No Retreat how teachers are prepared prior to a teaching career and how In the Reading Wars reading is taught in the classroom, has any connection to the reading Preface by VIM performance of our citizenry? How well do Americans read? Should we actually and genuinely Factually, the U.S. government consider one of their exculpatory reports that the majority of all arguments that shifting ethnic students fail to reach grade profi- demographics and poverty are a ciency in reading by 4th grade. justification for low student read- We know grade proficiency isn’t ing performance? I don’t think so. the highest level of reading skills. Outcomes are dire. According to Is it fair to suggest that the public U.S. Department of Education and education system, which includes
the National Institute of Literacy, This is an urgent issue because 10% of Americans can’t read, and students that fail to read at grade 50% of U.S. adults can’t read a level in the early years of school book written at an eighth-grade rarely catch up, and their self-es- level. Our prisons are chock full teem plummets. Failure of the of prisoners who are illiterate, and education system is often inter- America’s international standing nalized by the child as personal in reading skills are lackluster. failure. The United States is far from the top of the list. While reading skills The letter said, “Our concern is which allow for on-the-job learn- that NewsHour received inade- ing and critical thinking ability are quate and incomplete scientific especially required in the 21st advice when producing the seg- century workplace, we are gradu- ment on dyslexia. The result per- ating students that don't read petuates inaccuracies, misconcep- effectively. tions, and distortions related to reading, how it is taught, and the In April, 2019, PBS NewsHour, complexity of reading difficulties hosted by Judy Woodruff, aired a ... In fact, the research evidence is show entitled, \"What Parents of equivocal and there is much room Dyslexic Children Are Teaching for debate about whether dyslexia Schools About Literacy\". While the is an identifiable condition, focus of the show highlighted whether it can be reliably diag- dyslexia and the parent advocates nosed, and whether there are from the national movement instructional approaches that are Decoding Dyslexia, any discussion uniquely effective in ameliorating about dyslexia, a reading disabili- it. We are also dismayed that the ty, must include one about the NewsHour segment implicitly general reading instruction meth- questioned, even if unintentional- ods used by educators. ly, the professionalism of teachers and American schools in regard to The broadcast triggered a letter to teaching reading. It was suggested executives and producers at PBS that teachers were ignorant of or from a group of educators with resistant to the scientific certainty credentials. Their biased and of dyslexia and how reading can defensive viewpoints show that be effectively taught, not only to the so called “reading wars” are those children diagnosed with still being fought, even as students dyslexia, but to all children.” and adults fail to read effectively.
Nancy Duggan, the respected base and the “moms” term has the leader of Decoding Dyslex- connotation of not being “expert” ia—Massachusetts, wrote an but these citizens have actually informed and hearty response to done more research on reading the \"letter from 57 experienced and know more than you give senior scholars in the field of them credit for. They know dyslex- reading and literacy education.” ia better too, as they follow the Nancy agreed to let Vim reprint research of Harvard’s Nadine her response here. Gaab and MIT’s John Gabrieli, they have read Mark Seidenberg and Nancy Duggan recognize the neuroscience of “The letter you did not sign and Stanislas Dehaene. your answer here categorize the advocate groups in the PBS News The group in Arkansas and in fact report as “moms pushing the state many of the groups rejecting the to push phonics,” but that is an failed instruction that leaves more inaccurate description. First off, than half of our third graders that particular group in Arkansas without third grade reading skills includes educators, yes teachers is well informed. and yes moms and dads, who happen to be tax paying citizens. Dysle and 5. (See NIH studies by That the snippet in the news did Gaab and Gabrieli.) But these are not show and does not change not the only kids missing out on that the push is from a broad foundational skills through the products marketed as “balanced” that leave out phonics or sprinkle it on as a last option and not very explicit or systematic. In fact many of the old guard for whole lan- guage are the 57 signers of that letter and are financially linked to these products. These parents and educators in Arkansas are more informed than the 57 on what the National Read- ing Panel includes. They are not “only about phonics,\" although PBS picked up on that aspect.
These parents are engaging policy fit for their intended use based makers to understand all the on current valid neuroscience pillars of reading, and the “Science and how human brains acquire of Reading“ lists them all. reading. Both typical and a-typi- The group in Arkansas networks cal brains benefit from direct with Alaska, Massachusetts, Vir- instruction at the sound level. ginia, Georgia, indeed all 50 states, These folks you portray as just plus a group for military families reacting from what they see, see kids failing to learn to read. But and some Canadian provinces. We they seem to know more about learn from neuroscience experts phonemic awareness, the alpha- on the reading brain, we learn betic code, the neural network from professionals in the field like that develops the visual word Louisa Moats, David Kilpatrick, the form area and how we can help Florida Center for Reading readers be more fluent as to Research and the Reading League. access the rich language needed to access comprehension of We are not misguided zealots literature than many teachers “seeing” one thing work for some they face at team meetings. They kids. We are well informed profes- are empowering teachers and sionals from all walks of life parents to expect that our educa- including education, who may also tion systems be better, be based have been parents, and are citizens in real science and move beyond who are sick of the lack of reading wars into the 21st centu- improvement in third grade reading ry, teaching all kids to read. The and eighth grade reading over time. 57 and those who would defend them would like these groups We are sick of funds spent train- across the country to be unin- ing teachers in products like Read- formed bumpkins, or helicopter moms—it would be easier to dismiss us, but we are not. We are “reading to learn” adults in a world where Stanislas Dehaene wins the Brain Prize in neurosci- ence and we can access that information instantly. We are adults who can read that the National Institute of Health pub- lished clear science that early
identification of real brain struc- We do not care to be brushed tural differences are easily aside as “mere reading wars screened at age 4 and 5 to identi- phonics advocates” by the whole fy risk for dyslexia. We can read language old guard. If you that 28 percent of third graders thought we do not read, research, in Alaska cannot read. We can and know why we ask for the read that teachers report they are science, you are mistaken. not prepared to teach reading. We can read that even in Massachu- This report by PBS was not about setts where NAEP scores are moms pushing phonics, it was considered good, too many are about citizens being better not reading; there has been no improvement in consumers of reading instruc- closing the largest gap tion, doing their homework and and reading is not making more scientifically based improving for kids who decisions in public spend- are at risk. Reading is not ing…citizens enabling children to improving in America. learn to read by reading up on the science, connecting with real We can read and we are experts in cognitive development lobbying for teachers and sharing that knowledge with and kids to have access policy makers through the demo- to the science of reading cratic process and improving without the profiteering literacy.” tilt of experts like the 57 who are selling products that do not meet the needs of too many kids and do not follow the science from phonemic aware- ness, systematic explicit (synthet- ic ) phonics, language back- ground like grammar, syntax, morphology and of course vocabulary, as well as frequent early access to literature and rich, literary language.
Teacher Stories Wilson Reading Systems “I am a teacher with a master’s degree in elementary education with a reading specialist endorsement embedded in my degree. Even though I have a wealth of knowledge and schooling, I realized several years ago that I was in dire need of learning how to teach word study skills.”
Michelle L. has opened up as he has begun to read environmental print around Boon Scholarship Recipient, Utah him and has been able to read some on his own. His favorite “The training I received in the time of our lessons is to read the Wilson Reading System has stories in the Student Reader. It is enhanced my ability to explicitly so rewarding to watch the light teach reading in a clear and con- turn on as he makes sense of what cise manner, with specific vocab- he is reading. ulary and wording. Before I began, I did not understand a lot of the I began this journey because I patterns and rules we have in our have seen such a need for skilled written language. reading instruction in our schools. I hope I can be an instru- “My practicum student ment to help bring better reading was a fourth grader with instruction to students who strug- a severe reading disability gle, who otherwise would contin- who had not shown ue to struggle.” improvement in reading since first grade.” “He’s now showing improvement in his My practicum student was a reading ability, fluency, fourth grader with a severe read- and comprehension. ing disability who had not shown His whole world has improvement in reading since opened up...” first grade. He began the practi- cum as a non-reader. He strug- gled to read CVC words, and also did not have any comprehension due to the cognitive load it took just to decode the words. He’s now showing improvement in his reading ability, fluency, and comprehension. His whole world
Nelda R. never have been attainable for him. Private tutoring was not an Wilson Dyslexia Therapist (W.D.P.) option for the family due to his Dyslexia Interventionist parents’ economic status. When San Marcos, Texas his mom mentioned to me in tears that she thought she was going to “My training in the Wilson Reading send her son to middle school as a System has allowed me to spread non-reader, it really hit me in my the wealth to colleagues, commu- heart. I realized what a precious nity, friends, and family members. I gift I had given Jonathan; there is now know how to execute a group no way that he would be at the lesson and diagnose students and reading level that he is now. If it am able to teach them in their area had not been for getting Wilson of weakness. Because of my back- instruction on a one-to-one basis, ground in speech pathology and he would have struggled to make it through his school career. The gift “Because of my background he received from this opportunity in speech pathology and not only helped his reading, but it knowing that dyslexia is a boosted his self-esteem. He passed language-based disorder, I his state assessments and he walks can truly see how the science the halls proudly. of reading is applicable to this multisensory instruction.” The biggest takeaway for me has been everything that Wilson has knowing that dyslexia is a lan- taught me. I can now speak to how guage-based disorder, I can truly and why it works. Everything that I see how the science of reading is have learned has been put into applicable to this multisensory practice.” instruction. The neuro pathways are so engaged when executing these lessons. This makes all the difference in the world for my students. My school is a Title I school. This type of opportunity for my practi- cum student, Jonathan, would
Misty C. and shift in thinking from whole language to the importance of Wilson Credentialed Trainer (W.C.T.) word structure and word analysis Federal and State ELA Program Specialist is a whole new understanding for Arizona many. Trainings focusing on the pedagogy, best practices, and the “I am a teacher with a master’s reason behind why this type of degree in elementary education instruction works has helped with a reading specialist endorsement tremendously in implementing the embedded in my degree. Even practices with fidelity so all though I have a wealth of knowl- students can benefit. edge and schooling, I realized several years ago that I was in dire Wilson works because it is very need of learning how to teach direct, explicit, systematic instruc- word study skills. It wasn’t until I tion. Our teachers learn how to do formative assessments that target “Even though I have a wealth exactly what their students’ need. of knowledge and schooling, As far as the students, it’s just I realized several years ago life-saving for them. They become that I was in dire need of in tune with their own needs and learning how to teach word are able to develop strategies to study skills.” carry with them in other classes. And, parents see a huge change in learned how to teach reading their kids. It’s pretty exciting when using multisensory structured parents come in and tell us their child language instruction that I had the is teaching them about word struc- ‘aha’ moment of, ‘Wow! I never ture. It is so exciting and powerful.” learned that. I now know how to truly teach reading!’ As a Wilson Credentialed Trainer for my district, I train teachers in the Wilson Reading System. I am also a credentialed Fundations Presenter, which allows me to focus on prevention and early intervention instruction with our K-3 educators. The implementation
Parent Perspective: In fourth grade, her special edu- cation teacher asked if Ella could Denise S. be her practicum student while Washington she pursued certification in the Wilson Reading System. I gladly “My daughter, Ella, struggled with accepted. decoding from the very early stages of her reading back “In fourth grade, her ground. However, she loved listen- special education ing to stories and had an amazing teacher asked if Ella ability to retell stories, ask deep could be her practicum questions, make inferences and student while she pur- build on her prior knowledge. As sued certification in the she grew, we discovered that she Wilson Reading System. wasn't progressing as her teach- I gladly accepted.” ers and I had hoped regardless of the modifications and accommo- dations she was getting through her IEP.
Ella is bright and caught on The Wilson Reading System gave quickly. The two of them seemed Ella the tools to look at letters and to fly through the program. Ella's see the words they made as well reading changed by leaps and as hear the sounds the letters bounds. She began to read any- made. She had such a desire to thing and everything. After we read books on her own. After she moved across the country from was done with the Wilson pro- Massachusetts to Washington in gram, she devoured books February 2018, her new special ―first books below her grade education teachers were not sure level, but now so much more. She of her abilities and followed her is the kid that gets \"in trouble\" IEP as it was written, much to because she reads until all hours Ella's frustration. She didn't like of the night. She can't put books having tests read aloud to her and down. In fact, she is asking for an she definitely didn't like being put Anthology of Greek Mythology in a special education ELA class for her next birthday. when she transferred to the middle school. I highly recommend to parents that they seek outside evaluation However, she did sign up for an or ask the school for more ELA camp the middle school had detailed evaluations for their created for the rising seventh child's reading and writing skills graders and she really enjoyed if they do not feel their child is exploring her reading and writing progressing. More importantly, I skills with that small group of highly advise parents to look into students. Within the first quarter, tutoring, especially with someone we all recognized she was not in who can provide a structured, the correct ELA class and she was multisensory program such as the quickly moved to a general ed Wilson Reading System, to help class in which the special educa- their child learn the whys and tion teacher only consulted with hows of our language.” her new teacher. She ended the year with an A. This year, as an eighth-grade student, she took an assessment to determine her reading level and her score showed that Ella is reading at an 8.5 grade equivalent!
Teacher Testimonials \"As the scope and number of learners I work with grows and changes each year, I am confident that the Orton Gillingham Approach will continue to fit perfectly with my work environ- ment and the academic as well as emotional needs of my students. It has been truly inspiring to see how much growth a student can make when all principles of the approach are imple- mented. I look forward to using my background in Orton Gillingham and my associate status as a way to reach more learners.\" \"I now feel like I am part of the inside track of teaching reading at my school. There is a growing group of educators who are OG trained and I felt myself grinning broadly as I spoke with some of them this week, sharing how excited I was to begin.\" \"I’ve taught for 14 years, but the OG \"Wow! I feel like this class has class filled in the pieces of teaching transformed my teaching. Every reading that I did not realize were pre-service teacher should have missing, pieces that I am now amazed this class before they start were not part of my Masters in Elemen- teaching children to read.\" tary Education coursework. I can easily see that this methodical approach, spiraling upward in an incremental way, will be beneficial for my students.\"
\"A wonderful value! I feel prepared and confident to deliver O.G. instruction to students because of my practicum and observations. I can’t imagine not having this experience. I feel the practicum and observations are extremely important in order to deliver multi-sensory instruction with fidelity.\" \"The required 100 hours has been very beneficial. \"...The OG class It has provided a lot of time to refine my skills at filled in the preparing and administering a lesson. The feed- pieces of back from the observations has been extremely helpful as it provided immediate feedback and teaching reading suggestions for improvement. I have been able to that I did not use the techniques I have learned in my own realize were classroom and have seen tremendous growth with my students.\" missing, pieces that I am \"The practicum portion of the initial training provides the now amazed opportunity to utilize the skills we were not part of learn about in class. While it has been a lot of work, without it this my M.Ed.\" training would feel incomplete. The hands on aspect of writing and teaching your own lessons is where you really master the con- tent. Through the practicum we learn how to address student errors and to utilize elicit ques- tioning that positively impacts the student’s experience. Additionally, lesson feedback is provided, which is timely and focused, with the aim of improving the experience for both the tutor and student.\"
Mark Seidenberg Defines Skilled reading Noted author, and Boon Education Board member, Professor Mark Seidenberg has graciously allowed us to present a modified version of his Proposed Requirements for Licensure as a Certified Skilled Reader, found in chapter 6 of his important book, Language at the Speed of Sight.
What if... There were Standards that defined skilled reading? If we can codify the skills required to become a plumber, can’t the Same be done for reading? For example: All students must have achieved age-appropriate proficiency in a spoken language. Reading-relevant expertise: Knowledge of orthographic structure and relations between written and spoken language, including how written words are pronounced and how spoken words are written: The ability to recognize a large vocabulary of printed words quickly and accurately, including academic vocabulary Extended knowledge of the meanings of vocabulary words, including multiple meanings and senses, and the ability to interpret them correctly in context Knowledge of the kinds of phrases and sentence structures in which words commonly occur, including literal and figurative expressions Ability to comprehend sentence structures of varying as they are read, as well as the larger structures created from sequences of sentences (paragraphs, sections, articles, chapters, books), making necessary links within and across levels Ability to recognize lapses in comprehension and perform simple repairs Possession of background knowledge relevant to understanding a broad range of topics Ability to vary depth of reading comprehension and textual engagement in accordance with goals A student must also have completed an extended apprenticeship consisting of several thousand hours of eyes-on reading experience
To qualify, the skilled reader must requirements get very specific: exhibit additional expertise, such [Individual demonstrates ability as ability to infer the meanings of to] cite strong and thorough tex- unfamiliar words using knowledge tual evidence to support analysis of morphological structure and of what the text says explicitly as distributional statistics; ability to well as inferences drawn from the analyze texts to achieve deeper text, including determining where understanding of content, style, the text leaves matters uncertain. and implications; familiarity with (Grade 11–12) If I were asked to multiple types of texts (including propose a standard for reading narrative, expository, beyond the twelfth-grade level, it persuasive, and at least two others); and would be “Demonstrates ability to additional expertise, comprehend the Common Core depending on the standards for reading.” master reader’s area of specialization. Having completed a rigorous course of training, engaged in Within each of the extended apprentice reading, and major areas of expertise, achieved the Standard, the skilled the skilled reader would reader could be issued a docu- need to demonstrate ment in formats suitable for fram- competence in a large ing and posting: number of sub-skills. The National Assessment of Educational Progress (NAEP) assessment for eighth graders incorporates thirty-two sub-skills, ranging from “use global under- standing of the article to provide explanation” to “use understand- ing of character to interpret author’s purpose.” The Common Core standards for English language arts are, in essence, an attempt to codify the requirements for reading at each grade level from K to 12. The
On a more Playful note: Finally, a skilled reader is capable of reading on airplanes in coach even The skilled reader shall be able to when it is hard to turn the page read and comprehend text pre- without elbowing the person in the sented by means of traditional next seat. Responsibilities of the paper formats, as well as skilled reader include updating screen-based media including personal language statistics with- smartphones, tablets, phablets, out conscious awareness and main- laptops, and Net ix subtitles. The taining a tidy orthographic net- reader may be called upon to read work. in school or employment settings Mark Seidenberg is the author of and so must be capable of main- Language at the Speed of Sight, and taining su cient attention to com- Vilas Research Professor and Donald prehend long-form documents O. Hebb Professor in the department such as the Telemarketing Employ- of psychology at the University of ee’s Handbook and the thicker Wisconsin. Harry Potter books. The skilled reader demonstrates pro ciency at reading jacket blurbs and exhibits good judgment in deciding whether to wait until the book is available at the public library or to buy it in hardback, paperback, audio, or digital format, or perhaps secondhand if the ship- ping charge is not exorbitant. A skilled reader will have had several thousand hours of textual experi- ence, excluding low-literacy activi- ties such as browsing online dating pro les. A skilled reader may be called upon to read to children with the expec- tation that none of the important words will be skipped or changed.
Liz Lightfoot The Program for the International Assessment of Adult Competencies Interview with Boon founder, reported by Nation Center for Sinclair Sherrill Education Statistics stated over 1 million US citizens are non literate INTRO and can’t take a literacy test. 45 million are reading below basic Liz Lightfoot: Sinclair, thank you proficiency (1st-3rd grade read- for this opportunity to discuss ing), and 110 million Americans Boon and your passion for reading. are reading at the 4-5 grade level. Sinclair: Thank you, Liz. I am so Mission glad someone with your journal- Video istic experience is interested in education and our mission. https://youtu.be/6wbdiVOAcOU Liz Lightfoot: Let’s get right to it. As I understand it, Boon is a start-up public charity working to increase the number of teach- ers in the United States who understand the science of read- ing, and are trained in explicit, structured, multi-sensory reading instruction methods. Can you elaborate? Sinclair: Yes. We organized Boon to help reduce the reading crisis in America, which is directly attributable to a shortage of teachers who can substantively teach reading to all learners. The crisis is an issue that is out of sight and mind for most Ameri- cans who can read well. It’s real.
ISSUE tion.\" Almost 50% of students need the type of explicit instruc- Liz Lightfoot: Describe what the tion Boon is funding. Imagine reading crisis means. what the positive benefits would be in getting that student popula- Sinclair: Well, it means that most tion reading effectively. American kids fail to read as well as they should and reach grade The current results from reading proficient level reading skills. A failure are crippling so many fourth grade student should ide- aspects of our national perfor- ally read at a fourth grade level mance. We need all students to and so forth in each grade up to have genuinely substantive high graduation. The majority of kids school diplomas and college level aren’t reaching grade level read- reading skills. A population with ing. Many students are reaching stringer reading skills will bring basic proficiency, but that still greater employment opportuni- isn’t the level of skill required to ties and lower incarceration really get the job done.The dis- levels, grow our GNP, and tinction is “partial mastery” increase America’s international versus “demonstrated competen- reading competitiveness. In our cy over challenging subject view, the fact that roughly 20% matter.” It unravels everything. of Americans are reading at basic Most of our citizens read at a or below grade level is a negative 7th-9th grade reading level in statistic, especially when higher adult life, and books are typically levels of reading are required in written for 7th grade reading the knowledge economy job skills. But higher levels of read- market. ing demanded by the 21st centu- ry work place are significantly WHY BOON IS NEEDED above basic or grade proficient. Liz Lightfoot: Why is a charity An Institute of Education Scienc- like Boon needed when we have es study stated that 23% of adult colleges and graduate schools of Americans were \"not able to education that prepare teachers? locate information in text,\" \"could \"not make low-level inferences Sinclair: Most teachers report using printed materials,\" and that they do not have training in were \"unable to integrate easily the science of reading. They don’t identifiable pieces of informa-
learn explicit, structured, EXPLICIT INSTRUCTION multi-sensory reading instruction methods in college and grad Liz Lightfoot: What is explicit, school. Instead, they are steeped structured reading instruction? in a “balanced literacy” approach and told they will learn Sinclair: Let me say as a funder reading instruction within its and organizer, I don’t hold any broad and superficial perimeters. education degrees, so my knowl- edge is that of a lay person. But as Boon is only facilitating the a co-founder of Boon and in funding of teacher training tui- preparation for our mission, I tions; it’s only one aspect of the have become a student of reading problem in receiving training. instruction methods. With my The real shortcoming is a lack of co-organizer, Martha Lemons training in the education system. Sherrill, we have researched the education field —even mapped Liz Lightfoot: How is that possible portions of it,—and distinguished that schools don’t prepare teachers experts, researchers, and institu- to reach all readers? tion leaders have taught us a great deal. Sinclair: Well, unfortunately, only a small percent of colleges Explicit instruction goes far and schools of education actually deeper into the structure of lan- prepare teachers to teach reading guage than the norm of reading with instruction methods that instruction called the balanced work, and they ignore or their literacy approach. Thus comes the professors don’t know how to name “structured literacy.” For impart decades of accumulated example, knowledgeable experts reading brain research that con- say that a teacher should know cludes that explicit, structured how to teach a student about reading instruction is ideal for all phonology, the sound structure of and essential for nearly half of spoken words, and phonemic all learners. The same instruction awareness, the ability to identify could help many students be sounds, called phonemes, within grade proficient or even words and then segment and advanced readers. blend them. A teacher should also be thoroughly supervised? coached? in learning how to teach structured literacy it as well.
Liz Lightfoot: That fact seems is effective? To reduce the crisis astonishing. Can you explain we need thousands and thou- what future teachers are actually sands more teachers to have good taught in school on the subject of training, which they aren’t going reading? to receive under the current teacher preparation situation in Sinclair: Since I am not a teacher, the education system. Liz, let me read to you what read- ing expert Louisa Moats has said, The teacher needs to learn that our written language is complex, “The most popular programs and for a student to thoroughly being used today are appropriate- understand it, they should learn ly strong on literature, illustra- the structure of English. Our writ- tions, cross-disciplinary thematic ten language isn’t like speech that units, and motivational strategies comes to babies quite naturally for children, but very weak or and intuitively if they grow up simply wrong when it comes to hearing it. the structure of English and how children actually learn to read the Since it is complex, teachers words on the page. Such pro- should basically know how to grams create a literature rich deconstruct it. Kind of like a car environment but fail to ensure mechanic might take apart a car that all students can read that engine in their garage. Think of all literature.” the engine parts on the floor, which I can only imagine because Liz Lightfoot: Can you further I am not in the least bit mechani- explain why the methods Boon cal. funds are essential in reducing the reading crisis? So to paraphrase, Louisa Moats, teachers who use instruction Sinclair: Structured literacy methods that are strong on litera- training, or explicit instruction ture, illustrations, cross-disci- methods, are proven to work, and plinary thematic units, and moti- the results of balanced literacy or vational strategies for children whole language instruction have just don’t address the complexity left us with a reading crisis. If the of our written language causing majority of kids fail to reach many students to fail to read grade level reading skills, how can adequately. While I laud recent anyone argue current instruction efforts within the balanced
literacy community that recog- There’s even more, Liz. nize the importance of explicit and systematic phonics instruc- Teachers must also impart an tion, teachers continue to be understanding of syntax, the set taught to “sprinkle” phonics of principles that dictate the within reading curricula rather sequence and function of words than teach structured literacy. in a sentence in order to convey meaning. This includes grammar, Liz Lightfoot: Is there more? sentence variation, and the me- chanics of language. Taken in full, Sinclair: Yes. I should say when explicit, structured reading teach- we started research on reading I es the comprehension of written kept saying to myself, “It can’t be language. It is the only approach that hard to teach reading.” I to reading instruction fully asked expert Sally Grimes why grounded in brain science and they can’t fast track teachers. She thereby essential to eliminating explained it couldn’t be done. It the literacy crisis and ensuring was frustrating. generations of capable readers. It’s not just the course hours. The WHY READING MATTERS big time commitment is the expe- riential teaching, called a practi- Liz Lightfoot: What do you say to cum, with a variety of students people who ask why is reading that locks in a teacher’s ability to so important when we have practice what they learned in the audio books and videos in this course work. YouTube world? Experts say instruction should Sinclair: For starters, America include teaching sound and competes in a global economy. symbol association, phonics, Manufacturing is a part of it, but where the sounds of spoken the service economy is growing language are shown to connect to and dominant in our country. printed letters. In order to be Although statistics vary, some effective, independent readers, reports say we are 22nd out of students must master the blending 25 developed countries in reading of sounds and letters into words performance. It doesn’t sound as well as the segmenting of good. If we are competing with whole words into the individual people who are reading, we need sounds.
to know how to access identical say that television is the closest sources of information and com- thing to hypnosis he knew of. A municate effectively on a troubling study from Pew world-wide basis. As Mark Research Center said that 75% of Seidenberg, author of Language Americans watch and learn about at the Speed of Sight and a Boon current events through television. Education board member, said, Research shows television releas- “Reading isn’t going away any- es alpha waves that influence a time soon.” viewer’s subconscious mind. So watching news isn’t words on a Also reading is an important page, and it has the added influ- gateway skill to all school sub- ence of hypnosis. Only 7% of jects; It is a foundational skill in Americans read their news. As on-the-job learning and a critical you know as a reporter, sources aspect of communicating with of written news are diminishing co-workers. Through reading, since newspapers aren’t doing workers gain knowledge, and well financially and are either they must be able to extract infer- closing or consolidating. ences and key information from written text. As I said, basic grade ISSUES BEHIND THE CRISIS proficiency doesn’t really cut it. Research also shows there are Liz Lightfoot: Is the failure of the health benefits. Imagine one education system understand the finding difficult to read a medi- science of reading and to teach cine label. Reading can lower explicit, structured reading stress and increase memory and instruction methods the only mental acuteness. There is a lot reason for the crisis? Are there more information in print than other contributing factors? one can imagine. I read that self-publishing has added Sinclair: The trained teacher 800,000 new books available shortage is the most direct reason each year. So reading is an for the crisis. But there are other important feature of a productive issues impacting the reading life. crisis. If you can believe it, there are competing beliefs about Reading keeps us informed with proper reading instruction in the multiple sources of news that education system. So we have a improve the quality of our citizen- situation where future teachers ship. I once heard a top hypnotist
aren’t getting prepared to teach later photos...you know, the ‘Dick reading, or caught in a conflict and Jane chased the ball’ type of between different methods of exposure. teaching the subject. They don’t even have the option because the It’s called whole language, and it professors don’t know it. The is still the prevalent method of science of readIng is unknown, reading instruction that has ignored or disputed. And on top flourished in a culture that of that, the education community ignores 70 years of reading brain can’t come together on best research largely funded by our teaching practices. Many educa- own government. It doesn’t help tors don’t believe dyslexia is a that the powerful textbook pub- real cognitive fact. A recent PBS lishing companies are basically broadcast on dyslexia and read- proponents of whole language ing instruction trigged a letter of reading instruction, and have complaint to PBS from a faction earnings that amount to $500,000 in the education field that actual- per annum selling their products ly denies the existence of dyslexia. to school systems. As I understand it, once upon a As I said, research of the educa- time, prior to America’s manifest tion field shows that education destiny moved immigrants out of professors don’t know about the the eastern seaboard and into the brain science on reading or about western territories and states, structured literacy and can’t pass reading instruction was primarily it on. Brain research goes on taught by teaching the elements every day but isn’t used in class- and structure of written language rooms. It sits on a shelf some- with phonics. This is the explicit where in an ivory tower. It’s instruction Boon advocates for. often called the research-to-prac- tice gap. Professors supposedly But in the 1800’s there was a teach, teachers teach, researchers movement of influential educa- research, and kids are failing. tors who changed the primers Lots of money is changing hands. and textbooks and steered read- In our view, it’s a discouraging ing instruction toward an mess, and many experts agree. A unstructured approach that was study was conducted into the rich in surrounding kids with effectiveness of professional books, learning words with learning funded at a cost of 13 visual cues like drawings and billion by the education system.
Only 1% of professional learning an individual’s ability to read. As programs were considered effective. I understand it, at its core, dyslex- ia makes it particularly challeng- Liz Lightfoot: What role does ing for a student to grasp the dyslexia play in the reading crisis relationship between letters and and in Boon’s mission? the sounds they represent. Also, the reading brain is absorbing Sinclair: Boon is focused on the symbolic information at 100-200 big umbrella issue of the reading milliseconds, and dyslexics can’t crisis in America, where 66% of process at that speed. The struc- all students fail to reach grade ture of written language is more level reading skills. A subset of confusing to dyslexics, so they that failing group is students who often struggle with spelling, have dyslexia, a reading disability. grammar, reading comprehen- It is also estimated that 46% of sion, reading fluently, and our students absolutely require acquiring vocabulary. explicit, structured, multi-sensory reading instruction. Experts say Boon cares about dyslexia and one out of five students has dys- dyslexics because the struggles lexia. these individuals confront are unpleasant in the extreme. Fami- In our view if all teachers should lies suffer too. Dyslexics fail in be prepared to teach reading school because our education effectively, a “rising tide carries system doesn’t teach teachers all boats.” Simply translated, about learning differences and every student, whether they are styles, in addition to reading dyslexic or neuro-typical, can instruction. The factory-like benefit from the good reading structure and bell ringing envi- instruction methods we discussed ronment of school learning can earlier. In fact, we think all learn- defeat students with dyslexia, ers would be stronger readers if lowering self-esteem and causing they received explicit instruction. a devastating level of depression and negativity, which can lead to Dyslexia is real, despite the fact drug and alcohol abuse, inappro- that some experts astonishingly priate behavior, and more. It is argue it isn’t. Decades of research estimated that a substantial proves its existence. So dyslexia number of our citizens behind is a scientifically-proven, neuro- bars are dyslexic and that 70% biological condition that affects are illiterate.
Many people and organizations success for all students because are advocating for individuals they are the only people who with learning disabilities, and understand and can disseminate they are doing an incredible job. best practices demonstrated by There is a website in New York the science of reading. called Understood that educates Since dyslexic students really the public about dyslexia. And make the shortcomings of teacher organizations like the Interna- preparation obvious, the problem tional Dyslexia Association have and the population is an import- long-standing missions to sup- ant feature in the crisis. It is the port dyslexics, while governmen- proverbial “ squeaky shell”. Over tal and private funding supports the past six years or so, a group research on the subject. The Na- of incredible grassroots advo- tional Center for Learning Dis- cates operating in all fifty states, abilities is doing great work. A calling themselves Decoding newcomer to the challenge is the Dyslexia, have brought aware- Reading League, which held its ness about dyslexia to a whole first conference in late 2019. new positive level. The movement was started in New Jersey by We also think our focus on the parents Deb Lynam and Liz general impact of the national Barnes. reading crisis might open up a Decoding advocates have educat- new level of funding for teacher ed state legislators and worked training. Boon cannot help as volunteers to pass so-called reduce the reading crisis and Dyslexia Laws in the majority of overlook dyslexia. Boon’s desig- states. Legislators have been nated training grantees are the educated within the process. The finest in America. They include laws contain definitions of dys- the Academy of Orton-Gillingham lexia, and mandate early screen- Approach, (AOGPE), the Interna- ing. They provide handbooks, tional Multisensory Structured promote explicit, structured, Language Education Council, multi-sensory reading instruction (IMSLEC), the Academic Lan- for teachers, and much more. The guage Therapy Association Decoding advocates expect (ALTA) and the Wilson Language accountability from the educa- Training non-profit part- tion system and government. A ners.Their original, baseline work tall order. As I said, their advocacy is to teach dyslexic students. But has brought more attention to they hold the keys to reading dyslexia and poor reading instruction than ever before.
WHERE TEACHERS GET Liz Lightfoot: What do you TRAINED AND OTHER mean, by “outside the system”? TRAINING FACTORS Sinclair: The learning centers, Liz Lightfoot: If a teacher can’t their headquarters, and profes- get prepared for a career in sional associations are largely school, arguably the most effi- made up of small non-profits or cient way to prepare, how do small for-profit entities that they acquire the knowledge and teach individual teachers for a teaching skills? fee. Most often the training tui- tion is paid by the individual Sinclair: Great question! The teacher. The big exception is shortest answer is go to our Wilson Language Training, a website and check out the Boon for-profit, which has worked National Scholarship trainers with a large number of schools page. There are also links their to and districts across the nation, our training allies. The longer where the school or district answer is that teachers generally funds the training. Wilson has a cannot get the training in a national network of non profit post-graduate or on the job leaning centers as well, and Boon training situation. That fact is funds scholarships with them. slowly changing, but there aren’t enough teacher trainers out Liz Lightfoot: You just said, there there. Other than maybe at ten aren’t enough teacher trainers. percent of the schools of Educa- Doesn’t that add to the challenge tion teach effective reading of training more teachers to instruction methods, so a teach- reduce the reading crisis? er has to train with independent training organizations, which Sinclair: Without a doubt. Train- fortunately operate in the major- ing teachers up the ladder from ity of states. These learning cen- an entry level course to a full ters are outside the system, and fledge teacher trainer is a huge as I said are listed on Boon’s time commitment for a practicing website. teachers. Because of the continu- ing supervised teaching practi- cums, years can go by. We need more teacher trainers. I think the course work segment of
the training could possibly be Liz Lightfoot: Is the training made more efficient to train more expensive? teachers, but the supervised experiential teaching, called a Sinclair: Well, compared to col- practicum, takes long hours. It lege or graduate school tuition it doesn’t take too long to become a isn’t. But for additional, after tutor or classroom teacher, grad school tuition it is, particu- which is kind of a junior level larly when teachers aren’t well amount of training, but to reach paid. It can add up to 5% of a the teacher training level is truly teacher’s salary. Tuitions on a big commitment. Most teachers national average range from stop their training at the junior $1,750 for an entry level course level because they know enough which isn’t going to convert an to tutor. Boon seeks to incentiv- uninformed teacher into a bona ize a pipeline that persuades fide practitioner, to $3,700 for a teachers to attain all four levels junior level course that includes of training, but there are a lot of supervised teaching and coach- inhibiting factors. ing. It can cost $5,000 for two years to become a full-fledged Louisa Moats, said, “Teaching trainer of teachers. reading is rocket science,\" which is probably an thoughtful exag- BOON MISSION geration. But it makes the point PREPARATION that it is complicated and requires deep knowledge and a Liz Lightfoot: It seems as though zealous commitment. To use my you are fairly well-informed earlier comparison, one might be about the facts and issues. able to take apart an engine with a manual and proper tools, but Sinclair: Thank you. Boon’s getting it back together would be founders and organizers have impossible without lots of infor- worked for years to understand mation, instruction, supervision, the facts and issues and the edu- and repetition. To go from intro- cation field as it pertains to read- ductory level courses to becom- ing science and instruction. We ing a teacher trainer can take think it is a necessity and respon- five years. sibility to be informed grant makers and leaders. Our vision has been that Boon must be
knowledgeable to operate our including Jeffrey W. Earls at the organization and mission. And John C. Griswold Foundation, the we still aren’t as informed as we Loring family, and Sebastian’s want to be. ongoing cornerstone lead gifts, we were able to begin a research Liz Lightfoot: Who are the found- phase. Our initial plan was to ers and organizers? collect and disseminate enough information about the field that Sinclair: I served on the board of we might attract other major a small independent school for donors and grant makers to join dyslexic boys with Boon’s us and to bring a new and strate- co-founder Sebastian Scripps. gically planned level of philan- Both of us have a learning dis- thropy to the field. We wanted to ability. While I am proud to be a make our knowledge of the field strong reader, with a preference easy to access. for learning that way, I have a math disability called dyscalculia We were successful at reducing which is basically the math ver- months and years of education sion of dyslexia. Sebastian is field research into brochures, dyslexic, struggles to read, and recordings, large graphic maps on ironically the Scripps family paper and on our website, and were successful publishers. for presentations. But we failed to find peer philanthropists. Sebastian and I wanted to help Those we found were either dyslexics, but as we learned more disinterested or had previous and we saw the bigger issues current grant making goals. The involved in illiteracy, teacher major foundation funders in the training, etc. We were and are field had previously committed to keen about moving research to their own collaborations and practice. He liked the idea of agendas. One major foundation conducting research in the field executive said, “ We don’t delegate in order to be more effective our grant making,” when the grantmakers. Don’t get me wrong purpose of our work at the time Liz, we love the schools we have was to do far more research than supported, but our curiosity got other philanthropists or founda- the better of us. tions and share our findings. We certainly didn’t want to direct With the added financial support others, or act as a subcontractor. of a small group of donors,
The research was applied. The buried, in silos, not communicat- family foundation I am associat- ed, or coveted. Many organiza- ed with used that information to tions operate with a singular make experimental grants all over focus on their own bottom line, the field to support a wide vari- without collaborating with their ety of objectives and missions. peers. Boon has established an Early literacy was a major focus, Education Board with some of and of course teacher training for the most able, experienced, and students in grades 1-12 was noteworthy educators and scien- equally significant. We also sup- tists to help us be more knowl- ported organizations that worked edgeable. in the field on a multi-state or national basis, neurological At the end of the research period research in key areas, and educa- we decided to focus solely on tion and assistive technology, to training teachers working in name a few. We tried to fund Grades 1-12. Prior to that we had organizations with budgets under looked carefully at fundraising/- $1 million or for new and innova- funding preventative reading tive projects. To date, gifts that instruction training for childcare have no connection to Boon teachers through an amazing whatsoever amount $6 million. program developed at the Stern Center for Language and Learn- Liz Lightfoot: Why has it taken ing, called Building Blocks for years to get prepared to launch Literacy, and considered oppor- Boon, and where have you tunities to fundraise/fund explor- obtained the information? atory grants for work in research, ways to close the Sinclair: We went out and met research to practice gap, educa- teachers, researchers, activists, tion technology, and more. institutional leaders, and board members of key organizations in Liz Lightfoot: Why is knowledge the education field. We have stud- of the subject so important? ied research papers, articles, and asked innumerable questions on Sinclair: As a student of giving a regular basis to experts who and philanthropy, I have learned have worked on improving read- that the more a major donor / ing instruction for decades. But it grant maker knows about an is a little like a treasure hunt. issue, and has a connection to a Activity and information is cause, the more effective and
impactful their giving is. Many Through foundation giving I have foundations have a narrow lens learned about nonprofit opera- on their giving because the tions, how their boards operate, respond to proposals, rather than and how decisions and institu- exploring a wide range of factors tional planning is done. I have entailed in their potential fund- also seen missions succeed and ing. Boon exists to facilitate fund- fail, and I have witnessed crises raising and grant making to help and problem solving. The Boon reducing the reading crisis, so we team has worked inside nonprof- must know what we are doing. its as administrators, school We must also have experience in heads, principals, and fundrais- fundraising and grant making. We ers. We have volunteered and must know how nonprofits operate served on boards. because they are the organiza- tions behind the teacher trainers. I have also created several foun- dations and nonprofit organiza- Liz Lightfoot: I understand you tions, and worked as a consultant have been a foundation director for many years. There is an ele- since the 80’s. Has that experi- ment of stewardship in working ence been beneficial? with beneficiaries, particularly with smaller nonprofits like the Sinclair: I think so. I don’t know learning centers Boon supports. of a real graduate school course for how to become a grant maker. FUNDRAISING It has provided me with years of grant making experience, seeing Liz Lightfoot: What type of fund- how funding can help when so raising does Boon aim to pursue? much human capital and time is the real driver of nonprofit mis- Sinclair: Giving has changed sions. Money isn’t always the over the years. Crowd fundrais- simple solution. I read that the ing is a good example. Even value of the volunteer time given though it only amounts to $34 to causes and charities in Ameri- billion, it is very popular. It is ca is greater than the monetary expected to grow to be $300 value, and $410 billion charitably billion, but no one knows if that changed hands in the United guesstimate means that it will States in 2018. supplant traditional giving. Either way, we need to take advantage
of any methods that reach poten- I learned early on through the tial allies and give Boon money to clergyman in my family that a regrant. Giving to appeals community or parish was made through Facebook is an anony- up of people who acted together, mous process, where names, knew one another in varying emails, and addresses are degrees, and contributed together unavailable. In contrast, Boon — generally on a long term basis. hopes to establish a community It wasn’t a one time, drive by, of identifiable, repeat annual anonymous giving program donors to the cause. through social media or through PayPal to merely receive money. As I said, Boon’s team members Donors can be long-lasting, kin- all have professional and volun- dred spirits. As a child I could see teer fundraising experience. Our the brass plate going up and weakness is that most of that down the church pews as parish- experience centers around orga- ioners openly put their contribu- nizations that have established, tion envelope or cash inside. traditional fundraising programs with a history of existing donors Liz Lightfoot: Can you explain the who give each year. dollar-for-dollar matching fund displayed on the homepage at Boon is a start up, so we must boonphilanthropy.org? build our donor base. We have to identify potential supporters from Sinclair: Boon fundraised to scratch. The current world of create a matching fund that might crowd funding and social media encourage new donors to consid- giving is new to us, and it some- er joining in and contributing times seems like it is designed for with our matching gift fund one time, almost anonymous gifts. donors. Our view has been that Since Boon wants to create a average donors would be moti- lasting community of annual vated by seeing their gift double donors, we are doing our utmost and 100% of the funds applied to to encourage giving directly scholarship. We have thought that through our website so we can the matching gift would help have records and addresses of Boon build a nationwide donor donors, allies, and friends. We base. want to know our contributors. We have also thought the match- ing fund would be an incentive
for people who raise money for who have raised substantial teachers to be trained within their funds in their state and were town, school district, or state. If a looking for a significant match. group of motivated local allies We aren’t ready for that scale as raised $850, that success would yet. And in Boon’s process we be doubled by Boon and provide fund our pre-vetted trainers an entry level tuition for one because we are 100% certain teacher. Under normal conditions they know how to train. that would not happen locally unless there was a funder nearby Liz Lightfoot: How does the willing to do such a thing. scholarship process work? People have said to me that Sinclair: Our scholarship pro- having a matching fund means gram has a specific process. Boon already has money, so why Boon major donors contribute do you need a gift from me? I gifts and grants to the matching have explained that the matching fund to attract individual gifts to money, like all of the funding fund individual teacher scholar- Boon receives, comes from out- ships. Average donors contribute side donors. We think our typical between $5-1000 get their gifts donors will give between $5 and doubled. All funds contributed $1,000 are automatically redistributed as grants to our training partner Boon is also fundraising from allies at their national headquar- Texas to Maine and from Alaska ters. Once they receive the funds, to Florida. Our nation-wide mis- it is their job to award scholar- sion should help us raise more ships. money than local campaigns because the population is so This process makes our expert much greater. Just like a universi- training allies the decision ty with graduates living across makers on scholarship awards. the country, there are greater The scholarship funds are passed resources to draw upon. out to the specified learning centers for individual teacher Currently, Boon’s Scholarship training. That step insures that program is geared toward indi- training is provided by teacher vidual gifts funding individual trainers who adhere to the stan- tuitions, at least at this time. We dards and best practices of the have been approached by people headquarter organizations.
You see, Liz, in the vacuum creat- trainers to train more teachers. ed by a colossal shortage of teachers, there isn’t any unified We asked the question to our ally, approach to training and its Wilson Language Training. quality. As we understand it, Wilson has worked successfully some teachers with only a curso- with about a quarter of the ry knowledge and experience school districts in America, and hold themselves out as qualified they train the most teachers, who tutors, and the consumer (par- work with the greatest number of ents) often hire these teachers to students in the country. Wilson’s instruct their children only to see success is proof of concept that a lack of improvement in their effective teacher training is the reading performance. Our way to go. In fact, WLT shows us top-notch teacher trainers can’t that teachers on the scale of a police the education field for school district can learn how to people that lack the substantive successfully teach reading for skills treasured to be an effective the long term. Wilson engages reading instructor. That is why administrators and teachers Boon pre-vetted its grantees, so through a four year commitment as credible funders we weren’t using implementation science. It’s dealing with all the gray area in a remarkable approach. In the teaching environment. We are schools and districts that use not exclusionary in who we Wilson’s comprehensive instruc- fund, but in our situation choos- tion and materials the students ing to fund the four top training reach grade proficiency. The organizations is a credible and problem is that America has effective method for good grant almost 14,000 school districts making. with 3.6 million teachers work- ing in them. Liz Lightfoot: How much money would you like to raise? How Wilson’s experts suggested that $5 much money is needed? million per annum would be a realistic benchmark. Since the Sinclair: Boon seeks to raise $5 price of tuitions vary, determined million per year. We have care- by the level of training, we have fully considered how many simplified the math a bit. Five teachers could be trained if the million dollars could provide funding was available. We have 3,000 teachers with scholarships explored the capacity of teacher for entry level training, which
could mean that almost one mil- Liz Lightfoot: Tell me about the lion students might benefit over March of Dimes example? the course of a trained teacher’s career. Sinclair: What became known as the March of Dimes was original- Boon envisions a donor base ly the The National Foundation with 125,000 gifts of $20, or for Infantile Paralysis. It was 250,000 gifts of $10, or gifts founded by President Franklin D. ranging from $5-$1,000 that Roosevelt in 1938 to bring aid to could amount to $2,500,000, and children suffering with polio but the other 50% of the $5 million to also fund vaccination research. annual campaign could be Roosevelt also founded the Geor- matching money from major gia Warm Springs Foundation donors. Historically, big donors with affluent friends to provide like to see lots of small donors, further investment. It was a pro- and small donors gain confi- ductive alliance between major dence from big donors giving at donors, tiny contributions, and their capacity. Boon also plans to volunteers raising money to sup- continue to distribute 100% of port both research and care. publicly raised funds directly into scholarships for teacher The March of Dimes created a training. Private designated network of 3,000 or so chapters donations fund Boon operations. across America to raise money. It is our vision that friends and We established Boon to be the allies that understand the impact central, national funding source of the reading crisis and the role for teacher training in reading teacher training plays in reducing instruction. Our vision and it will become Boon’s fundraisers. approach has been to build an On Facebook they can organize annual appeal that is supported mini campaigns. Our friend, Mas- 50 % by major gifts being used to sachusetts Decoding Dyslexia incentivize average gift giving, leader Nancy Duggan had a birth- while tapping into popular day fundraiser, which raised over crowd funding methods. As a $1,300 dollars for scholarships. If 501(c)3 registered to fundraise that could be replicated on a across America, we also thought national scale we could really Boon could emulate the March of grow the Boon National Scholar- Dimes, which I admire so much. ship. The Decoding advocates are really committed citizens who
possess a sophisticated knowl- Liz Lightfoot: What kind of edge about reading instruction impact would Boon’s successful failure in America. We hope they $5 million mission offer? will be a strong part of Boon’s mission in the future. Sinclair: Needless to say, with 66% of our students failing to Polio left people with permanent reach grade proficiency by 4th physical disabilities, and in many grade, we are talking about 13 ways illiteracy can be a perma- million or so elementary school nent disability. It can be prevent- children. And with an average ed with early diagnosis and ideal teacher-to-student ratio of 1 to teaching between kindergarten 12, just training 3,000 teachers and third grade. Students can also per year will barely scratch the be remediated when they fail to surface. What we really need to reach grade proficiency. But we reduce the crisis is to see millions need thousands of trained teach- of teachers with training in ers to make a substantive differ- explicit, structured, multi-sensory ence. reading instruction methods. Training that many teachers just On the personal side, I identify once could cost $2 billion. Still with Roosevelt. He was originally Boon’s nation-wide mission will diagnosed with polio, but his modestly help increase the symptoms are now known to be number of teachers trained and more consistent with Guil- students that receive adequate lain–Barré syndrome — an auto- instruction. immune neuropathy which Roos- evelt's doctors failed to consider. I Every single teacher who gets got sick with Guillain–Barré trained is an important step in syndrome in 1998, totally losing reducing the reading crisis. With the function of left arm. My any luck, other major funders shoulders barely worked and might join in, do something paral- then atrophied, the pain was lel and supportive, or the educa- excruciating and the nerve tion system might get onboard damage has left one of my legs and begin to value teacher with feelings of pins and needles preparation and the reading and being partially asleep for the crisis as critical factors in Ameri- past 20 years. It took me eight ca’s future. Maybe we will show months of physical therapy in a bigger funders how important swimming pool to regain my our mission can be. mobility, and of course Roosevelt never got out of a wheelchair.
But the beauty of a huge donor needed by dyslexic and disad- base commitment like a March vantaged students. Disadvan- for Dimes is that it brings quali- taged students might come to ties like a grassroots movement school with less background to a particular cause, shows knowledge and vocabulary, but consistency and adds potential good instruction could help them longevity. The March of a Dimes acquire that information. Other cured polio and now funds pre- students might be transitioning to natal care as the March for English as their primary lan- Babies. Foundations typically guage, but good instruction could don’t commit to permanent fund- increase their performance as ing objectives. well. In any case, reading is a gateway skill, and everyone has Who knows, the education sys- a civil right to get proper instruction. tem’s professional learning pro- cess might evolve to let teachers Liz Lightfoot: Do you think Boon choose the courses they attend, will find the audiences it requires giving them access to public to fund teacher training on a resources? We understand that grassroots basis? often superintendents decide what type of professional devel- Sinclair: We are building an opment is available. Billions of audience by building awareness dollars of private money has about the crisis and its dire con- been invested in public educa- sequences. Getting some attention tion, and $18 billion was spent on from media would help us reach professional development within out to Americans that value literacy. the education system in 2018. As said earlier, very little of that We hope readers will support our money has genuine impact. Is it mission. After all, over 600 mil- crazy to think $2 billion might be lion printed books were sold in the ultimate bargain when you America last year, and about 170 consider that reading effectively million ebooks. Even though can impact every aspect of a magazine sales drop by about student’s academic (and future) 15% per year, over 350 million success? magazines are sold each year. Newspaper circulation is down We believe that reading success is by 100% since 1985, but I read the key to greater student suc- that 56 million are sold each day cess, and it is most urgently with an uptick on Sunday.
Publishers could get on board Newspaper circulation is down reducing the reading crisis by by 100% since 1985, but I read helping to build awareness and that 56 million are sold each day bring funding to the table. Ironi- with an uptick on Sunday. cally, the big educational text- book companies that promote Publishers could get on board whole language instruction are reducing the reading crisis by part of the problem, but perhaps helping to build awareness and publishers without a stake in the bring funding to the table. Ironi- education market might support cally, the big educational text- our cause. book companies that promote whole language instruction are With greater awareness about the part of the problem, but perhaps detrimental effects of illiteracy, publishers without a stake in the groups and organizations that education market might support support better citizenship might our cause. join us. With greater awareness about the Liz Lightfoot: Do you think Boon detrimental effects of illiteracy, will find the audiences it requires groups and organizations that to fund teacher training on a support better citizenship might grassroots basis? join us. Sinclair: We are building an Liz Lightfoot: Why are you so audience by building awareness passionate about literacy, so about the crisis and its dire con- much so that you created Boon to sequences. Getting some attention help students and teachers? from media would help us reach out to Americans that value liter- Sinclair: As the father of three, I acy. have always been amazed at how fragile and little and vulner- We hope readers will support our able babies and children are in mission. After all, over 600 mil- nature. As we all know, babies lion printed books were sold in we can’t feed ourselves, and our America last year, and about 170 environment at home and later in million ebooks. Even though school is our universe. If it is a magazine sales drop by about hostile or unproductive one, then 15% per year, over 350 million what? It’s up to adults. But in the magazines are sold each year. school environment there isn’t
any consensus on what’s best for problems that include language a child. It’s such a microcosm of issues like reading and math, our society but it is also vast. issues with handwriting, and Fifty million students are in our attention disorders. In the early school system. Poor reading 1960s concepts of learning dif- instruction is a significant part of ferences, learning styles, and the chaos that can be improved dyslexia were generally upon. unknown. Unfortunately that situation remains. Students were Boon is my passion because often labeled stupid by their reading is such a pleasure for me. teachers. If a fellow student I fully appreciate how important heard a teacher say something reading is to all the other learning disparaging about a student, the we do. I always preferred read- viewpoint swept like a prairie ing books on my own instead of fire. Teachers in the faculty room attending school. Of course I did shared concerns and opinions. attend school, eventually earning a juris doctorate. My mother was My mother was taught to teach a big contributing influence. She reading under the supervision of was an Orton-Gillingham trained one of Dr. Orton’s original prote- reading instructor helping stu- ges, Dr. Edwin Cole at the Massa- dents with their reading challeng- chusetts General Hospital. Before es, which furthered my under- the Academy of Orton-Gillingham standing of the advantages of Practitioners and Educators des- reading. I got to witness before ignated their most experienced and after good reading instruc- teachers as Fellows, my mother tion with her students. All she had that training. She tutored, talked about was reading instruc- taught groups of students with tion. It was her quest. Slingerland Institute training, and trained teachers. Dyslexia was a My mother thought she was dys- broad-brush diagnosis then, with lexic. My sister is dyslexic. And the medical field lacking the although I am a strong and avid research and experience to fully reader and writer, which got me understand or appreciate the through school. As I said previ- combination of deficits or ously, I am dyscalculic which is strengths it might cause. the dyslexic deficit in conceptual- izing math concepts. You see dyslexia contains a spectrum of
Anyway, reading was my per- succeed, and good training will sonal shield. I took a small biog- make that a prevalent fact. When raphy book to math class inside teachers lack the knowledge my math text book as my security because it wasn’t available in blanket. While class went on and grad school, it isn’t so surprising other students answered math they act defensively. Particularly questions, I ignored them and when that bias and belief is rein- read my book. My book kept me forced my many of their peers, thinking I was intelligent in some principals, and superintendents. way. Eventually I would be tossed from class and would read We can do a better job, and it is my book in the hallway or often everyone’s responsibility to be outside. My teachers thought that sure our nation’s future is secure sun, rain, and cold weather because we all read effectively. would add to my punishment. I Boon can have a meaningful role once had a teacher who wouldn’t in that objective. let male students use the restroom unless they answered a math Thanks, Liz. question. Many of us didn’t make it in time. But I had my book at my in my pocket. Liz: This has been a good conver- sation and I have learned a lot about reading instruction and the resulting crisis. Do you want to say anything in closing. Sinclair: I imagine a huge group of small donors investing in indi- vidual teachers, receiving their training outside the system for now, removing at least one obsta- cle to their success ... the cost of tuition of for training in proven instruction methods. Every teach- er wants to be sure their students
“I am a contributor to Boon because I know trained teachers are the key to reading success. Please consider joining me with your donation today” ~Peggy Stern Academy Award-winning film Producer/Director, Founder & CEO SuperD!ville
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