Invisible Literacies Series: 3rd in Series
August 24, 2022 – Mary Pettit, NBCT, Ed.D
Note: This is the 3rd post in a new “Invisible Literacies” series. In the 1st post I defined invisible literacies and the dangers of practicing this inequitable framework in classrooms. In the 2nd post, explained how a multiliteracies framework using a multimodal approach is essential pedagogical practice to breaking down the barriers that have historically been constructed by allowing literacies to remain invisible in our classrooms. Finally, in this third post in this series I will highlight how educators can implement best practice to embrace and acknowledge multiliteracies so that all students have equitable access and opportunities to learn. My goal is to provide a clear and concise definition of invisible literacies so that we can start with equitable learning goals for all students while envisioning and devising a sound pedagogy that follows a roadmap leading to the hidden treasure: EQUITY IN LEARNING.
Dear Reader,
It is important for me to insert a disclaimer before I proceed with this important message about physical books as barriers. First, I want readers to know that I LOVE books. I love holding them, smelling them, reading them, journaling about them, sharing them, and collecting them. Many others share my experience with books…but not everyone, not Jake.
This is Jake’s story:
For Jake, (named changed for privacy) a fifth grade English language learner (ELL) and a past student from four years ago, physical books were a barrier to learning. I will never forget his smiley face and upbeat personality. His face lit up whenever he spoke about his family, especially his uncle who taught him everything he knew about how a car engine works. Jake was also an exceptional artist. His drawings came alive on the page. As a matter of fact, when Jake looked at his drawings he was able to express and articulate the intricate detail he used to make the drawings come to life.
However, when the time came to crack open a book and read, his entire demeanor changed. His shoulders slumped, eyebrows crinkled, and many times tears streamed down his face. You see, Jake was a fifth grader whose assessment levels indicated he was performing on a first grade reading level. Jake was unable to decode basic sight words (in English or Spanish). He often expressed his frustration at not seeing the words on the page “correctly” and even complained of bad headaches. Just the physical act of opening a book made Jake feel anxious. He shared that he felt “stupid” and “different” from his peers because they were “reading big fat books with lots of big words and he couldn’t even read ‘baby’ books.”
After Jake’s mom heard many friends and family weigh in on Jake’s challenges and watching him struggle to read from the pages of a book while experiencing physical and emotional distress, Jake’s mother suspected he may have dyslexia.
Unless a school pays for an outside specialist to assess a student for dyslexia, parents are referred to private agencies or neurologists. This is an expensive endeavor for schools so it is common for parents to be referred to an outside source. A dyslexic classification requires extensive evaluation as there is no one test that offers a definitive answer. As you can imagine, incurring the cost of a private evaluation is not something affordable for all. Lack of access to necessary evaluations for all students raises a huge educational inequity red flag. Students from low socioeconomic homes face major challenges and lack of resources. When adding the fact that Jake’s family speaks limited English, any resources or services that are available are further limited. While the school worked with Jake’s family to find an evaluator, the Committee on Special Education convened and assigned Jake a 504.
The 504 Plan comes under Section 504 of the Rehabilitation Act which provides needed accommodations to guarantee equal access for all persons with handicapping conditions, in schools and in all other settings. The 504 Plan provides only accommodations, so it is often best used for students with dyslexia who only need accommodations or have successfully completed remediation plans and are able to decode and encode reasonably well.
National Center for Improving Literacy
I am inviting readers to ponder Jake’s story, review some key terms and pause to recap. Then, weigh in on the accommodations put in place for Jake. I would love to start a conversation because more students than we realize are just like Jake and enter our classrooms every year. Their stories need to be heard. This may be Jake’s story but it is also the story of countless other children whose experience matters.
Key Terms:
Educational Barrier – A barrier to learning is anything that prevents a learner from being fully engaged in the learning process.
Decoding – Decoding is the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words.
Dyslexia –
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Adopted by the IDA Board of Directors, Nov. 12, 2002. Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.
Committee on Special Education (CSE) – The Committee on Special Education (CSE) is a multidisciplinary team, appointed by the Board of Education. The CSE is responsible for students with disabilities from ages 5-21.
504 – The 504 Plan comes under Section 504 of the Rehabilitation Act which provides needed accommodations to guarantee equal access for all persons with handicapping conditions, in schools and in all other settings
ELL: English language learner – A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.
Jake had great difficulty decoding words on a physical page. He experienced physical and emotional distress when given the task of “reading” off of a physical page.
So ponder this: How is allowing Jake more time to complete the exact same assignment he was given before going to help him? Does anyone else see the inequity here? It seems to me that the only thing Jake was given was more to time to feel frustrated, more time to feel anxious, and more time to feel like he didn’t belong in our classroom community. Let’s not forget that the more time he spent sitting in front of books he couldn’t read and tests that made no sense, Jake also spent LESS time interacting with his peers or engaging in activities that he enjoyed. Ultimately, Jake spent less time learning and building relationships. This outcome is an injustice to Jake, to his classmates, to his teachers, to his parents…to everyone!
As a grassroots leader, Jake’s teacher, and an advocate for equitable learning opportunities, I knew it was time to break down some barriers.
Even though so many systematic problems continue to exist in the ways “we” as educators and educational leaders classify and label students like Jake, there are ways to be impactful at the grassroots level.
What I Knew:
- Jake loved when I read aloud to the class!
- Jake was able to engage in high level conversations about character, character development and plot. He excitedly added on to the thinking that his peers shared and often made beyond-the-story predictions and inferences that he related to his own life.
- While listening to a story and given plain white paper, he journaled & sketched what he was thinking and feeling while listening. After the story, he would use his detailed sketches to recall and retell key points and ideas.
- Jake felt successful and confident when he was given the opportunity to engage in this kind of learning.
Here is how I used what I knew about Jake to think about how to provide equitable opportunities and access so that he could be successful…
- I read the research, professional articles, consulted specialists, and most importantly… I ASKED JAKE WHAT HE LIKES AND HOW HE LEARNS BEST!
- Created a journal of blank unlined pages for Jake to sketch and journal in during read alouds and independent reading.
- Provided audiobooks in conjunction with physical books for Jake to listen to and follow along in (if he chooses).
- I listened to Jake. I learned from Jake. Together, we explored ways to self-regulate, self-assess, and set goals.
Over time, Jake began showing signs of excitement when he approached new opportunities to learn. He felt more in control over his experiences and he grew confident in his ability to advocate for himself. Although Jake was able to break down some barriers that prevented him from learning, his advocacy was just beginning. With seven years of public schooling left, limited resources and a general lack of knowledge for how to help students like Jake, it will be a difficult journey. These are the reasons that I am dedicated to sharing Jake’s story! The ability for educators to positively impact learning at the grassroots level is SO important to share and celebrate!
The most effective impact on education can be observed at the grassroots level, within a classroom community. Educators and educational leaders who value the benefits of collaboration at the grassroots level have the ability to cultivate powerful pedagogical practices and equitable learning opportunities for all students.
Mary Pettit & Debbie Langone, Grassroots Teaching Educational Blog
UPDATE: Jake is going into 9th grade, his first year of HS. As expected, Jake’s journey has not been easy. The Committee on Special Education (CSE) met while he was in MS and assigned him an Individualized Education Program (IEP). Unlike a 504 which can only provide him accomodations, like extended time to complete assignments or tests, an IEP:
The IEP comes under the Individuals With Disabilities Education Act, IDEA, a federal special education law for students with disabilities. An IEP can provide the specially designed instruction needed for students who are behind in academic areas, including reading and spelling. This instruction is ‘specially designed,’ or individualized, based upon a combination of a student’s unique needs, test results, and learning profile.
National Center for Improving Learning
I hope and pray every day that educators continues to advocate for kids so that more barriers can be broken down and the path to equitable learning access and opportunity can be paved for all.
Universal Digital Literacy Solutions, LLC 
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