Another great episode 🔥from our National Literacy Month 📚series:
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There are many science of reading terms being used right now (including the “science of reading” itself). Yet debates about how to help kids become literate continues; and part of that is because of common logical fallacies applied to education. That’s why I invited Anna Geiger to episode 177 of De Facto Leaders to define important literacy terms and discuss myths associated with teaching reading. Anna Geiger is a former teacher, mom of six, the founder and owner of The Measured Mom, host of the TripleR Teaching podcast, and author of books such as “Reach all Readers”. She was a balanced literacy advocate for twenty years. As both a classroom teacher and teacher educator, she promoted three-cueing using leveled texts. She taught phonics, but didn’t use a scope and sequence. She provided very little direct instruction because she was sure it would bore students. Fast-forward to 2019, when she began to realize that many of her teaching practices weren’t backed by research. Anna became Orton-Gillingham certified and earned a Science of Reading graduate certificate. She currently runs The Measured Mom website, which includes easy-prep resources that your students will love so much they’ll forget they’re learning. This episode is part of a partnership that’s happening between the BEpodcast network and Reading is Fundamental (RIF) in September for National Literacy Month. In this conversation, we discuss: ✅The difference between balanced literacy and structured literacy ✅Decodable texts vs. predictable texts. ✅What is three-cueing and why does it encourage poor reading habits? ✅Using syntactic and context clues: Necessary, but not sufficient for decoding. ✅Early literacy instruction: Play-based learning vs. playful learning ✅Finding the joy in reading and teaching: Can you find joy in something if you haven’t been given the skills to do it? You can listen to the entire episode here: https://lnkd.in/gTytGJAW