Two gals join the two guys

and talk about a teaching reading episode

It finally happened, and I’m glad to share it here. Passcode is GV%*&65A.

A few notes, which you can feel free to skip if you just can’t wait to watch the video!

First, you can watch in speaker or gallery view. I recommend the latter so you can see everyone all the time. Speaker view is particularly deadly when the video is running, and your screen is filled with nothing but ME. Which leads to the second point, which is that…

…. what’s on the screen when sharing the video was not recorded. 🤬. I thought I had the settings right, but obviously not. Not to worry: All you have to do is go to the video here and follow along as you wish. Fortunately the audio is very good in the zoom, so you shouldn’t have trouble mapping where we are in the zoom to where the video is that you can watch.

Marnie and I make some comments and do screen shares at the beginning. You won’t see that, but I think the comments are pretty clear; plus a synchronized transcript runs to the right of the gallery so you can pretty much see the text that was on the screen.

Other options: There’s a transcript and audio only (so you can listen like a podcast as you get in your 10K steps and then some… it’s over an hour); close captioning is also available.

You can download the files if you want or listen online.

If you have any difficulty with anything, just lmk.

Then finally, there are several points where we get into “what does the research say?”

Two of the issues that got airtime were whether (1) reading a list of words or nonsense words out of context is predictive of reading achievement later on and (2) good readers look at one or two letters in the sentence and completely skip a lot of the words.

Andy, Harriett, Marnie, and I stayed on a bit after the session ended and agreed to gather empirical studies we think are relevant and that—newsflash!—support our respective positions. So be on the lookout for that in the coming days.