Your work matters.

Why? Why? Why? When we really listen to our toddlers, we understand the wisdom behind this question. Because it is when we understand the purpose for our decisions that we move forward with clarity. The same is true with decisions in literacy instruction. How might asking why more often allow us to deepen our work as educators and increase how to make critically informed decisions on behalf of our students? Asking ourselves WHY allows us the room to reflect on our instructional planning:

• Why am I using this text?
• Why am I having students use this technology?
• Why am I following this sequence of learning?
• Why aren’t my students responding to this instruction?

I was inspired to reflect on this after my conversation with Monica on the Easy EdTech Podcast. We discussed the role of technology in the current Science of Reading movement. Something I mentioned is how important it is to consider the PURPOSE behind the use of EdTech, especially during literacy instruction. Recent research has highlighted the differences between digital and print reading. The most recent Hechinger Report shared a fantastic summary. Jill Barshay’s (2024) key points are below:

A 2023 meta-analysis by Altamura et al. made headlines with some of its conclusions:

• ​“Reading for leisure on paper helps comprehension more than if it is done with digital media. “​
• As age increases (when students are in high school and university) the relationship between recreational reading and text comprehension becomes positive.”

While this study focused on the effect of comprehension in leisure reading, it leaves implications for other types of reading as well. That is what neuroscientists are looking into to gain a better understanding. And it is not just comprehension research that continues to evolve, there are not a lot of experimental studies about decodable texts either: “the only study to experimentally examine the impact of reading more versus less decodable texts as part of an early intervention phonics program for at risk first graders found no differences between the two groups on any of the posttest measures” (Jenkins et al., 2004). This points to the need for additional research on decodable texts.

But educators can’t wait for the research - we have kids reading in schools now. What can we do? We can move forward with purpose and understanding.

When planning literacy instruction, we must consider the purpose. In many cases, this is informed by a learning target - what exactly are we trying to have students know, understand and do in this lesson? When we begin here, we can align all of the other elements to help us achieve this purpose/target. Then we can ask ourselves, which text(s) will give my students the experience and practice they need? If working with early readers on foundational phonics skills, providing decodable texts that have the taught skills are an important instructional move - they allow students to practice the skills they are learning to develop automaticity. If working on comprehension, a more rigorous and complex text better serves the purpose.

The same is true for the technology in our classrooms - how does the technology serve our purpose? If we have students interact with an app or game during instruction, we can reflect on how aligned the practice is. Will using the tech be a distraction from the instruction, or does it enhance what we are doing? Will logging in present a challenge that keeps us from learning? As Carolyn Strom (2020) put it: “Its effectiveness largely depends on how it is designed, used, and accessed for a particular purpose.” In this same article, Strom cites research that shows the effect size of using software applications for learning is dependent on the “manner in which the teacher or parent mediates the experience.” (2020)

A knowledgeable and purposeful teacher matters. In the face of an evolving research landscape and expansive technology changes (ahem, AI) we must continue to ask, “What am I teaching, and what tools/resources will help me do so?”

Leadership Moves:

1. Help guide teachers to consider the purpose for their instruction, centering this purpose during planning.
2. Reflect on expectations and requirements for using tools, asking whether they align to the purpose for instruction.
3. When visiting classrooms during instruction, maintain a laser focus on the learning target and purpose for instruction when reflecting on the effectiveness of resources used.

What does this mean for me?

Leaders can work with teachers and staff to maintain focus on the purpose, asking the reflective questions during planning. We can also consider our initiatives and requirements for using different resources or tech throughout the instructional day. Do you require teachers to have students log in to an app for a certain amount of time each day? Have we considered the purpose for instruction? In addition, there will be times that our financial resources only allow us to provide digital access to texts; have we considered how often students are interacting with printed materials as well?

Revolution Resources

​​Coaching System Assessment Download the PDF below ​LRC Coaching System Assessment PDF - Final.pdf​ Watch the February workshop about this resource! ​

Literacy System Assessment Download the PDF below ​LRC Literacy System Assessment PDF - Final.pdf​ Watch the webinar about this resource below! ​

Where have we been?

This week I'm hosting a Text Talk Slow Chat. We are reading Coaching for Coherence: How Instructional Coaches Lead Changes in an Evaluation Era and sharing our thoughts on a Padlet. In invite you to join the conversation.

I joined Melanie Calhoun for Coach talk. We discussed Prepping for Coaching Conversations. You can watch the recording and view the handout below!

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"In this episode, I chat with Reading Specialist Linda Rhyne, where she unpacks the Science of Reading and the connection between education technology and building student literacy skills. You’ll hear how Linda leverages technology, including AI, to support the implementation of the Science of Reading by enhancing accessibility, differentiation, and the creation of tailored instructional resources for students." Listen to the Podcast

Let's Work Together

I'm thrilled to be working with some new districts and continue with current clients in the upcoming year! Having the opportunity to expand my reach and continue this work brings me so much joy.

I have the capacity to offer professional development opportunities or smaller scale ongoing work next year. If literacy or coaching is part of your strategic plan or goals, let’s work together to design strategic support for 2024-2025. Click here to sync our calendars for a conversation.

Expanded Services: One on one support for school leaders

This is a perfect time of year to work with Mojdeh for three months and go into the Fall with a clarity. Whether you're a seasoned leader or just hired, she brings experience and guidance that can help you feel prepared. With over a decade of school leadership experience and now Human Resources experience, Mojdeh brings a vast amount of knowledge to this role. She really knows how to "walk the talk."

Learn more about our services for leaders at this link. Mojdeh meets with each applicant for a "gain clarity" call that allows you the space to share your needs. Apply now to set up this call.

Where can we connect? Bold font shows events at which I'm presenting. 7/9 - 7/10 - Get Engaged Coaching Con | Learn more here​ 10/8 - 10/10 The Reading League 9th Annual Conference | Learn more here​ ​ Check out my calendar