
Professor School Psychology @Northeastern University, Editor of School Psychology (D16-APA), DBDM, school based math intervention supports, MTSS.
Massachusetts, USA
Joined July 2022
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We recently released an updated Screening Tools Chart. Thirteen new tools were added to the screening chart and 20 were updated in the most recent review cycle; charts.intensiveintervention…
In addition, you can find supplemental briefs: intensiveintervention.org/..…...
“Researchers can tell you what tends to work. But teachers are the only ones who can figure out what that means in your school.” edweek.org/teaching-learning…
Robin S. Codding retweeted
Just because your child loves a learning app doesn’t mean they’re learning from it. APA’s report explores what makes educational technology effective and what to look for when choosing learning tools. Read more science-backed guidance: at.apa.org/yp6
It’s here! Check it out!
Sold a Story Season 2 is coming, two weeks from today. youtube.com/watch?v=4YDq-AB_…
Robin S. Codding retweeted
Minimally guided instruction doesn't work with AI tutors either. One thing we are finding out is that Socratic questioning models are very frustrating for students when they withhold the explicit guidance novice learners actually need.
arxiv.org/abs/2609.29995
Robin S. Codding retweeted
We're hearing the same story from universities in both Canada and the US. Students are arriving unable to do basic math.
But the problem doesn't begin in university.
People tend to underestimate just how hierarchical math is. Learning new math concepts depends on what came before. When students don't develop a strong foundation early on, the gaps don't repair themselves. The gaps just get worse.
Then students are moved ahead when they didn't master the foundational material and later math is inaccessible. It's nearly impossible to learn more math when your foundation is made of sand.
University is not the best place to try to fix these issues. We need to look further back and address the core issue. And I believe in many cases kids are being done a disservice in especially K-8 math.
I think this is one of the most serious issues facing our society right now.
Robin S. Codding retweeted
New study - kids are probably need more phonics if they don't read at least 85% of words correctly in 1st grade, 93% in 2nd grade, and 94% in 3rd grade. @HollyLanePhD @ValContessePhD
researchgate.net/publication…
@CECMembership @UFLiteracy @reading_league @ReadingForum_Ed @nasponline
“In education, we talk constantly about adding new practices. But we almost never talk about what we should stop doing.” See this article about the costs of keeping unusual academic assessments.
samanthalippert.substack.com…
Robin S. Codding retweeted
What's going on in public education should be one of the biggest scandals out there.
Yet the Lucy Calkinses of the education world keep getting away with it.
I hope everyone listens to my recent anonymous episode with two teachers.
People need to understand that there are teachers on the ground who KNOW much of this stuff doesn't work. They want better MATH outcomes for their students.
These teachers went against the prevailing ideology. Their students learned more math when they did! And they presented research supporting explicit instruction.
They were gaslighted and got pushback at every turn.
It's tragic. Families are trusting schools to do a good job. In some cases, that trust is being violated.
The public needs to stop being complacent and start demanding better education for kids.
Robin S. Codding retweeted
Math gaps don’t magically fix themselves.
If foundational skills aren’t addressed, they compound and get worse. This teacher taught the same students in 2nd and 5th - the same students were struggling.
🔗 Link below
#ChalkandTalk #MathEducation #Teaching
Robin S. Codding retweeted
I really agree with Brian’s point about the role of success in math.
When students experience success, they’re more likely to be engaged and persevere. Practice → fluency → success → wanting to do more math!
🎧 Watch the full episode: youtu.be/_QCeNWxkpZo
Robin S. Codding retweeted
⚠️ As back-to-school tips start coming in, a reminder that education is plagued with bad advice & pseudoscience, much of it working against student success. For example,
❌ the secret to math success is giving them a calculator
❌ mimicking isn't thinking
❌ procedures get in the way of understanding
❌ practice is just "drill and kill"
❌ kids don't need to memorize math facts anymore
Are you ready to strengthen your skill using progress monitoring data to drive meaningful outcomes for students? Then, register for our 2-part APM Workshop Series. air-org.zoom.us/meeting/regi…
Robin S. Codding retweeted
Are we over teaching word problems? Or just teaching them wrong?
237d54fc-9a88-4753-8e4a-7bb9…
Robin S. Codding retweeted
Beyond Straw Men and False Choices: A Guest Post by Dr. G. Reid Lyon
On Dr. Linda Diamond’s Substack
How very fortunate the literacy community is to have Dr. G. Reid Lyon’s voice, wisdom, and writing guiding our field.
Below please see a link to this just released Substack from Dr. G. Reid Lyon posted as a guest on Dr. Linda Diamond’s Substack. It is a call to action for each and everyone of us dedicated to ensuring all are literate.
First, Dr. Lyon posits that the current reading wars have become more about identity than evidence, tribal and rhetorical rather than scientific.
Second, that the single most persistent error in these debates is conflating weak implementation with weak science: a program failing in a school doesn't tell you the science is wrong, it tells you something about whether the conditions for success existed.
Third, that the way out isn't more debate, it's ambassadorship: getting close to schools, documenting what actually happens, and sharing that evidence continuously and generously.
The tone is worth noting too. Dr. Lyon is explicitly refusing to keep fighting. He's calling on practitioners to stop waiting for the debate to resolve and instead become living proof that the science works — one school, one teacher, one student at a time.
The science DOES work, friends! Let’s focus our efforts on building one another up. Celebrate the small wins and the big wins. Let’s share each and every incremental and significant move forward!!!
Let’s be the Ambassadors of Tangible and Deliverable Hope and Solutions, that Dr. Lyon calls us to be. I’m in! Let’s do this!
Do not miss this Substack from Dr. Lyon and please share it widely! Reid Diane Lyon
P.S. I created a visual summary to go along with it as well. 😊
Access here: lindadiamondeducator76.subst…
I’m excited to be part of the Global Math Intervention Summit. My session, “Math Anxiety and Timing,” will share ways teachers can build speed without the stress.
Register free here: resources.madeformath.com/gl…
“What I kept seeing across districts and states wasn’t that people didn’t have screening tools or progress monitoring tools. It was that there were so many tools and often they claimed to do the same thing.” Learn how Julia Casasanto-Ferro helps educators navigate that challenge.
Robin S. Codding retweeted
This is a big one!
When phonemic awareness is connected to letters, it has a stronger impact on reading and spelling than doing more practice without print.
A small shift with a big payoff.
🎧 Listen now: ow.ly/608A50YHrqb
Robin S. Codding retweeted
After students know their math facts, what next?
In this clip, Jon Regino and I explain why fractions are one of the most important predictors of later success in algebra—and why they're worth prioritizing.
🔗 Link below
#MathEducation #ChalkandTalk
Robin S. Codding retweeted
Full credit to @DTWillingham for this brilliant formulation.
Replying to @oliviajune82
I've probably seen this quote before but had forgotten it. Also shared by @C_Hendrick

















