Michael F. Shaughnessy of Education News interviews Margie Gillis
[Read Interview Transcript]
WNPR interviews Margie Gillis on Reading in Connecticut
The state has taken steps to improve reading in schools, but it's also taken away funding. [Read Story]
State To Require Teachers To Take Test On Reading
Aspiring early childhood and elementary school teachers will have to prove they know how to teach reading on a test the State Board of Education has added to Connecticut's teacher certification requirements. [Read Story]
Hartford Foundation for Public Giving ad in April 2008 issue of Hartford Magazine Promotes Haskins Literacy Initiative
We Must Stop Failing Our Children
reprinted from nytimes.com
December 23, 2007
Connecticut
Researchers at Haskins Laboratories in New Haven say that 95 percent of all children can learn to read relatively easily, regardless of whether they are rich or poor, bright or burdened with a low I.Q. This is no empty statement; the nonprofit institute has been at the forefront of scientific research on speech, language and literacy for decades.
But because the brain is programmed for speech, not for reading, educators must use a teaching approach based on proven research to make sure our children learn to read. Since Connecticut’s teachers are among the best educated and highest paid in the country, this should not be a problem.
Think again. More than half of Connecticut’s fourth-grade students are unable to read at or above proficiency, as measured by the latest National Assessment of Educational Progress. The Connecticut Mastery Test reading scores are more encouraging, but in 2007 still showed 43 percent of fourth graders unable to read at goal (a standard somewhat lower than the national test’s proficiency level). These dismal scores on both the national and state tests have remained more or less constant for 10 years. (see full article)
How can we enhance outcomes for all students? Response to Instruction, also known as RTI, proposes a new mindset and models to prevent disabilities by starting off every child with a foundation of quality, research-proven classroom instruction. It also offers alternatives foir identifying, monitoring, and serving students who don't respond to quality instruction.
Jack M. Fletcher, Ph.D. presents the latest ideas and evidence in his keynote presentation, "Why RTI? Enchancing Outcomes for all Students."
Leveled Books Database Now-On-line
Looking for a book to reinforce a lesson on r-family blends? Teachers (and parents can search more than 850 options in HLI's leveled book database--by title, author, publisher, phonetic feature or DRA level. Check out this time-saving and user-friendly resource.
Press Room
Margie Gillis suggest that the state require teachers of Grade 3 and below to pass a test before they can teach reading. Read the article below:
Hartford Courant: Educators Address State's Vast Reading Gap
Hartford Courant: Reading Gap is Worsening
Waterbury Republican-American: Educators ponder lagging reading skills
Hartford Courant: Maybe It's Dyslexia, Not Laziness
Hartford Courant: Get Kids Reading, And Early
NY Times: Political Gifts for the Holidays (Connecticut, December 24, 2006
"...The State Department of Education: If this agency could do one thing for Connecticut students, it should be to emphasize the need for schools to improve the reading ability of all children in the state. Scores on national tests show that performance for most state students is mediocre at best, for cities and suburbs alike. Only 39 percent of Connecticut fourth graders read up to national standards and nearly one-third of Connecticut students lag far behind in reading. Improving the state’s educational track record in this one area would improve countless lives and, in years ahead, the state economy..."
Margie Gillis New York Times op-ed: "Hire That Reading Czar"
Hamden Hall finds success with new reading initiative
By Dawn A. Miceli
Reprinted from the New Haven Register, March 3, 2006
HAMDEN — Third-grader Loren Dunn has no problem using the word "ominous" in a sentence. Ditto for Jonathan Murray as he associates the word "blustery" with storm-like conditions. (Story)
