EL Education, Mohawk Trail - Hawlemont Regional School District's English Language Arts Curriculum (K - 6)
Throughout my 27 years as a literacy educator, I have taught many students to stop and consider the title of a text before diving into it. Yet, the title and sub-title of this blog do not seem related. I will explain, but first let me begin by introducing myself: My name is Valerie Vasti, and I am enjoying the great privilege of membership in the Mohawk Trail - Hawlemont Regional School District community as the District Literacy Coach during an exciting time of change here - and, actually throughout Massachusetts and our Nation. For us, EL Education is the face of that change; it is the curriculum we have adopted for Kindergarten through Grade 6. Dyslexia Awareness Month is an opportunity to explain the reasoning behind the selection of EL Education because much of the credit for the significant shift in how we teach reading and writing belongs to a group of extraordinary parents of dyslexics who pushed for awareness and change such that ALL children truly have access to the depth of literacy that guarantees life-long learning. Literacy is the key to children learning to follow their own questions; to express themselves with a voice all their own; indeed, to defining success as the realization of their unique passions. It is our responsibility that every child owns that key!
Learning to read is not a natural process - for anyone. We do learn language naturally. Think about babies' first words: no lesson plan, right?! Learning to read and reading to learn are far more complex processes for our brains. People have wondered (and argued) about how reading works and the implications for how we ought to teach reading for hundreds, even thousands of years. With the assistance of technological advances (brain scans) and more developed collaboration, scientists in a wide array of fields cracked the code - just in the last 50 years! For some years, there was a gap between the research scientists and teacher training, which means instruction didn't change. AND, now we have arrived at the part of the story where our parent-heroes doggedly pursued the key of literacy for their children and, as a result, caused a truly seismic shift in how we teach! The Science of Reading reveals the ethical imperative that we shift our teaching practice to a structured literacy approach.
In this graphic, we see learning to read seems effortless for 5% of us and relatively easy for another 35% of us. And we can see the 10-15% (maybe even 20%) of us with dyslexia who non-negotiably require structured literacy. The great news from the world of science: structured literacy is authentically better for ALL!
This educational epiphany is as fitting a time as any for the wise words of Maya Angelou:
"Do the best you can until you know better. Then when you know better, do better.”
The Department of Elementary and Secondary Education (DESE) in Massachusetts - among many other states nation-wide - began an extensive vetting process for curricula chiefly guided by a mandatory alignment to The Science of Reading. EL Education received the highest of marks across all grades. In my next blog, I will share an explanation of EL Education's structured literacy program. If you would like to read a bit about it before then, here is a link to their blog, The Science of Reading at the Heart of the Curriculum. Not a day has passed since I joined Mohawk Trail - Hawlemont Regional School District that I have not had cause to pause to appreciate the depth of dedication to both the science and the artistry of teaching motivated by a tangible love for and belief in the children of this community. Because we strive to get it right for EVERY child here, we have made the change to EL Education. Our ethics and drive for equity simply demanded it.
With respect for all children who have ever been made to feel other or lesser because they learn differently, I also will take the opportunity of this blog to share information about dyslexia. Due to a lack of understanding, too many dyslexics have struggled to learn resulting in low self-esteem and even shame. I am happy to play even a small part to raise awareness.
What is dyslexia?
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Adopted by the IDA Board of Directors, Nov. 12, 2002. Many state education codes, including ours here in Massachusetts, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.
Not sure if you know anyone with dyslexia? Almost definitely!
What can dyslexia look like?
Wow, I didn't know! I thought dyslexia was when someone saw reversed letters - like b when it's d.
MYTH #1: Only school-aged children develop dyslexia.
Dyslexia can show in children as young as 2 or 3. Early signs for children under the age of five include delayed speech, difficulties remembering the alphabet, and mispronouncing common words.
MYTH #2: Dyslexia is a vision problem. (The letter reversal myth)
Dyslexia is a brain-based learning disability. In fact, scans have revealed that the brain of an individual with dyslexia functions differently when it comes to reading text than the brain of someone without the learning disability.
MYTH #3: Dyslexics are not intelligent - and, they are lazy.
This myth is shattering to self-esteem. The truth is students with dyslexia are definitely not lazy; many try even harder than their classmates to master reading! Individuals with dyslexia require additional support and multi-sensory structured learning to create lasting literacy skills.
MYTH #4: Dyslexia is extremely rare.
See above. ; )
MYTH #5: Boys are much more likely to have dyslexia than girls.
Dyslexia actually affects both genders at a comparable rate. Despite these findings, teachers do refer more boys for dyslexia evaluations. We can talk about why in another blog!
Suspect dyslexia? Act early.
Talk to your child's teacher(s) and/or your primary care. Here's what will happen next:
Diagnosis can be scary, BUT we know exactly what to do!
There are So many SUCCESS stories! The implementation of the Science of Reading guarantees SUCCESS will be the norm!
Dr. Shawn Robinson learned to read at 18 years old and is now a researcher whose work involves increasing opportunities in education and employment for people with dyslexia and Black boys.
Growing up, Robinson was placed in special needs classes and was even kicked out of high school his sophomore year because he would frequently react in anger due to his frustration with trying to read. It was not until his senior year that he was diagnosed and began to receive intervention for dyslexia. His mentor, Dr. Nash, taught Robinson the basic reading principles including phonics, morphology, and fostered Robinson’s found love of learning. Dr. Robinson went on to get his PhD in Language and Literacy, and worked at Wisconsin’s Equity & Inclusion Lab.
He has also co-authored a series of books with his wife called Dr. Dyslexia Dude in which the young African-American superhero struggles with dyslexia. The challenges faced by this hero are the same challenges Dr. Robinson experienced early in his life. With these books, he hopes to inspire the next generation of dyslexic superheroes.
Dyslexics you may have heard of include:
Ansel Adams
Maggie Aderin-Pocock (astronomer/The Sky at Night)
Mohammad Ali
Harry Belafonte
Erin Brokovich
Agatha Christie
Anderson Cooper
Tom Cruise
Albert Einstein
Henry Ford
Salma Hayek
Tommy Hilfiger
Magic Johnson
Steve Jobs
John Lennon
Jay Leno
Patricia Polacco
George Pattan
Pablo Picasso
Steven Spielberg
Ted Turner
Leonardo da Vinci
George Washington
Robin Williams
Henry Winkler
How can parents support literacy development for a child with dyslexia?
Focus on strengths, not just weaknesses. The goal is to make sure that a child’s strengths, rather than weaknesses, define his life.
Celebrate every success!
Set realistic goals. More reason to celebrate more often!
Don't let poor spelling stop your child. Spelling may lag but creativity and curiosity will not!
Read aloud to your child. It's fun - and very helpful.
Be a team with your child's teachers: Even if they say they don't like it, kids feel safe and supported when there's a team looking out for them.
Share your difficulties with your child. All kids benefit from learning we all have different strengths and weaknesses!
This video helps us all "See Dyslexia Differently".
For information and resources, go to the IDA, International Dyslexia Association, website.
For your convenience, I have copies of the IDA Dyslexia Handbook: What Every Family Should Know in my office at the Mohawk Trail Regional School (Grades 7 - 12). You can pick up, or I can mail. I also dropped off copies at all the elementary schools.
Please feel free to reach out to me with questions, concerns, needs!
Valerie Vasti
Pronouns: she/her
District Literacy Coach Mohawk Trail Regional School - Hawlemont Regional School District
vvasti@mtrsd.org
Don't DIS my ABLE