Celena Larkey

Founder - Crafted Literacy Collective

Celena Larkey

Founder - Crafted Literacy Collective

Biography

Celena Larkey is a reading specialist and co-author of multiple books inside the Units of Study in Reading, Writing, and Phonics Workshops. She has worked in hundreds of schools around the world. A former Senior Lead Staff Developer at The Reading and Writing Project at Teachers College Columbia University, she has been classroom teacher, literacy coach, and currently consults independently.

Co-Author: Carrie Alday

Pacifist Practitioners Living in the Midst of The Reading Wars

Learning to read and learning to love reading are not necessarily the same process yet need not be mutually exclusive. What are best practices for teaching children inside early childhood stages of development to read? And what can we as teachers do to assure that we build communities of lifelong readers, thinkers, questioners? This session shares ideas to meet both needs.

In the spring of 2018, a report titled, “Hard Words” was released. In it, the reporter concluded that the “science of reading” has long been abandoned in early childhood literacy instruction. Almost immediately, the battle cry of the Reading Wars rang and lines were drawn. The current age of tribalism seems to be forcing educators to choose sides – those steeped in the scientific practice that synthetic phonics instruction teaches reading and those teaching reading as part of conditions of learning. How do children learn to read and what conditions must be met to assure readers both learn to read and thrive as readers? How do we teach in ways that assure student agency and at the same time use systemic understanding of what must be done to teach children to read? What are best practices and what do we, as teachers, practice daily? This session will suggest methods, strategies, and frameworks of comprehensive literacy practices. The presenters will share research and findings that discuss how to teach children to read AND teach a lifelong love of reading, including frameworks to support inclusivity, individuality, and whole-child connections as well as systemic reading process.