Critiquing the “science of reading” movement: Teaching reading is “both/and” 

Lynne Einbender and Susie Rolander, reading and literacy faculty at Bank Street College, talk about supporting children’s learning to read and the components of a full-fledged language arts program. One size does not fit all: children with different strengths and experiences have a spectrum of needs. Overview 00:00-00:43 Intros 00:43-03:01 What do its advocates mean by the “science of reading?’ 03:01-06:44 Effective ways to support children in learning to read and acquiring literacy 06:44-10:30 Balanced literacy 10:30-13:39 Learning to read and learning to write 13:39-15:21 Effects, if any, on “science of reading” laws on student achievement 15:21-20:13 Best ways to help more children become proficient readers 20:13-22:31 Lucy Calkins’s Reading Workshop and Fountas & Pinnell Leveled Literacy Intervention system 22:31-23:41 Recommended resource—“Shifting the Balance” by Jan Burkins and Kari Yates 23:41-27:35 Children with special needs 27:35-30:28 Equity 30:28- Outro   Transcript Click here to see the full transcription of this episode. 

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