Rachel Harvey

I am once again here to remind you all that nobody says that kids have to love math before we teach them early numeracy skills. Stop doing that with literacy.

I’m on Threads as “MsRachelsReaders”. Feel free to hop over and follow me there ☺️ @msrachelsreaders?invite=0" target="_blank" rel="nofollow noopener">threads.net/@msrachelsread…

Please don't tell me your teaching methods and materials are culturally relevant, inclusive, or liberatory if they produce illiterate children. Just don't.

@ashleyrattner New Girl is so wonderfully mindless lol

@MsRachelSOR @EliseLovejoy It was wonderful meeting you @MsRachelSOR!! #DyslexiaCon24

@Veggievangelist @EliseLovejoy @MissyPurcell It was AWESOME! It was like I’ve known them forever lol

@MsRachelSOR @EliseLovejoy @MissyPurcell Aren't they a blast?

I met my Twitter friends @EliseLovejoy and @MissyPurcell today! It was a great time 🩵

@BenisonMrs I saw @MaryanneWolf_ give a phenomenal session on this topic at IDA this week. She is absolutely brilliant.

We used to have public magnet schools that each had a different emphasis. I went to a science and engineering one. Then they got rid of them and now all schools are everything schools. “We should start a leadership program.” No we shouldn’t, we have way too many programs.

@tetheredtoed1 Saw it today in the exhibition room and it looks pretty cool!

I don't think Maryanne Wolf (the reading scientist from UCLA) is on here much... so ICYMI she posted this on LinkedIn. She launched a co, Nido Learning, with a grade 1-4 reading intervention and says it has digital lesson plans, teacher scripts, placement tests.... ----------- From Maryanne Wolf ---------- Dear Friends: I rarely use LinkedIn, even though I so enjoy being connected to all of you.  To me you are like what Emily Dickinson called her “select society”.  I am using this otherwise unfamiliar medium for me to tell you I am launching a complete refresh and update to our RAVE-O reading intervention. This is the best intervention program we’ve ever built and apart of a new company I created with a small team–Nido Learning. We are launching this publicly at the IDA Conference in Dallas where we will be at booth #525. Please come by and visit me and the team. If you won’t be at the conference, please write me at maryanne@nidolearning.com. The updated RAVE-O is our latest, most exciting iteration of an intervention program for learners who struggle to learn to read. It is designed for grades 1 - 4. Based on reverse engineering the component processes that make up the young reading brain in the most imaginative and engaging of ways, each RAVE-O unit connects core words in all their foundational elements to each other and to stories and books using the same or related words and concepts. The evidence behind our approach includes a decade of NICHD-funded randomized control treatment studies. RAVE-O is based on an expanded understanding  of foundational processes ( our POSSUM approach to phonology, orthography, semantics, syntax and morphology), on  deep reading processes like empathy and critical thinking, and  on the most recent research on the impact of digital technologies. For those familiar with the first RAVE-O, our earliest characters like Ms MIM are still there and have whole new friends in the new RAVE-O Town, including T.Lex, who teaches many deep reading strategies in Minute Stories that teach everything from polysemy(!) to inference.  You can find out much more at nidolearning.com. Or best yet, please come say hello at IDA. The content addresses each component of the reading brain (POSSUM, for you who know this acronym for phonics/phoneme awareness, orthography, semantics, syntax, understanding, and morphology). And, we are partnering with Bookelicious to bring connections to curated books that are related to each module. I couldn’t be more excited to share that RAVE-O is now available to the public. Specific Updates include: - New and re-written workbooks and chapter books. - A new teacher's portal that houses digital lesson plans (and teacher's scripts), assessments, teaching resources, and embedded professional development through a series of letters written by me. - Three potential onramps to the program (dictated by placement tests) - Coming in the winter: Module 3 which will expand the program to Grade 5 and will allow us to offer two full years of curriculum Please reach out to me at maryanne@nidolearning.com and we’d love to set up time to share more about the work. We are so appreciative to our team, our early partners, and teachers from across the country in their support in building out this new program.

@BenisonMrs I met @LouisaMoats today at IDA and it was amazing!

LETRS, LEVEL 1

@bigcitydyslexic @X @MissyPurcell @DyslexiaIDA I love this for you!! Thanks for giving me info about Briarwood!

After meeting on @X three years ago, co-presenting virtually three times together, and numerous calls and texts about dyslexia awareness, @MissyPurcell and I finally meet in-person. 🥹💙 @DyslexiaIDA

The way black women are underrepresented in the fields of educational specialities is almost depressing. Please let me know where I can find networks of black SLPs, CALTs, and other language interventionists.

Super excited to be at the @DyslexiaIDA conference in Dallas this week!!

Today, a student with severe ADHD told me “You're a gentle parenting kind of teacher. You correct us and then just…forget all about it. I like that we get 2nd chances from you.” I almost started crying. Because all I want is for children to be treated with dignity and respect.

@DrTeresaSanders 👏🏽👏🏽👏🏽👏🏽

My average class size this school year is 3 kids. One kid on my roster gets 1:1 dyslexia therapy for an hour every single day. I’m living a dream 🥰🥹

@teachforever54 We’ve worked very hard to protect her sense of self worth as a learner and celebrate her wins. She’s had many big ones. She knows she’s smart. But she also knows that other people think that she’s dumb. It’s heartbreaking. I was having a good night and now I’m crying 🥺😭

@teachforever54 She’s mild mannered so speaking up is hard for her. When she did speak up to ask for what she needed, teachers convinced her to “try harder”. All that did was make her not ask for support anymore because she doesn’t think she’ll get it.

How does our society view dyslexia once students leave the classroom? It’s not like people can SEE the challenge. How do people with dyslexia move once outside the education system? Don’t they DESERVE better while still IN the system?