racism’s impact on reading science denial and african ... · 1 © 2020 consortium on reaching...

1 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.

Webinar:

Casualties of War: Reading Science Denial and

Racism’s Impact on African-American Children

January 29, 2020

http://www.corelearn.com

2 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.

Meet Our Presenter

Kareem WeaverMember, Education CommitteeNAACP, Oakland Branch


www.corelearn.com33 www.corelearn.com© 2020 Consortium on Reaching Excellence in Education, Inc.

The Bottom Line

“Thanks to new scientific research – plus long awaited scientific and research consensus around this research – the knowledge exists to teach all but a handful of severely disabled children to

read well. It is estimated that over 90 percent of students – including many now classified as learning disabled – could increase their reading skills to roughly average levels with intensive, early instruction delivered by skilled educators.”

American Federation of Teachershttps://www.aft.org/position/reading-instruction


https://www.aft.org/position/reading-instruction


The Bottom Line

“Thanks to new scientific research – plus long awaited scientific and research consensus around this research – the knowledge exists to teach all but a handful of severely disabled children to

read well. It is estimated that over 90 percent of students – including many now classified as learning disabled – could increase their reading skills to roughly average levels with intensive, early instruction delivered by skilled educators.”





NAEP 2015 ELA



Elements of an Effective Reading Program

● Strong Core Curriculum: effective K-3 reading instruction must

include explicit, systematic, core classroom instruction on:

phonemic awareness, phonics, fluency, vocabulary and

comprehension










comprehension

Limits:

1. Assumptions2. Learners’ bias3. Discrimination, inequity, and exclusion







comprehension

● Instructional Materials aligned to research







comprehension


● Appropriate Reading Assessments







comprehension



● Timely, Intensive Intervention







comprehension



● Timely, Intensive Intervention

● High Quality Professional Development



Used with Nancy Young’s permission



Test results Reading WarsStudent conditions School conditionsCurriculum

“Low reading achievement, more than any other factor, is the root cause of chronically low-performing schools, which harm students and contribute to the

loss of public confidence in our school system. When many children don't learn to read, the public schools cannot and will not be regarded as

successful—and efforts to dismantle them will proceed.”






● Reading Science Denial● Educator Preparation● Dyslexia

● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability and courage



Racism Defined

Any action, practice or belief that reflects the racial worldview that there is a causal link between inherited physical traits and traits of personality, intellect, morality, and other cultural and behavioral features; and that some races are innately superior to others.

Dr. Audrey Smedley Professor of Anthropology

Virginia Commonwealth University Author of Race in North America: Origin and Evolution of a Worldview



ELA Performance National Assessment of Educational Progress (NAEP 2019)

NAEP Advanced: None

NAEP Proficient : None

NAEP Non-Proficient (Basic and Below):

White Two+ Races Male FemaleMidwest Northeast South WestCharter Traditional Public Catholic No DisabilitiesCity Suburban Town Rural

Black Learning Disabled Hispanic English Learner Asian/Pacific Islander Not Eligible for School LunchNot English Language Learners Eligible for School LunchAmerican Indian



Visible Learning

The Top influencer of the 2015 study is “teacher estimates of achievement."

The accuracy of this determines: • classroom activities • materials• student groupings • difficulty of tasks • questioning strategies

https://www.thoughtco.com/hattie-visible-learning-4156814





“Discrimination is still a reality, even when it takes different forms. Instead of separate but equal, for example, there is separate and forgotten. Another form of bias is the soft bigotry of low expectations. ”

George W. Bush’s Speech to the NAACP, 2000



Visible Learning

The #2 influencer in 2015 study was “Collective teacher efficacy”

The collective belief of teachers in their ability to positively impact student outcomes

• Collective teacher efficacy: 1.57• Classroom discussion: .82• Finances: .23• Single Sex Schools: .08• Student Mobility: - .34


https://vimeo.com/267382804


“One implication stands out above all: That schools bring little influence to bear on a child’s achievement that is independent of his background and general social context… schools matter – but not as much as people might think.”

James ColemanEquality of Educational Opportunity Report, 1966

aka “The Coleman Report”U.S. Dept of Health, Education, and Welfare



Schools bring little influence to bear on a child’s achievement that is independent of his

background...

Over 90 percent of students could increase their reading

skills with intensive, early instruction delivered by

skilled educators.



Reading Science



Dyslexia and Race

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulty 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.

Lyon, Shaywitz, and Shaywitz A definition of dyslexia

Annals of Dyslexia, 53, 1-14



Dyslexia and Race






Dyslexia and Race





https://youtu.be/NHFIvDguL8U


Dyslexia and Race




Subjective markers: Objective markers:• Expectations of ability to read • Low on phonemic awareness tests

• Perceptions of intelligence • Difficulty learning phonics



Dyslexia

• Occurs at all socioeconomic levels• Exists across all intelligence levels• Often occurs with other developmental problems (ADHD)• Dyslexia may not require referral to Special Education• May develop even with optimal classroom instruction• Neurobiological in origin

“One of the greatest contributing factors to lower achievement scores in reading is the lack of early and accurate identification of students with dyslexia.”

California Department of EducationGuidelines on Dyslexia, p42

https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf





Dissonance

Common Beliefs

● Teaches to the lowest kids● Dishonors teachers● Dumbs it down● Ignores the beauty of reading● High achieving families don’t

want/need this.● There is no singular approach● It pushes out high-income families● Only good for minorities




Dissonance● Stephen Hawking● Steve Jobs● President Dwight D Eisenhower● President John F Kennedy● Steven Spielberg● George Washington● Henry Ford● Pablo Picasso● Leonardo DeVinci● Ludwig Beethoven● Charles Schwab● Ernest Hemmingway● Richard Branson● Joe Montana● Sir Isaac Newton● Louis Pasteur● President Thomas Jefferson● Winston Churchill● Bill Gates● Ted Turner● General George Patton● Bill Hewlett




Timing of Intervention Matters

source: DecodingDyslexiaCA.org/for-educators




94% of School educators 86% of Nonprofit sector

● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability

and courage





94% of School educators 86% of Nonprofit sector 42% of Community

● Racism● Adult identity ● Adult learners’ bias● Adult vulnerability

and courageUsed with Nancy Young’s permission



The Narratives of PerformanceAmong elementary students with high standardized test scores, black students are about half as likely as their white peers to be assigned to gifted programs in math and reading.

U.S. Dept of Education, 2016Early Childhood Longitudinal Study,Kindergarten Cohort

Black students are 16% of student population, but 32% classified as MR US Dept of Education,1992 Office of Civil Rights

Unmitigable environmental factors

Inherent physical traits



Challenges

Vulnerability ● Learning curve● Credibility● Fear of blame/shame● Fear of labels● Wasted time● Broken trust● Connection to hurt● Liability

Adult Identity● Force for good● Expert● Title and position● Belonging and validation● Confidence in beliefs

and practices



Biggest Challenges

● Doing it● Preparation to change● The X factor

https://tinyurl.com/NAACP-read

http://tinyurl.com/NAACP-readshort


https://tinyurl.com/NAACP-read

http://tinyurl.com/NAACP-readshort


1. Fund and monitor the First Step Act2. Promote state-level initiatives3. K-12 reckoning on reading instruction4. Dyslexia screening and support5. Educator preparation reflects the need6. Parent and community partnership

NAACP Advocacy



NAACP PositionBlack students have historically received inaccurate attributions of racial inheritance to explain their academic success and failure. Structured literacy, taught explicitly and systematically by skilled educators, provides the widest pool of students with the opportunity to develop strong foundational reading skills. It also helps lessen the impact of racial attribution by replacing biases and assumptions with objective guidance. This leaves less room for expectancy effects, helps educators identify challenges, and allows them to intervene in a timely manner.



Fulcrum: Full and Complete Reading is a Universal Mandate

An NAACP initiative and part of the Literacy for All campaign, in Oakland

Email: [email protected]



Learn the Science of Reading• 10-week online course that teaches foundational

skills and instructional practices based on the science of reading

• Includes the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures textbooks

• Next session begins Feb. 27• Available for graduate credit

www.corelearn.com/online-elementary-reading-academy



Questions?

Get in Touch with [email protected]

888.249.6155

Consortium on Reaching Excellence in Education @COREInc


racism’s impact on reading science denial and african ... · 1 © 2020 consortium on reaching...

Documents