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While working with students, one educator came to a realization that put her on a path to fascinating research in the Science of Reading. In this episode, Jasmine Rogers\\u2014manager and coach with the In Schools program at the DC Reading Clinic and an early literacy intervention lead at American University\\u2014shares her story and delves into her research on dialects and best practices for structured literacy instruction. She discusses Black language and how it connects with the language comprehension strand of Scarborough's Reading Rope. Jasmine also offers recommendations for classroom teachers who have bidialectal students.

Show notes:

• DC Reading Clinic
• S1-22: Success using the Science of Reading: Mary Clayman
• Jasmine Rogers - Linkedin\\xa0
• S4-07: Linguistic Variety and Dialects: Difference, not error: Julie Washington
• \\u201cTeaching Reading to African American Children,\\u201d by Julie A. Washington and Mark S. Seidenberg
• \\u201cLinguistic Justice: Black Language, Literacy, Identity, and Pedagogy,\\u201d by April Baker-Bell
• \\u201cAn Informed Lens on African American English,\\u201d by Megan-Brette Hamilton
• \\u201cMultilingualism and Codeswitching in Education,\\u201d by Nkonko M. Kamwangamalu

Quotes:

\\u201cAs a teacher, a Black woman, who speaks Black English, who knows the language, who is very well versed in structured literacy, if I overlooked this, if that caught me off guard a little bit, then that means that could potentially catch someone else off guard.\\u201d \\u2014Jasmine Rogers

\\u201cWith language comprehension, and considering in your native language, there may be a word that doesn\\u2019t necessarily match up with a language that you are learning in the classroom. So you have to then use your incredible cognitive skills that speak two completely different codes, comprehend what is happening, and then tie that back into, of course, the Rope to become a fluent reader.\\u201d \\u2014Jasmine Rogers

\\u201cI consider Black English to be a very complex and complicated language\\u2026but I think typically in society it has been viewed very negatively. You can see in the media and in research where people have talked about it and used negative connotations. And I think those beliefs from society have seeped into the classroom.\\u201d \\u2014Jasmine Rogers

\\u201cA strength of children that are bidialectal is the similar strength to students that are bilingual\\u2014they have an ability to take language that is different from theirs and translate it. That right there is an asset.\\u201d \\u2014Jasmine Rogers

\\u201cThe languages that we speak and bring from home also are not wrong. They\\u2019re simply different. And we\\u2019re gonna work together so that we take what we know differently and come together with a common language so that we\\u2019re communicating with one another.\\u201d \\u2014Jasmine Rogers

\\u201cWe have got to give our students access to this code so that they can become literate and run our society one day.\\u201d \\u2014Jasmine Rogers