybe we're at an 80% here we've got some professional learning but maybe we haven't invested in coaching we're at 50% here our literacy leadership we've had a lot of turnover perhaps we don't have consistent um Vision across our district maybe we're 60% here you get where I'm going with this um if you do the multiplication we would have a 24% chance of effectively reaching our socially significant out out comes so when we think abo
ut the implementation science all of this matters we need to be all in in all of these aspects in order to reach our goals um I do want to end by talking a little bit about literacy leadership because it's so important um in the science of read 2.0 I have identified what I call six bold literacy leadership moves that I believe every leader needs to enact in order to really lead a a successful implementation and you can read this to yourself it's understanding those evidence aligned principles lo
oking at the data making sure we have a focused plan providing an e ecosystem of proven curriculum resources and I want to end on that because that's actually where we come in at 95% group our curriculum sources are evidence aligned to the science of reading and those principles of practice we have a strong research base of efficacy studies that show our programs work in our programs our teachers are utilizing that consistent language across grades and across tiers of instruction and that instru
ctional coherence is really important for our students so thank you for your time today uh we are trusted impr proven literacy Solutions uh with the Northstar belief that 95% or more of our students can learn to read with high quality evidence aligned instruction um here is the QR code that you can use to download your science of reading 2.0 booklet here's my contact information if you would like any more information from me and of course please check us out at www. 95g group.com Laura thank you
so much that was pleasure a rich session full of so much great content really appreciate you being here and thank you to 95% group for sponsoring this event my pleasure Lisa
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