Classroom Caffeine
Classroom Caffeine
A Conversation with MaryEllen Vogt
MaryEllen Vogt talks to us about supporting reading development for multilingual learners, teamwork, and the power one can find in being well-informed. MaryEllen is known for her work in the areas of teacher professional learning, reading intervention, disciplinary literacy, and effective instruction for multilingual learners. She is the author or co-author of over 70 articles and chapters and 17 books about literacy instruction, and is co-developer and co-author of the book series on the Sheltered Instruction Observation Protocol or SIOP Model, an empirically validated, instructional framework for teaching multilingual learners. MaryEllen is a 2017 inductee into the Reading Hall of Fame. Dr. Vogt is Professor Emeritus at California State University, Long Beach.
Links mentioned in this episode:
literacyworldwide.org
https://eric.ed.gov/
To cite this episode:
Persohn, L. (Host). (2024, Sept 10). A conversation with MaryEllen Vogt (Season 5, No. 2) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/311F-10C5-A88E-095A-2337-M
Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, and Twitter.
Education research has a problem the work of brilliant education researchers often doesn't reach the practice of brilliant teachers. Classroom Caffeine is here to help. In each episode, I talk with a top education researcher or an expert educator about what they have learned from years of research and experiences. In this episode, dr Mary Ellen Vogt talks to us about supporting reading, development for multilingual learners, teamwork and the power one can find in being well-informed. Mary Ellen is known for her work in the areas of teacher professional learning, reading intervention, disciplinary literacy and effective instruction for multilingual learners. She is the author or co-author of over 70 articles and chapters and 17 books about literacy instruction, and is a co-developer and co-author of the book series on Sheltered Instruction Observation Protocol, or SIOP model, an empirically validated instructional framework for teaching multilingual learners.
Lindsay Persohn:Mary Ellen is a 2017 inductee into the Reading Hall of Fame. Dr Vogt is Professor Emeritus at California State University, long Beach. For more information about our guest, stay tuned to the end of this episode. So pour a cup of your favorite drink and join me, your host, lindsay Persaud, for Classroom Caffeine Research to Energize your Teaching Practice. Mary Ellen, thank you for joining me. Welcome to the show.
MaryEllen Vogt:Thank you so much. It's a pleasure to be part of this.
Lindsay Persohn:So, from your own experiences in education, will you share with us one or two moments that inform your thinking now?
MaryEllen Vogt:This is a wonderful question and I've really been lying awake at night thinking about it because it's such a good one and it lets you, as an educator, really think back over all the years that you've been teaching and think about what got me to the place that I'm in right now. So I'm going to share a couple of experiences that out of over 53 years of teaching that were significant, but there are really two there were so many, but there really are two that stand out in terms of how they impacted my entire career as an educator. Now, the first one goes way back to 1968, when I was a student teacher at Colorado State University. As an English major, I knew I wanted to become a high school English teacher. That I knew for sure, and that decision was due largely to a phenomenal teacher that I had during my senior year in high school in Ames, iowa. Her name was Miss Mary McNally, and this teacher I had her, luckily, for two of my courses my senior year American Literature and World Literature. She was the first teacher I'd ever had in 12 years of schooling who made me feel smart, because she thought I was a good writer and that was a huge realization to me that I really could be a good writer. But I digress Back to student teaching.
MaryEllen Vogt:I was assigned to another wonderful teacher as my master teacher in student teaching and her teaching schedule that, I assumed, was four periods of juniors in American literature, right up my alley, and one period of sophomores and juniors who were in a class that was euphemistically labeled functional English. You can imagine which students were assigned to the functional English class, whatever that means functional English. But all the students in my class were those who couldn't handle the work in American literature due to their poor reading, writing and spelling skills. Now, my master teacher was very enthusiastic about the kids in the American literature classes as well as the curriculum for American literature, but not so much was she interested about the functional English kids and in contrast, I was very surprised to discover that it was the kids in that functional English class that really floated my boat. They were hilarious. They were masters at avoiding anything academic like reading and writing. Most were very smart, but they didn't particularly want anybody to know that and for the most part for them school was a drag. Now there was no set curriculum for functional English except to get these kids to become better readers and writers.
MaryEllen Vogt:Now, as their young and oh so naive teacher, I became determined to figure out how to motivate them and how to teach them just during that one semester of student teaching, and teach them not what they had to learn but really what they wanted to learn, which was definitely not prefixes or suffixes or anything like that. Nor were they interested in reading kind of dumbed down articles that met their reading levels but certainly not their interest levels. So I created my own curriculum of sorts that included how to apply for jobs and how to keep a job, how to present yourself well, how to figure out what jobs were available for high school students, how to do interviews and so forth. I invited the HR man from a local department store and a woman who owned a local restaurant to come to class and not only talk to the kids about what these professionals looked for in their employees, but they also did mock interviews. Now, on the day that our guests arrived, I was stunned to see my students who sometimes I hardly ever saw their heads for the not only their hats, which they were allowed to wear in class in my class, not anybody else's class, but I was young with their hoodies I had a hard time, sometimes even seeing much of their faces, but this time, when these other folks were there, they were dressed to impress, which basically meant that their shirts were tucked in and their tennis shoes shoestrings were tied. Now I share all of this because this group of kids with reading and writing problems set me on a path that has been my life's work.
MaryEllen Vogt:After college, my husband, my young son yes, I was a very young mother, which was not so unusual in those days and I headed to California and we eventually lived in Modesto. Now I had to take three more English classes to become credentialed in California, so I decided to pursue my master's not surprisingly in reading, because I had not had one class or any information during my bachelor's degree about how to teach kids to read. It was all about literature, american literature and world literature and so forth and I wanted to know how to teach kids to read. So I became a reading specialist in a middle school, teaching younger versions of my beloved crazy group of high school kids that I met during my student teaching. Now I eventually earned a special ed certification, which is a good combination for someone who builds a career working with kids who struggle to read and write. And now here we are, 55 years later and I am still teaching kids how to read.
MaryEllen Vogt:Currently I'm working with children who've been negatively impacted by COVID. I have a lot of fourth and fifth graders. They're coming into our program for help because of the COVID pandemic in which, during those particular years, in their kindergarten and first grade, they were learning via Zoom or not learning, you know, during Zoom. So this very afternoon and a couple of hours I will be teaching three of my kids in one-on-one lessons and I'm teaching Monday, tuesday, wednesday, thursday of every work and coordinating this program where we have several teachers who are working with me.
MaryEllen Vogt:Now the second pivotal experience I can share more quickly, but it was every bit as significant to my current thinking and my current work. As the first example. For this one I'll go back to the early 1980s when I was working as a special education resource specialist and a reading specialist in a middle school. It happened to be at a different school than my first middle school, grades seven and eight. Now. This was during the time period in the early 1980s, following the fall of Saigon and the end of the Vietnam War, there were approximately 140,000 refugees from South Vietnam and Cambodia who were evacuated and resettled in the United States. There were close to 120,000 more who were rescued and resettled following the war and 200,000 more people were allowed to enter the US on what was called parole status. I mention these data because Central California resettled many, many, many of these refugees.
MaryEllen Vogt:One morning, shortly after the final bell rang, when I was teaching in the middle school, our assistant principal came in. I was pushing in, by the way, into a class, a math class. Our assistant principal came into the class where I was working with the other teacher. He was teaching the course, I was working with my kids and she called me out to the hall where I was working with the other teacher. He was teaching the course and I was working with my kids and she called me out to the hall where I met a tiny Cambodian girl named Sukia. She was obviously frightened and I took her hand and I led her to the classroom and I found an empty desk toward the back of the room where I was sitting. Her eyes were so big and she was so, so frightened looking around at these bigger kids Kids were so much bigger than she was looking around trying to figure out what was going on.
MaryEllen Vogt:I soon discovered that Sokia knew not one word of English and I later learned that she'd had no formal schooling, but she had had some instruction by refugee teachers in the refugee camp in Thailand where her family had fled from Cambodia. She had spent several of her years in this camp prior to her family coming to Central California. So on this morning as the teacher began his math lessons, sokia appeared very mystified about the classroom, the teacher, the kids and what we were doing. After about 10 minutes of the teacher teaching, we had an unannounced fire drill. I immediately looked at Sokia, who was now completely terrified. I grabbed her hand. We got in line quickly with the other kids. We marched out to the field behind the school with all the other kids and waited.
MaryEllen Vogt:So Kia never let go of her tight grip on my hand, nor did I let go of my grip on her hand. Then the bell rang, and it was that shrill, all-clear bell which totally confused so Kia. And when we marched back into the school and we resumed the math lesson, I've often wondered what that child thought you know about her first day in an American school. Is this what's going to happen and what in the world is going on? That was when I decided that I had to learn more about how to teach children whose first language was not English, because I was the special ed teacher and I was a reading specialist and the assumption was by all the teachers and the administrators that I was the one who knew all about how to teach these kids. But in reality I knew nothing. I knew I had to prepare myself.
MaryEllen Vogt:So my experience with Sokia and the many other multilingual learners that I eventually had in my classroom ultimately led me to UC Berkeley to pursue my doctorate in language and literacy. I was privileged to learn from the well-known researcher Dr Lily Wong Fillmore, an expert in second language acquisition, as well as other experts there at Cal. My experience with Sokia also led eventually in the mid-1990s, to my work with Dr Jenna Echevarria at Long Beach State and Dr Deborah Short, who was then at the Center for Applied Linguistics, and ultimately to the creation and research of the SIOP model for teaching in English academic content and academic language to multilingual learners, and now, in part because of Sokia, the SIOP model is being implemented in classrooms around the globe, is being implemented in classrooms around the globe.
Lindsay Persohn:So those are the two experiences I think that really set me on my path of teaching and learning for all these many years. What wonderful experiences you share with us, mary Ellen, and you certainly are a superb storyteller. I must say I so enjoyed hearing about that and how it led to the work that you've been pursuing for several decades now. As you were describing those experiences, I couldn't help but think about how very relevant they are to education today. You gave us some historic time markers student teaching 53 years ago, the work you were doing in 1968, and then in the 80s and I think that we are still doing education based on what we think kids need, rather than the things that they want to learn and what might be drivers in their own lives, what could be engaging or relevant for them.
Lindsay Persohn:That's one point that certainly sticks out in my mind, because I think that we're just it's like we're doing that harder now.
Lindsay Persohn:You know.
Lindsay Persohn:It's like if they don't get it, if they don't want to know, then just keep you know, trying to drill it into their heads. And I also think about all of our refugee students that are being served in schools across the United States as well as in so many other places, and, yeah, just what that experience must be like, and you know, not only is it a foreign environment, people you don't yet know, but then to have those really jarring experiences, like not just fire drills now, but certainly where I live we have tornado drills and of course now we also have active shooter drills in classrooms. And so, yeah, you've got to wonder what is that human experience like to be in your first day in a classroom and you know just the signs and signals and what that all means and how really terrifying that might be. I hope that in response to this next question, you will tell us a bit more about the PSYOP model that you've developed, as well as other work that you've done. So, mary Ellen, what do you want listeners to know about your work?
MaryEllen Vogt:Well, I will talk about the PSYOP model in a few minutes. But I think when I first saw this question I was thinking I mean, I just these are such thoughtful questions in terms of really looking back about my work and how I've kind of gone from being the reading specialist and special ed teacher and then moving into a whole new area for me, at least at the time, was learning about how to teach these kids. But because of the students in the classroom that I had no idea how to teach, so I thought about it and here's a reply, and then I'll tell you a little bit more about the SIOP model when I finish this part. Throughout my career, whether as a teacher or a reading specialist, special ed specialist, a district resource teacher, high school counselor or professor which all the different labels are job titles I've had I've been at my best when I could work with a team of fellow educators. So that's part of this answer to this question is from my experience in my work teamwork I hate to use an overused little expression, but teamwork really does make the dream work. And that was what I found after all these years. And let me give you some examples All of the books I've written 17 now counting.
MaryEllen Vogt:All the revisions have been co-authored, because I love working with smart people and I've been blessed to do most of my writing and research with really smart women, including the two I previously mentioned. All of these co-authors have been women scholars. In addition to Dr Shabaria and Dr Short, or Jana and Debbie, there are more like Dr Maureen McLaughlin, with whom I co-authored the first two books that I wrote, but also with whom I worked in Estonia on the International Literacy Association's program Reading and Writing for Critical Thinking. Together, maureen and I taught 30 amazing Estonian women in the three-year project, during which we made eight trips to Estonia. We had about 70 volunteers. This was through the International Reading Association or now International Literacy Association, but we eventually had 70 volunteers in 28 former Soviet countries where we went in in the early 1990s to teach teachers who had been in very much of a recitation, you know, information in information out, kind of mode of teaching, and we brought in things like cooperative learning and critical thinking and so forth which had not been valued prior to what we say the fall of communism. What the Estonians said was the change was the change in terms of their moving into freedom, but we were able to teach these 30 amazing teachers in this three-year project, and this partnership with those teachers and with Maureen was an extraordinary experience for me. But I would say with them I've also co-authored a book with Dr Vicki Briscoe from Vanderbilt. I've learned so much from her. When I was president of the International Literacy Association, I also worked with an amazing team of educators and I learned from each one of them as well, and the list goes on.
MaryEllen Vogt:I kind of blew my whistle a little bit earlier, but I was thinking that this overused saying about teamwork teamwork makes teamwork. It is overused, but maybe that's because it's true. It's absolutely true. So as teachers, you know, I think we've learned as teachers to be autonomous. We go into our classrooms in the morning and we come out at the end of the day or after a lunch break, if you're lucky enough to get it and that didn't change when I went to the university there's almost more autonomy in higher education than in the lower grades. So my advice would be and what I've learned is be a leader in establishing a team with the really smart people with whom you work. Not only is it more fun, but you share the load with others and, most important you really do learn from each other together. Years ago two brothers, david and Roger Johnson, coined the term and did the research on cooperative learning for kids. But I also think that cooperative learning is necessary for teachers and administrators because we get so much more done when we are working with a well-oiled team. So that's my first answer to the question. My second answer concerns, then what is the SIOP model? The SIOP model came out of this team Dr Jana Chreria at Cal State, long Beach, with me, and then Debbie, who was on the East Coast.
MaryEllen Vogt:I had written an article that was published in the Reading Teacher way back in 1991, in which I had created an observation protocol right after we'd been in several years of whole language and we moved to more literature-based instruction, but not really whole language, getting beyond that a bit. And it was difficult for administrators, who had to go into classrooms and do observations and so forth, and supervisors to really support teachers and really know what to look for in classrooms that were doing more holistic teaching through real literature. So I wrote this, I created this observation protocol and it was published. Jenna knew about that protocol or that article, and so she came into my office and she said one day, would you be? And we were two different departments. She was in special education, bilingual special education, and I was. I was in teacher education and she came in and said I know that you wrote that or designed that protocol a few years ago. Would you be interested in all in working on developing an observation instrument for sheltered instruction?
MaryEllen Vogt:Now, in those days, in the early 90s, a sheltered instruction was the term that was being used all throughout the country and it was for instruction especially designed for working with multilingual learners. However, in Florida, if you ask what children's instruction was, you would get one definition and one set of examples. If you ask in Arizona, you'd get another, not only definition but explanation of what children's instruction is all about. And this would happen in all of what we call the border states, in New York and in Washington, and certainly in California, where we are having increasing numbers of kids coming in as English learners, students who are coming into classes that were being taught in English, where the students, of course, were second language learners or multilingual learners. And it was very interesting because all these definitions were different and no one had really done that research work to say well, if we even do these things that are being advocated as sheltered instruction, does it really make a difference?
MaryEllen Vogt:So we three women started talking and started researching and started working together on seeing if we could identify what from research on a regular education, mainstream education, on special education, in the field of reading, in the field of bilingual education Deborah Short came from her background. Her doctorate was in second language acquisition. I'm reading, jana is special ed, bilingual special ed. We came from our own different backgrounds in terms of research and we started investigating all of them and seeing what are the instructional features that are most important for multilingual learners to be successful in content classrooms where the language of instruction is English is not their language, their home language is not their language, their home language.
MaryEllen Vogt:And once we were able to come up with a list of these features, then we had a seven-year grant through the Department of Ed to really see if number one, we could come up with a model that's where you're calling it at that point a model. And number two, if it made a difference, if we taught it to teachers and if they could implement it. And then number three, most importantly, does it positively impact student achievement and language learning? So that's what we set out to discover and the results after that seven-year research study was 30 instructional features which, when teachers implement them to a high degree in their classroom, we found statistically significant results on both academic measures and language measures. The PSYOP now has been the same 30 features but the PSYOP now is being used really throughout the world in any classroom where the language instruction differs from the student's home language and these features have held up over time and has ultimately been probably my most significant work other than teaching the kids that I'm teaching right now. But that's what SIOP Model is all about.
MaryEllen Vogt:And the sixth version of the Making Content Comprehensible for Multilingual Learners. We changed the title from English Learners to Multilingual Learners because the term English Learners is becoming a bit pejorative in some places and multilingual learners who wouldn't want to be multilingual learners. So the title of our book sixth edition is Making Content Comprehensible for Multilingual Learners, the SIOP model. So I hope that helps you.
Lindsay Persohn:Yeah, that's super helpful, mary Ellen, and it's out now.
MaryEllen Vogt:Yes, okay, it is available now. It came out last about April.
Lindsay Persohn:Okay, fantastic. So if listeners are interested in learning more about those 30 instructional features and how they might implement them in their own classrooms, they can certainly take a look at that book.
MaryEllen Vogt:And I need to tell you, if you're not familiar with SIOP, it's not all about throwing out everything that you're already doing. We didn't reinvent teaching. What we did was take instructional features that had a research background. Each one of those 30 have a research background. They're housed within eight components and I can quickly mention the eight components are lesson preparation, building background, comprehensible input strategies and it's not like instructional strategies, it's really metacognitive strategies, thinking strategies, helping kids to think, use their heads and learn how to be critical thinkers in terms of learning content and reading content. And then it's interaction having a lot of interaction in the classroom, practice and application.
MaryEllen Vogt:Multilingual learners need practice and application. Multilingual learners need practice and application right after they learn something, and we've discovered so all students. You know it's very helpful for all students. Seven is lesson delivery, and the lesson delivery is kind of the opposite side of the coin from lesson preparation. We've all created wonderful lesson plans and then at the point we go in and try to teach to that lesson plan, we go, whoops, that didn't work. So we want to make sure that the lesson delivery is really supporting those multilingual learners and other students. And then the final, the number eight of the eight components is review and assessment. So it's not all new stuff, it's things that are all familiar. But what's important in SIOP is the level of implementation that we're consistently level of consistency in using these features in your classroom.
Lindsay Persohn:And it actually makes me think, Mary Ellen, that rather than, as you said, it's not wheel reinvention, but I think it could be used as a way to refocus our teaching in some ways, because I do feel like certainly over the last several years, maybe over the last couple of decades, teachers' attention and focus has been pulled in so many different directions that I find it so helpful when I identify a model that brings me back to the things that matter most and help me to really consider how to design instruction thoughtfully and intentionally.
MaryEllen Vogt:And that is the purpose of it. It's an instructional framework for any academic area. Yeah, that's super helpful.
Lindsay Persohn:Thank you. So, mary Ellen, given the challenges of today's educational climate, what message do you want teachers to hear?
MaryEllen Vogt:Well, when I first read this question, Lindsay, I sighed heavily and my husband even called from the other room and said that was a heavy sigh. Are you okay? And I responded I'm okay. But in reality, I'm really not okay with all that's happening today in the field of reading instruction, especially. So here's what I think it's important to hear with all the phonics, frenzy and dyslexia dilemmas that are being battered around online in the press and that have become so politicized and I hope this resonates because it's so important we need to stick with the research. The science of reading is real and it has been real for a minimum of 40 years and, as Dr Claude Goldenberg has pointed out, for as long as 200 years there's been a science of reading, but unfortunately and not surprisingly, I suppose, given our current political upheaval people are selecting some reading research studies, while disregarding other scientific research completely, to either sell products or for their own personal perspectives. So, as teachers, we need to be able to cut through all the noise and all the sales pitches and actually read the research for ourselves.
MaryEllen Vogt:In the September of 2020 and May of 2021, the International Literacy Association published 50 peer-reviewed articles in two reading research quarterly journals that are online journals, by the way, that I believe are must-read opportunities must-read opportunities for all educators. These articles are written for all educators in language, not just research. It's not just written for researchers written for all educators in language that we all understand. With so many articles and 50 is a big number you can pick and choose what you want to read, but don't pick only those articles that you think you're going to agree with. Right, and that's what's so wonderful about these articles and how they selected the researchers who are going to write them. So let me give you an example.
MaryEllen Vogt:There's a fascinating review of the research on teaching phonics, and here's the citation. It's by Linnea Airy, e-h-r-i, and this was in the September 2020. And it's called the Science of Learning to Read Words A Case for Systematic Phonics Instruction Reading Research Quarterly, volume 55, and so forth, and this is available that you can read yourself. So there's that piece Very, very important. Linnea Ehri has spent years working with phonics research.
MaryEllen Vogt:Now, in that very same journal, there is another review of the research on teaching kids to use context, and it's by Donna Scanlon and KL Anderson, and this came out also in 2020. And the article is titled Using Context as an Assist in Word, Solving the Contributions of 25 Years of Research on the Interactive Strategies Report, and it's all in that very same journal, so that, rather than wringing our hands and throwing in the towel and getting frustrated, get your team together, that team that you work with, and arm yourself with research, because nothing feels better than knowing decisively what you're talking about. And I think that's part of the problem is, a lot of people are talking about, you know, the science of reading and talking about how reading should be taught and all the things that are happening in some states that are very worrisome and bothersome, I think, to a lot of educators. But we need to arm ourselves and we need to know decisively what we are talking about. And, by the way, if you haven't checked out the International Literacy Association's website it's literacyworldwideorg, wwwliteracyworldwideorg Do so. Become a member so that you can access all the resources that are on there. The resources that are on there, and there are some things also available for non-members. But become a member if you really want to get into this research and become a spokesperson who really knows what you're talking about.
MaryEllen Vogt:Now, just this morning, I was on the ILA website because I wanted to send the parents of one of my new students the ILA position statement on dyslexia. These parents are so confused because the district where I'm living right now they're doing assessments that are suggesting that these kids are dyslexic, when in fact, these kids are lagging. They're not dyslexic, but they are lagging in large part because of the COVID pandemic. I wanted my students' parents to be able to read the ILA position statement on dyslexia so they could better understand the topic and what this all means. So the message I want you to all hear, I think, is be informed, read the research and access research-supported resources for parents, but also for your colleagues, and do all of that as part of a team.
Lindsay Persohn:Yeah, mary Ellen, that's such an important message, I think, and I do think that the messaging right now can seem so overwhelming. And so, yeah, I greatly appreciate you highlighting these resources. We will link to anything we can on your guest page for listeners as well. Certainly, we can link to ILA's website and if those articles you mentioned are available, we will link to those as well. Certainly, we can link to ILA's website and if those articles you mentioned are available, we will link to those as well, because you're right, I think whenever we are better informed, we feel better prepared to have the conversations and also better prepared to defend good instruction, when that's what we're doing and it may not be exactly what our district or our school is calling for it's hard times and I totally understand it.
MaryEllen Vogt:I mean I see this every day with parents who are coming into our center. I mean I started the center because I was so worried about kids trying to learn to read online. I was retired and having fun with my singing and my acting and doing all kinds of other things and I thought, wait a minute, I have to do something. I've got to step up to the things and I thought, wait a minute, I have to do something. I've got to step up to the plate here and see if we can create something that's going to be helpful to parents.
MaryEllen Vogt:We're now getting teachers and some administrators who are referring kids to us, because what we're doing is just assessing students, seeing what they need and then teaching them, and I think, as teachers right now we're dragged in so many different directions that keeping that laser focus on. I'm a teacher. My job is to know what these kids need, to assess them, to arm myself with the information I need to teach them effectively and then to teach, and I hope that these resources and this message helps you feel that we do have power, in that we can be well-informed.
Lindsay Persohn:Absolutely, and sometimes I think that it is that power that can help us to feel a little bit resettled into our careers, because I do think that there is so much tension around education right now that it can be really hard to navigate and to keep focused on instructing students. So, mary Ellen, I thank you so much for your time today.
MaryEllen Vogt:I've really enjoyed talking with you and I thank you for your contributions to the world of education Well, thank you, lindsay, and I want to thank you for having these very important opportunities for teachers to come together. Thank you, and administrators and researchers. Thank you, and administrators and researchers, thank you.
Lindsay Persohn:Dr Mary Ellen Vogt is known for her work in the areas of teacher professional learning, reading intervention, disciplinary literacy and effective instruction for multilingual learners. She's the author or co-author of over 70 articles and chapters and 17 books about literacy instruction. She's a co-developer and co-author of the book series on the Sheltered Instruction Observation Protocol, or SIOP model, an empirically validated instructional framework for teaching multilingual learners. In addition to her books, her work can be found in venues like the Reading Teacher and Reading Today, as well as free public sites like ericorg that's E-R-I-C dot O-R-G. Dr Vogt is Director and Lead Reading Specialist for the Not-for-Profit Literacy Intervention and Enrichment Program targeting children and teens who are experiencing reading, writing and spelling difficulties. Dr Vogt has provided professional development throughout the United States and in several other countries. She served as a visiting scholar at the University of Cologne, germany. She is a member of California's Reading Hall of Fame, is a recipient of the CSULB's Distinguished Faculty Teaching Award and was president of the California Reading Association and the International Literacy Association. In 2017, dr Vogt was inducted into the Reading Hall of Fame, an international organization of literacy researchers and scholars. She also performs with the Pops Chorale and Orchestra, as well as her local community theater. Dr Vogt holds a doctorate in language and literacy from the University of California, berkeley and is professor emeritus at California State University, long Beach.
Lindsay Persohn:In her episode, she specifically mentions the ILA website, which can be found at www. literacyworldwideorg. That's www. literacyworldwide. org.
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