June 29, 2022
Julia Gillen
I’ve been fortunate in the last couple of months to gain insights into endeavours that share with our project an interest in bridging primary literacy research and practice.
On 3rd May I attended a virtual event coordinated by Dr Shelley Stagg Peterson of the University of Toronto and hosted by Dr Rachel Heydon, Western University, Canada, entitled, “Building Bridges between Literacy Research and Practice: diverse perspectives.” I thought this an extremely worthwhile, inspirational and rich event and so quote its description:
“We are teachers and teacher educators with many decades of experience teaching young children to read and write. We bring diverse perspectives on the roles of oral language, phonics, phonemic awareness, fluency, critical literacy, multimodal texts, comprehension, motivation, writing and spelling to literacy learning. We wish to support teachers in continuing to provide equitable literacy learning environments to ensure that all students receive the instruction they deserve. The goal of our presentation is to provide evidence from our classrooms on ways to bridge the science of reading-based recommendations of the Right to Read Inquiry’s report with research on literacy teaching and learning.”
Continue reading Glimpsing bridges between primary literacy research and practice on distant shores