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Maryanne Wolf, Winner of the Samuel Torrey Orton Award, 2011

Barbara Conway - noemail@readingteachersnetwork.org — Tue, 06 Dec 2011 14:00:00 GMT

Maryanne Wolfe, winner of the Samuel Torrey Orton Award at International Dyslexia Conference, 2011, says, “We want to have our students learn to think for themselves.” Partially quoting Marcel Proust in her book, Proust and the Squid, she underscores the previous thought, “We feel quite truly that our wisdom begins where that of the author ends…” Wolf describes the brain as the “quintessential re-arranger of parts,” in that each reading brain must establish new neural connections in order to learn to decipher print.

Speaking about those students who struggle to learn to read, Wolf appealed to the IDA audience to appreciate “cerebral diversity. We [as a society] needed it before reading was invented. We need it for art. It is not about the brain’s deficiency, but about our ignorance about how to interact with that brain’s unique organization.”

She urged teachers to stimulate oral language by talking with students, and to “teach words in their wholeness, connecting them to phonemes, to orthographic patterns, to meaning, and to sentences. Be whimsical! Do not be boring! Instruction is a courtship between teacher and student.”

6-Dec-11 8:00 AM

The Conundrum of Vocabulary Growth

Barbara Conway - noemail@readingteachersnetwork.org — Mon, 07 Nov 2011 20:00:00 GMT

It is estimated that the average students grows his or her vocabulary by thousands of words per year (Carlise & Katz., 2005). In order for students to add words at this incredible rate, students need exposure to great numbers of words (Aaron et al., 2008). Teachers must create opportunities for students to hear, read, and interact with new words on a daily basis. This includes using rigorous vocabulary words when teaching, reading challenging books aloud, and pushing students to experiment with new words (Aaron et. al., 2008). This approach to instruction helps students gain superficial knowledge of many new words. However, the major drawback, if used in isolation, is that students truly master very few of these words. They may only know the words in one context, or only one usage. Teachers must facilitate this move from exposure to mastery.

In contrast to casting a wide net through mere exposure, another approach to vocabulary instruction requires direct vocabulary instruction. In this approach, students are provided with repeated opportunities to interact with new words through word games or dictionary games. Students are explicitly taught word meanings, usages, parts of speech, etc. (Aaron et al., 2008). Teachers using this approach are teaching the word in depth so that students are able to fully integrate the word into their daily vernacular. Not only do students hear the words embedded in conversation, they are also taught about the words (Aaron et al., 2008). This type of vocabulary instruction is extremely valuable, but is limited in the breadth of words that can be introduced. Teachers cannot possibly teach close to 3,000 words a year with the great amount of detail required by this approach. Similarly, students cannot be expected to learn so much about thousands of words in one year.

This is the conundrum facing teachers of vocabulary. They must not only grow a student’s vocabulary, but also deepen it.These two vastly different approaches to vocabulary can be reconciled with planning. Teachers need to not only integrate vocabulary instruction into every subject and teaching situation, but every interaction with students. This is the exposure that is seen in the “wide but shallow” approach. Students are pushed by hearing words used in context, but this exposure is not exhaustive. In addition to using a wide approach, an effective vocabulary teacher must also choose choice words to delve deeper into, words that will be taught explicitly to students so that they may use them accurately in many contexts with confidence. By using both approaches simultaneously, teachers will give students the exposure needed to grow their vocabularies exponentially, while also providing them with the tools to deepen concepts for full mastery of words.

Marnita Coenraad, master of reading and writing student, Neuhaus/SMU

7-Nov-11 2:00 PM

Interview With a Teacher - Pedro Chapa

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 06 Oct 2011 20:00:00 GMT

My first experience with Neuhaus happened around 2006. I took Reading Readiness. It was different from other professional development I have received. They didn’t just tell us about theory, they gave examples of what it looks like in the classroom. They provided materials. They provided lessons. They provided a scope and sequence. I was very impressed by that.

You know, as teachers, that’s what we look for. How will this look in the classroom, how is this going to help my kids? So after that I went back every year. I have attended multiple classes. I like the way they are organized. It’s very explicit, very systematic, and the material can be used with all students. The big word now in districts is “differentiated instruction.” We hear it, we hear it, but we don’t know what it looks like. I feel like I have the materials and the knowledge to do it. All components of literacy are covered. I have kids that need phonemic awareness, phonics, I have materials to do that. I have kids who need focus on comprehension, I have materials to do that. I have kids who need help with fluency. I have materials to do it. But my favorite is Multisensory Grammar! That is my favorite, because being the language arts teacher, the kids really struggle making the transition from Spanish to English, because of the way the parts of speech are rearranged from Spanish to English. I have seen a tremendous difference with my students in their writing and just their knowledge of grammar. If I need help from a website, there is RTN. Resources there make our life easy, like ready-made pictures for retell.

So I feel that, as a language arts and reading teacher, my knowledge has increased and my capacity as a teacher has increased. I am very thankful to Neuhaus because I see the results with my kids. They really enjoy it. They become very engaged with the activities because they [activities] are all multisensory. They tell you what that is, but here, you get to see what multisensory is. It applies to every learner. I love it. The kids love it. We have a great time, and I can easily include [Neuhaus strategies] with the basal and incorporate them into the district scope and sequence.

Watch a video interview with Pedro.

6-Oct-11 3:00 PM

Neuhaus Selects New President and CEO, Marybeth Flaschbart

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 16 Sep 2011 15:00:00 GMT

After a national search, Neuhaus Education Center has chosen Marybeth Flachbart, Ed.D., as its new president and CEO. Marybeth Flachbart has been involved in education for more than 25 years. Most recently she served as Deputy Superintendent of Student Achievement and School Improvement at the Idaho State Department of Education. Previously, Marybeth taught at Boise State University where she directed Idaho’s Reading First program. Earlier in her career, she taught special education classes in the Houston Independent and Deer Park Independent School Districts. From 1998-2000 she was a member of the Neuhaus Education Center teaching staff.

16-Sep-11 10:00 AM

We're Proud of Our Grads - Megan Murphy, M.Ed.

Barbara Conway - noemail@readingteachersnetwork.org — Wed, 14 Sep 2011 18:00:00 GMT

I am currently at KIPP SHINE Prep, serving as the Special Education and 504 Coordinator, Special Education teacher and Basic Language Skills Teacher. I am also serving on the Regional Dyslexia Planning Committee to get our policy up and running for KIPP Houston. In addition, I am taking classes at the University of St. Thomas for my Educational Diagnostician Certification, however I will possibly be transferring to the University of Houston next semester to complete this.

I feel like I have been able to support students, teachers and instructional coaches with my knowledge this year and feel that what I have learned will only integrate more into my practice over the year.

14-Sep-11 1:00 PM

Teacher Feature - Pamela Wilson

Barbara Conway - noemail@readingteachersnetwork.org — Mon, 15 Aug 2011 20:00:00 GMT

"Going through the DSSP changed me as a teacher in a positive way," said Pamela Wilson, past elementary teacher-of-the year for East Central ISD. Pamela teaches 6 dyslexia classes in this district in eastern Bexar County, Texas.

"I'm so thankful for my Basic Language Skills (BLS) training. The teaching staff was excellent. They set such a good example for me as a learner in the classroom. They were always encouraging." As a result of completing the Dyslexia Specialist Preparation, she has become more cognizant of how students in her classroom learn. She took some classes on line but felt the travel to the Center was well worth the interaction with the staff and other teachers.

"I am still teaching dyslexics and thoroughly enjoy it! I am actually enjoying it more and more. The [Neuhaus] program is very flexible and allows for individualizing and adaptation for the different groups I have. Every year I add, adapt, improve, and really see the students progressing!"

15-Aug-11 3:00 PM

Master's Graduates

Barbara Conway - noemail@readingteachersnetwork.org — Sat, 23 Jul 2011 09:00:00 GMT

The Master of Education in Reading and Writing at Neuhaus in partnership with Southern Methodist University is uniquely designed to prepare teachers for leadership in reading instruction for all students,including those who struggle. When our master's program is completed, teachers have earned a master’s degree in education and are eligible to sit for the Texas Reading Specialist exam and the International Multisensory Structured Language Education Council (IMSLEC) Teaching Level exam. Once certified as a Texas Reading Specialist, candidates are qualified to apply for MRT certification without taking an examination.

Students in this rigorous program gain knowledge of reading theory and research and also gain practical experience in teaching situations. Students finish the program as leaders in the field of reading. Some comments from this cohort of students include:

"I have found that other teachers on my campus have begun to come to me as an authority on reading instruction."

"My students have improved in reading as a result of knowledge and skills I have gained."

"I now feel equipped to be a leader [of reading instruction] on my campus."

23-Jul-11 4:00 AM

Shepherds Prepare for New Sheep

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 17 Jun 2011 15:00:00 GMT

"Working at Neuhaus as a shepherd gives us opportunities to connect with other teachers and knowledgeable staff as well as update and refine our skills. It truly is a labor of love!" Shepherds Alana Moser, Gina Elfstrom and Phyllis Myers prepare class materials for the Basic Language Skills class beginning soon.

The shepherds' "labor of love" involves reinforcing learned information and skills, assisting with lesson planning, and watching and critiquing demo lessons of small groups of teachers taking classes at Neuhaus Education Center. Shepherds are knowledgeable and highly qualified experts ready to help teachers manage and absorb the large amount of information they learn in classes here. Shepherds give teachers the personal consultation they need to be more equipped to teach reading when they return to their classrooms.

17-Jun-11 10:00 AM

Assessment Leads to Achievement

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 03 Jun 2011 14:00:00 GMT

Mary Dahlgren, Ed.D., will be this summer's featured speaker as we launch our yearlong study of assessment. Dr. Dahlgren will connect assessment results with instruction as she presents LETRS® Modules 8 and 12.

LETRS Module 8: Assessment for Prevention and Early Intervention

When:July 6 & 7, 8:30 AM-2:30 PM

Audience:Educators of Grades K-3

Fee:$215 (includes lunch)

LETRS Module 12: Using Assessment to Guide Instruction

When:July 8, 8:30 AM-2:30 PM

Audience:Educators of Grades 4-8

Fee:$125 (includes lunch)

Class Descriptions
Register onlinewith your Visa or MasterCard

Print a Registration formto mail or fax in with your payment

3-Jun-11 9:00 AM

Second-grade Listening and Reading Comprehension Screenings

Suzanne Carreker - noemail@readingteachersnetwork.org — Fri, 29 Apr 2011 17:00:00 GMT

Are you a second-grade teacher in need of end-of-year student data in reading? The Second-grade Listening Comprehension Screenings and Reading Comprehension Screenings written by Suzanne Carreker are now available on request from Neuhaus Education Center. These screenings provide valuable and in-depth information about why a student does not comprehend while reading. The screenings can be used as data for informing reading instruction, RTI, end-of-year reports, reports to parents, and recommendations to next year’s teachers and/or specialists.

Complete the form to make a request that the pdf screening documents be sent to you. You may duplicate the screenings and administer them to your students during the month of May. The instruments will then be sent by you to Neuhaus for grading and all data will be sent back to you within 30 days.

29-Apr-11 12:00 PM

Suzanne Carreker in Mumbai, India

Barbara Conway - noemail@readingteachersnetwork.org — Mon, 18 Apr 2011 21:00:00 GMT

Learning the structure of English is important, especially for those who learn English as their second language. Teachers in Mumbai, India, learned decoding and comprehension strategies that were new to them from Suzanne Carreker at READ 2011: International Reading Conference, sponsored by the Maharashtra Dyslexia Association. Suzanne is Deputy Director of Programs at Neuhaus Education Center in Houston.

18-Apr-11 4:00 PM

KASTOR: Knowledgeable and Skilled Teachers of Reading

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 14 Apr 2011 19:15:00 GMT

If you are a stargazer, you know that Castor is one of the brightest stars in the Gemini Constellation field. KASTOR is the name of Neuhaus' professional development program for novice teachers. KASTOR stands for Knowledgeable and Skilled Teachers of Reading. The teachers who participate in this program will be the brightest stars in the field of reading.

What is KASTOR?

KASTOR is a two-year pilot program for general education teachers of Grades 1, 2, or 3 in Houston-area public schools with one to three years of teaching experience. The 40 teachers who are chosen to be KASTOR Scholars will participate in a collaborative, consultative model of professional development leading to a Neuhaus Education Center Knowledgeable and Skilled Teacher of Reading Diploma.

As a KASTOR scholar, what will I do?

Each KASTOR scholar will work with a Neuhaus mentor. Together, the scholar and mentor will design an individualized, sustained plan of professional development that includes best practice research and learning opportunities that meet identified needs of the scholar and her or his students. KASTOR scholars will have the opportunity to participate in extensive professional development such as virtual teacher forums, online classes, and bimonthly webinars. KASTOR mentors will provide feedback from classroom observations and continuous consultation aimed at promoting student achievement.

What is the cost of KASTOR?

KASTOR is available at no cost to the teacher, school, or district, as tuition and other program costs are provided through the generosity of local foundations and other funders.

How do I apply for KASTOR?

Details about the application process for participation in KASTOR are being accepted NOW and can be accessed at neuhaus.org.

Why is KASTOR important?

The ability to read well is critical to educational advancement, economic opportunities, and quality of life. In the US, 15-20% of students will experience reading failure because of unidentified or untreated reading disorders (IDA, 2010). Another 20-30% of students are at risk because the reading instruction they are receiving does not meet their needs (IDA, 2010). The best prevention against reading failure is a knowledgeable and skilled teacher. However, in a recent study (Carreker, Joshi, & Boulware-Gooden, 2010), in-service teachers with 3 to more than 20 years of experience teaching reading did not possess the knowledge that is needed to teach all students to read. Additionally, the study demonstrated that pre-service teachers in their final semester of college did not possess the knowledge and skills needed to teach all students to read. In other words, university and college programs had not adequately prepared teachers of reading. However, explicit professional development in literacy-based instructional methods and mentoring increased teacher knowledge and skill in understanding student needs for making informed instructional decisions. Novice teachers need explicit professional development in research-based literacy instruction and mentoring to become proficient teachers of reading. Proficient teachers will experience success in teaching and desire to continue their teaching careers.

14-Apr-11 2:15 PM

Teacher Feature: Amy Lysne

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 07 Apr 2011 20:00:00 GMT

"I am a second grade teacher at a private school (Pembroke Hill School) in Kansas City. I have been both a first and second grade teacher here for six years... before that I was a second grade teacher at St. Francis Episcopal Day School in Houston," says Amy Lysne, who uses components of the Language Enrichment (LE) lessons with the Houghton Mifflin program at her school.

"I introduce the IRD cards as the book introduces the phonics concepts," Amy says. "Because the spelling and phonics patterns go hand-in-hand, I also use Scientific Spelling to help teach the rules and spelling patterns. I find that my students' phonics and spelling skills are far better than they were a few years ago before using this program.

I am also introducing the multisensory grammar [along with our school curriculum]. Anytime I [we] code a noun, verb, adjective, pronoun, etc we do. We have huge color coded charts that hang in the room all year and we add to them as we find words that fit the color. For example, if we read a book about mice- mice/mouse would be written on the yellow noun chart.

In addition to these to key pieces, I have used the fluency program with my kids that need it extra help.

One day, I hope to have our whole school using it. Until then, one class at a time!

I love this program because I can pull out what I need to help support one student, or the whole class, as I see fit!! I don't have to use it all, but is ALL so powerful! "

7-Apr-11 3:00 PM

Smart Use of the Smart Board

Barbara Conway - noemail@readingteachersnetwork.org — Mon, 21 Mar 2011 16:00:00 GMT

Macarena Auaujo-Rivera, bilingual teacher at Patterson Elementary in Houston Independent School District, uses the Smart Board for some components of her Language Enrichment Lesson with her first graders. Macarena also uses the Esperanza Program (Spanish Curriculum) with her students

21-Mar-11 11:00 AM

Teacher Feature: Calista Boyd

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 17 Mar 2011 20:00:00 GMT

“I really have a lot to learn before I start using this method, but it is a wonderful way to help our students learn and become ‘life time’ good spellers. I am a retired special education teacher from Cy-fair ISD. My last 5 years were spent working with "At Risk" readers and those with dyslexia in middle school. Due to an accident, leaving me particially paralyzed, I retired. Three years later, much therapy done, I teach GED, tutor ESL students, children and adults, and tutor individuals. Thanks for this opportunity! This is a great way to learn spelling!

17-Mar-11 3:00 PM

Barbara Conway Defends Dissertation

Barbara Conway - noemail@readingteachersnetwork.org — Wed, 16 Mar 2011 19:00:00 GMT

Barbara Conway passed her dissertation defense Thursday, March 10, 2011at Texas A&M University. Her topic was "Spelling Error Analysis on the TWS-4: Do Spelling Errors Indicate Level of Linguistic Knowledge?" Her analysis of errors on the Test of Written Spelling - 4 of third and fifth grade students showed that students within one grade level who score low in spelling achievement also produce more phonological (leaving out a phoneme) and phonetic (using a phoneme that is illegal for the sound in the word) errors than those who score at higher achievement levels. Students who score at higher achievement levels make higher quality errors, those that could be defined as etymological (involving the influence of other languages) or morphological (those influenced by meaning units).

16-Mar-11 2:00 PM

Neuhaus Wins Luminary Award

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 04 Mar 2011 16:00:00 GMT

On January 27, Neuhaus staff and board members traveled to Southern Methodist University to be present when Neuhaus was honored by the Annette Caldwell Simmons School of Education and Human Development as one of the recipients of the 2010 Simmons Luminary Award.

Israel Cordero (SMU '97), principal of Dallas Independent School District’s W.W. Samuell High School; the Neuhaus Education Center in Houston; and Teach for America were honored for a commitment to improving lives through education.

"Our three recipients exemplify the meaning of luminary. Because of their talents, risk-taking and perseverance, they shine a light on making meaningful change in education," says David Chard, Leon Simmons Endowed Dean of the Annette Caldwell Simmons School of Education and Human Development at SMU. [source]

From the SMU site:
"The Simmons Luminary Award honors individuals or organizations who have shown an extraordinary commitment to improving people's lives through education. Their example demonstrates that to be relevant and effective, education requires innovation at all levels – through teaching, public policy, research and leadership. The Luminary Award is inspired by the power of learning to illuminate and improve society. Knowledge is vital to the social and economic well-being and empowerment of individuals and communities everywhere."

2010 Simmons Luminary Award page on SMU.edu

Article on SMU.edu: Simmons Luminary Awards honor education innovators

4-Mar-11 10:00 AM

Teacher Feature - Peg Schumaker - Analysis of Spelling Lists

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 03 Mar 2011 21:00:00 GMT

"When my students and I analyzed their spelling list for words that were regular and irregular, it was like a light came on for them, " said Peg Schumaker, teacher and master of education student at Neuhaus's SMU program. "They were delighted to find that only a few of the words actually had to be memorized."

To analyize a weekly spelling list, look for patterns that are regular for spelling in each of the words. Words that are spelled with regular spelling patterns with which the students are familiar, are placed in one column. Words that have a spelling that is unusual, such as one that contains a silent letter or an irregular vowel combination, are placed in another column. Words in the second column can be taken home for review, but the others should come easily, and do not have to take up unnecessary working memory. That leaves time to go climb a tree!

View this video of a teacher in a classroom analyzing a spelling list.

3-Mar-11 3:00 PM

Dr. Robert Brooks Spoke on Resiliency in Children at Lenox Reed Seminar

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 03 Mar 2011 19:00:00 GMT

Dr. Robert Brooks, Professor at Harvard Medical School, and former director of the Department of Psychology at McLean Hospital, presented at the Lenox Reed Seminar at Neuhaus Education Center, March 3, 2011. His topic, Education and “Charismatic” Adults: To Touch a Student’s Heart and Mind, focused on his research with individuals who have overcome great difficulties and yet have gone on to do great things in life. These difficulties could be the result of learning disabilities, poverty, race, humiliation, abuse, or anything that might cause a person to lose hope. Research into how these individuals were able to overcome these difficulties reveals a common theme. "It seems so simple," says Dr. Brooks, "but they all say the same thing - 'there was someone in my life who believed in me.' " The common characteristic of these individuals is that there was a charismatic adult in their lives. These adults focused on the strengths of the children rather than their weaknesses. These strengths are what Dr. Brooks referred to this as the child's “Islands of Competence,” and the resulting ability to overcome adversity is called resilience. A resilient person who makes mistakes does not blame others, but moves past them and asks him- or herself, "what could have been done differently?" The charismatic adult provides an environment in which a child feels safe, secure, valued, and free to make mistakes. How does this apply to teachers? Quite often, that charismatic adult recalled by an individual who has overcome obstacles is a teacher. A student thrives under the leadership of a charismatic adult and the charismatic adult has sense of purpose for his work and his life. The two are mutually reinforcing. In the classroom, students are free to accomplish great things only after they feel safe, secure, and a have a sense of belonging and purpose. Dr. Brooks believes in the "power of mindsets," or the empathy and attitude that drives our thoughts and our actions toward others. To maintain hope and the motivation to achieve, students must feel welcome in the school environment, have a sense of effectiveness and autonomy, and must feel competent. The Power of Resilience, Achieving Balance, Confidence, and Personal Strength in Your Life, Raising Resilient Children, and The Self-Esteem Teacher: Seeds of Self-Esteem are a few of many books and audio-visual publications written by Brooks for parents and teachers that are available on his website.

3-Mar-11 1:00 PM

Teacher Feature: Kerri Campbell Uses Oral Language Activities with ESL Students

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 03 Mar 2011 18:00:00 GMT

"My current teaching position is reading intervention K-6, but I also service ESL students. Last year we only had three ESL students and we have grown to ten. Four of these students are in PreK. My colleague Lisa Shearer recommended that I try one of the online classes at Neuhaus to use with my little ones. Having used Language Enrichment in the past, I was confident I could find a program appropriate for the PreK group. The two classes that I enrolled in were Reading Readiness and the Language and Literacy for Young Learners. Just recently, the school purchased the Kitchen Language Literacy kit. So far, the students are doing well with the program. They can easily relate to things in a kitchen."

3-Mar-11 12:00 PM