I can’t wait for this book, MTSS for Reading Improvement: A Leader’s Toolkit for School Wide Success, by Sarah Brown and Stephanie Stollar!

Ok thank you.

Do you have some examples of what this looks like? And if possible, any research to support the effectiveness of such an approach?

I'd be extremely surprised if any DI proponent doesn't welcome and attend to student questions throughout the teaching and learning process. Let me know if you've seen any evidence to the contrary.

You suggest these strategies are good for intervention. What about whole group? If not these strategies, what would you suggest?

I see. So your main contention is that 'fully explaining' concepts and procedures doesn't factor in student questions and prior knowledge? If so, is that something that Ashman etc all acknowledge? I can't imagine they propose a method that doesn't allow room for student questions.

There is no definition here so I'm unsure how to proceed. Any feedback on the examples would be appreciated.

These are examples of strategies that are fully explained. They of course require perquisite understandings. I'm not quite sure how you're using the word 'concept' here.

@mathillustrated.bsky.social I'm genuinely curious as to what you think of the examples I posted. You asked for examples and I took the time to share them.

The Standards Trap: Why Grade-Level Teaching Fails Our Students The Common Core Standards were marketed as a great equalizer—if we provided standards-aligned lessons, then all students would be prepared for college and career. But the more I learn about effecti…

righttoreadproject.com/2024/12/07/t... a provocative and something misleading title, but the blog is spot on. Lots of programs don't teach kids to meet the goals the program sets. Turn and talks, sentence stems, and rich discussion doesn't override poor curriculum design.

@drober36.bsky.social knocked it out of the park here. This blog post is a blueprint for school wide literacy improvement.

I'm saying if the claim is it causes educational damage, in comparison to what? Nothing? Normal class? Other interventions?

And what other other more effective programs? And what metric are you using to say others are more effective? That would require a direct comparison. Even with this meta, were all the control groups 'BAS' or were they other interventions or nothing?

You can make the argument that both misrepresented research (although the meta you posted was from 2022) and caused damage, but to what degree varies imo. . . I think it'd be a much harder case trying to litigate OG.

I think there's a big difference between an approach (like that used in UoS) that has no experimental evidence and an approach like OG which does have positive outcomes. I haven't read this meta but I'm gathering some of the studies reach statistical significance and some (more) didn't.

Have students being taught with the OG approach suffered because of it? What are the damages?

Are the examples I posted below different to what you've seen before?

'Self Regulated Strategy Instruction' for Writing. The 'Text Structure Strategy' or 'Read Stop Write' for reading comprehension. The IES practice guide for reading comprehension (4-9) intervention and 'elementary math' intervention.