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Webinar:
Casualties of War: Reading Science Denial and
Racism’s Impact on African-American Children
January 29, 2020
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Meet Our Presenter
Kareem WeaverMember, Education CommitteeNAACP, Oakland Branch
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The Bottom Line
“Thanks to new scientific research – plus long awaited scientific and research consensus around this research – the knowledge exists to teach all but a handful of severely disabled children to
read well. It is estimated that over 90 percent of students – including many now classified as learning disabled – could increase their reading skills to roughly average levels with intensive, early instruction delivered by skilled educators.”
American Federation of Teachershttps://www.aft.org/position/reading-instruction
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The Bottom Line
“Thanks to new scientific research – plus long awaited scientific and research consensus around this research – the knowledge exists to teach all but a handful of severely disabled children to
read well. It is estimated that over 90 percent of students – including many now classified as learning disabled – could increase their reading skills to roughly average levels with intensive, early instruction delivered by skilled educators.”
American Federation of Teachershttps://www.aft.org/position/reading-instruction
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NAEP 2015 ELA
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Elements of an Effective Reading Program
● Strong Core Curriculum: effective K-3 reading instruction must
include explicit, systematic, core classroom instruction on:
phonemic awareness, phonics, fluency, vocabulary and
comprehension
https://www.aft.org/position/reading-instruction
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Elements of an Effective Reading Program
● Strong Core Curriculum: effective K-3 reading instruction must
include explicit, systematic, core classroom instruction on:
phonemic awareness, phonics, fluency, vocabulary and
comprehension
Limits:
1. Assumptions2. Learners’ bias3. Discrimination, inequity, and exclusion
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Elements of an Effective Reading Program
● Strong Core Curriculum: effective K-3 reading instruction must
include explicit, systematic, core classroom instruction on:
phonemic awareness, phonics, fluency, vocabulary and
comprehension
● Instructional Materials aligned to research
www.corelearn.com99 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.
Elements of an Effective Reading Program
● Strong Core Curriculum: effective K-3 reading instruction must
include explicit, systematic, core classroom instruction on:
phonemic awareness, phonics, fluency, vocabulary and
comprehension
● Instructional Materials aligned to research
● Appropriate Reading Assessments
www.corelearn.com1010 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.
Elements of an Effective Reading Program
● Strong Core Curriculum: effective K-3 reading instruction must
include explicit, systematic, core classroom instruction on:
phonemic awareness, phonics, fluency, vocabulary and
comprehension
● Instructional Materials aligned to research
● Appropriate Reading Assessments
● Timely, Intensive Intervention
www.corelearn.com1111 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.
Elements of an Effective Reading Program
● Strong Core Curriculum: effective K-3 reading instruction must
include explicit, systematic, core classroom instruction on:
phonemic awareness, phonics, fluency, vocabulary and
comprehension
● Instructional Materials aligned to research
● Appropriate Reading Assessments
● Timely, Intensive Intervention
● High Quality Professional Development
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Used with Nancy Young’s permission
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Test results Reading WarsStudent conditions School conditionsCurriculum
“Low reading achievement, more than any other factor, is the root cause of chronically low-performing schools, which harm students and contribute to the
loss of public confidence in our school system. When many children don't learn to read, the public schools cannot and will not be regarded as
successful—and efforts to dismantle them will proceed.”
American Federation of Teachershttps://www.aft.org/position/reading-instruction
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Test results Reading WarsStudent conditions School conditionsCurriculum
● Reading Science Denial● Educator Preparation● Dyslexia
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability and courage
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Test results Reading WarsStudent conditions School conditionsCurriculum
● Reading Science Denial● Educator Preparation● Dyslexia
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability and courage
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Racism Defined
Any action, practice or belief that reflects the racial worldview that there is a causal link between inherited physical traits and traits of personality, intellect, morality, and other cultural and behavioral features; and that some races are innately superior to others.
Dr. Audrey Smedley Professor of Anthropology
Virginia Commonwealth University Author of Race in North America: Origin and Evolution of a Worldview
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Racism Defined
Any action, practice or belief that reflects the racial worldview that there is a causal link between inherited physical traits and traits of personality, intellect, morality, and other cultural and behavioral features; and that some races are innately superior to others.
Dr. Audrey Smedley Professor of Anthropology
Virginia Commonwealth University Author of Race in North America: Origin and Evolution of a Worldview
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ELA Performance National Assessment of Educational Progress (NAEP 2019)
NAEP Advanced: None
NAEP Proficient : None
NAEP Non-Proficient (Basic and Below):
White Two+ Races Male FemaleMidwest Northeast South WestCharter Traditional Public Catholic No DisabilitiesCity Suburban Town Rural
Black Learning Disabled Hispanic English Learner Asian/Pacific Islander Not Eligible for School LunchNot English Language Learners Eligible for School LunchAmerican Indian
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ELA Performance National Assessment of Educational Progress (NAEP 2019)
NAEP Advanced: None
NAEP Proficient : None
NAEP Non-Proficient (Basic and Below):
White Two+ Races Male FemaleMidwest Northeast South WestCharter Traditional Public Catholic No DisabilitiesCity Suburban Town Rural
Black Learning Disabled Hispanic English Learner Asian/Pacific Islander Not Eligible for School LunchNot English Language Learners Eligible for School LunchAmerican Indian
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Visible Learning
The Top influencer of the 2015 study is “teacher estimates of achievement."
The accuracy of this determines: • classroom activities • materials• student groupings • difficulty of tasks • questioning strategies
https://www.thoughtco.com/hattie-visible-learning-4156814
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“Discrimination is still a reality, even when it takes different forms. Instead of separate but equal, for example, there is separate and forgotten. Another form of bias is the soft bigotry of low expectations. ”
George W. Bush’s Speech to the NAACP, 2000
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“Discrimination is still a reality, even when it takes different forms. Instead of separate but equal, for example, there is separate and forgotten. Another form of bias is the soft bigotry of low expectations. ”
George W. Bush’s Speech to the NAACP, 2000
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Visible Learning
The #2 influencer in 2015 study was “Collective teacher efficacy”
The collective belief of teachers in their ability to positively impact student outcomes
• Collective teacher efficacy: 1.57• Classroom discussion: .82• Finances: .23• Single Sex Schools: .08• Student Mobility: - .34
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“One implication stands out above all: That schools bring little influence to bear on a child’s achievement that is independent of his background and general social context… schools matter – but not as much as people might think.”
James ColemanEquality of Educational Opportunity Report, 1966
aka “The Coleman Report”U.S. Dept of Health, Education, and Welfare
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Schools bring little influence to bear on a child’s achievement that is independent of his
background...
Over 90 percent of students could increase their reading
skills with intensive, early instruction delivered by
skilled educators.
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Schools bring little influence to bear on a child’s achievement that is independent of his
background...
Over 90 percent of students could increase their reading
skills with intensive, early instruction delivered by
skilled educators.
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Reading Science
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Test results Reading WarsStudent conditions School conditionsCurriculum
● Reading Science Denial● Educator Preparation● Dyslexia
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability and courage
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Dyslexia and Race
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulty with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Lyon, Shaywitz, and Shaywitz A definition of dyslexia
Annals of Dyslexia, 53, 1-14
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Dyslexia and Race
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulty with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Lyon, Shaywitz, and Shaywitz A definition of dyslexia
Annals of Dyslexia, 53, 1-14
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Dyslexia and Race
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulty with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Lyon, Shaywitz, and Shaywitz A definition of dyslexia
Annals of Dyslexia, 53, 1-14
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Dyslexia and Race
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulty with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Lyon, Shaywitz, and Shaywitz A definition of dyslexia
Annals of Dyslexia, 53, 1-14
Subjective markers: Objective markers:• Expectations of ability to read • Low on phonemic awareness tests
• Perceptions of intelligence • Difficulty learning phonics
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Dyslexia
• Occurs at all socioeconomic levels• Exists across all intelligence levels• Often occurs with other developmental problems (ADHD)• Dyslexia may not require referral to Special Education• May develop even with optimal classroom instruction• Neurobiological in origin
“One of the greatest contributing factors to lower achievement scores in reading is the lack of early and accurate identification of students with dyslexia.”
California Department of EducationGuidelines on Dyslexia, p42
https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf
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Dissonance
Common Beliefs
● Teaches to the lowest kids● Dishonors teachers● Dumbs it down● Ignores the beauty of reading● High achieving families don’t
want/need this.● There is no singular approach● It pushes out high-income families● Only good for minorities
Used with Nancy Young’s permission
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Dissonance
Common Beliefs
● Teaches to the lowest kids● Dishonors teachers● Dumbs it down● Ignores the beauty of reading● High achieving families don’t
want/need this.● There is no singular approach● It pushes out high-income families● Only good for minorities
Used with Nancy Young’s permission
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Dissonance● Stephen Hawking● Steve Jobs● President Dwight D Eisenhower● President John F Kennedy● Steven Spielberg● George Washington● Henry Ford● Pablo Picasso● Leonardo DeVinci● Ludwig Beethoven● Charles Schwab● Ernest Hemmingway● Richard Branson● Joe Montana● Sir Isaac Newton● Louis Pasteur● President Thomas Jefferson● Winston Churchill● Bill Gates● Ted Turner● General George Patton● Bill Hewlett
Used with Nancy Young’s permission
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Timing of Intervention Matters
source: DecodingDyslexiaCA.org/for-educators
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Timing of Intervention Matters
source: DecodingDyslexiaCA.org/for-educators
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Timing of Intervention Matters
source: DecodingDyslexiaCA.org/for-educators
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Timing of Intervention Matters
source: DecodingDyslexiaCA.org/for-educators
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Test results Reading WarsStudent conditions School conditionsCurriculum
● Reading Science Denial● Educator Preparation● Dyslexia
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability and courage
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Test results Reading WarsStudent conditions School conditionsCurriculum
94% of School educators 86% of Nonprofit sector
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability
and courage
Used with Nancy Young’s permission
www.corelearn.com4444 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.
Test results Reading WarsStudent conditions School conditionsCurriculum
94% of School educators 86% of Nonprofit sector 42% of Community
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability
and courageUsed with Nancy Young’s permission
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The Narratives of PerformanceAmong elementary students with high standardized test scores, black students are about half as likely as their white peers to be assigned to gifted programs in math and reading.
U.S. Dept of Education, 2016Early Childhood Longitudinal Study,Kindergarten Cohort
Black students are 16% of student population, but 32% classified as MR US Dept of Education,1992 Office of Civil Rights
Unmitigable environmental factors
Inherent physical traits
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Test results Reading WarsStudent conditions School conditionsCurriculum
● Reading Science Denial● Educator Preparation● Dyslexia
● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability and courage
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Challenges
Vulnerability ● Learning curve● Credibility● Fear of blame/shame● Fear of labels● Wasted time● Broken trust● Connection to hurt● Liability
Adult Identity● Force for good● Expert● Title and position● Belonging and validation● Confidence in beliefs
and practices
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Biggest Challenges
● Doing it● Preparation to change● The X factor
https://tinyurl.com/NAACP-read
http://tinyurl.com/NAACP-readshort
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1. Fund and monitor the First Step Act2. Promote state-level initiatives3. K-12 reckoning on reading instruction4. Dyslexia screening and support5. Educator preparation reflects the need6. Parent and community partnership
NAACP Advocacy
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NAACP PositionBlack students have historically received inaccurate attributions of racial inheritance to explain their academic success and failure. Structured literacy, taught explicitly and systematically by skilled educators, provides the widest pool of students with the opportunity to develop strong foundational reading skills. It also helps lessen the impact of racial attribution by replacing biases and assumptions with objective guidance. This leaves less room for expectancy effects, helps educators identify challenges, and allows them to intervene in a timely manner.
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Fulcrum: Full and Complete Reading is a Universal Mandate
An NAACP initiative and part of the Literacy for All campaign, in Oakland
Email: [email protected]
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Learn the Science of Reading• 10-week online course that teaches foundational
skills and instructional practices based on the science of reading
• Includes the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures textbooks
• Next session begins Feb. 27• Available for graduate credit
www.corelearn.com/online-elementary-reading-academy
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Questions?
Get in Touch with [email protected]
888.249.6155
Consortium on Reaching Excellence in Education @COREInc