My Top Five Articles From This School Year
Newsletter
As noted last week, I get a sense that educators are overwhelmed right now. I know the feeling! With that, I am posting a round up of my most read articles from this school year. If you do have some mental bandwidth, I’d love your feedback (here).
Take care,
Matt
Are we assessing reading, readers, or something else entirely?
“Oral reading fluency is the ability to read connected text quickly, accurately, and with expression. It involves reading aloud smoothly, with proper pronunciation and appropriate prosody (pitch, stress, and timing). Fluent readers can decode words automatically, allowing them to focus on the meaning of the text rather than struggling with individual words.
In this post, I question the use of oral reading fluency as an effective measurement for assessing readers. While Regie Routman notes in the comments that “the research is clear that oral fluency in the early grades aligns highly with comprehension”, there is concern that we are reducing what it means to be a reader down to a single score.
Time to Teach: Will New Reading Legislation Help or Hinder Instruction?
When Wisconsin approved new reading legislation, I was opposed to several parts of it. In particular, the push to retain 3rd graders if they weren't deemed proficient by state exams would have been tragic (and a reality in other states). Thankfully there was enough pushback to remove this part of the language from the bill.
In the same vein as the previous post, I shared my concerns that all of these state literacy mandates may have a negative effect on student reading outcomes. Teachers and leaders now have more added to their plates. These additional responsibilities take away time to properly prepare for effective literacy instruction.
The True Test of Leadership
“Please note: Tornado drill changes don’t belong on the Instructional Leadership Team agenda.”
Here, I share a personal story. Due to a medical event, I was homebound for recovery. Worried about how the school would operate without me being there as the principal, I was reminded by a friend that my absence would be a true test of leadership.
Reading as an Act of Resistance
After last week’s election, I’ve heard colleagues express worry about what is to come. For example, the incoming administration would like to dissolve the Department of Education. I share some of their worries, considering my position as a systems coach is funded primarily by federal dollars.
Amidst the worries due to the instability of the federal government, I make a case for reading in challenging times. Reading can be an act of resistance. It helps focus our attention, expand our knowledge base and perspective, and bring people together.
Reflecting on the November presidential election results and the complex media landscape that shapes voter perspectives, I'm reminded of our fundamental responsibility: we must empower students not just to decode text, but to think critically as readers who can evaluate information, recognize bias, and form well-reasoned conclusions about the world around them.