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Pathways to Reading is a teacher professional learning model and reading curriculum.  Join Jane as she explores this model with the author and founder, Terry Clinefelter.(http://remarkablechatter.org/wp-content/uploads/2014/03/Screen-Shot-2014-01-17-at-3.36.56-PM-300x139.png) Jane Seward can be contacted at: janes@essdack.org (mailto:janes@essdack.org) Twitter @JaneSeward2 (https://twitter.com/JaneSeward2) Robi Alstrom can be contacted at: robia@essdack.org (mailto:robia@essdack.org) Facebook (https://www.facebook.com/robi.alstrom?fref=ts)

Principle 4 (Part 2): “The young child’s brain prepares to read far earlier than one might ever suspect, making use of almost all the raw material of early childhood.”  Maryanne Wolf Reading aloud to a young child develops the important structures that are foundational to the brain’s reading system.  Oral language development is directly related to the number of hours that children are engaged in meaningful conversation with an adult.  These conversations as well as the hours spent listening to books are predictors of later reading achievement.  Join Robi and Jane as they explore the world of early childhood. Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. Harper: New York. Jane Seward can be contacted at: janes@essdack.org (mailto:janes@essdack.org) Twitter @JaneSeward2 (https://twitter.com/JaneSeward2) Robi Alstrom can be contacted at: robia@essdack.org (mailto:robia@essdack.org) Facebook (https://www.facebook.com/robi.alstrom?fref=ts) (http://remarkablechatter.org/wp-content/uploads/2014/02/Screen-Shot-2014-02-14-at-1.50.08-PM-300x168.png)    

Principle 4 (Part 1): “The young child’s brain prepares to read far earlier than one might ever suspect, making use of almost all the raw material of early childhood.”  Maryanne Wolf Reading aloud to a young child develops the important structures that are foundational to the brain’s reading system.  Oral language development is directly related to the number of hours that children are engaged in meaningful conversation with an adult.  These conversations as well as the hours spent listening to books are predictors of later reading achievement.  Join Robi and Jane as they explore the world of early childhood. Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. Harper: New York. Jane Seward can be contacted at: janes@essdack.org (mailto:janes@essdack.org) Twitter @JaneSeward2 (https://twitter.com/JaneSeward2) Robi Alstrom can be contacted at: robia@essdack.org (mailto:robia@essdack.org) Facebook (https://www.facebook.com/robi.alstrom?fref=ts)  

(http://remarkablechatter.org/wp-content/uploads/2014/01/Screen-Shot-2014-01-17-at-3.40.06-PM.png)Principle 3: Efficient word recognition is essential to reading comprehension. Decades of research support the need for explicit and systematic phonics instruction.  Both decoding and language comprehension abilities are necessary for reading, and both must be strong.  Strength in one area (decoding or language comprehension) cannot compensate for a deficit in the other area.  Join Robi Alstrom and Jane Seward for guidelines on accurate and automatic word recognition.     http://www.nationalreadingpanel.org/ (http://www.nationalreadingpanel.org)   Mehta, P.D., Foorman, B.R., Branum-Martin, L. & Taylor, W.P. (2005) “Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1-4.” Scientific Studies of Reading 9(2), 85-116. Jane Seward can be contacted at: janes@essdack.org (mailto:janes@essdack.org) Twitter @JaneSeward2 (https://twitter.com/JaneSeward2) Robi Alstrom can be contacted at: robia@essdack.org (mailto:robia@essdack.org) Facebook (https://www.facebook.com/robi.alstrom?fref=ts)

(http://remarkablechatter.org/wp-content/uploads/2014/01/Screen-Shot-2014-01-03-at-8.30.36-AM-300x224.png) The Simple View of Reading is a formula based on the widely accepted view that reading has two basic components.  As a result, the child’s fundamental task in learning to read is to discover how print maps onto their existing spoken language.  Keeping the Simple View of Reading in mind helps teachers address instruction to both sides of the reading equation.  Join Robi Alstrom and Jane Seward as they help educators understand that literacy instruction is not an equal balance at all times.   *The Simple View of Reading  (Gough & Tunmer, 1986) Gough, P., & Tunmer, W. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10. Jane Seward can be contacted at: janes@essdack.org (mailto:janes@essdack.org) Twitter @JaneSeward2 (https://twitter.com/JaneSeward2) Robi Alstrom can be contacted at: robia@essdack.org (mailto:robia@essdack.org) Facebook (https://www.facebook.com/robi.alstrom?fref=ts)

Principle 1: Reading isn’t a natural process. It is an acquired act that must be learned at a conscious level. (http://remarkablechatter.org/wp-content/uploads/2013/12/12065691761506967084johnny_automatic_Services_10.svg_.med_.png)Rich text experiences aren’t enough for a student to become a proficient reader.  However, reading instruction is one area in which we have strong guidance from science.  Because written language is different from spoken language, teachers must be intentional to provide instruction to develop the reading circuitry.  Join Robi Alstrom and Jane Seward as they discuss taking action to ensure explicit and systematic instruction. Jane Seward can be contacted at: janes@essdack.org (mailto:janes@essdack.org) Twitter @JaneSeward2 (https://twitter.com/JaneSeward2) Robi Alstrom can be contacted at: robia@essdack.org (mailto:robia@essdack.org) Facebook (https://www.facebook.com/robi.alstrom?fref=ts)

(http://remarkablechatter.org/wp-content/uploads/2013/11/light-house-300x199.jpg)Robi Alstrom and Jane Seward, Literacy Specialists at ESSDACK, introduce themselves as well as share the inspiration behind their podcast name, “Literacy Principles.”  You can contact Jane Seward at: janes@essdack.org You can contact Robi Alstrom at: robia@essdack.org