We’re excited you’ll be joining us for these upcoming professional learning opportunities! June 9th sessions are available exclusively to registered participants of the Language and Literacy Symposium. From June 10th –12th, all registrants of the Embracing Literacy: Soaring with Language and Literacy Conference are welcome to attend a wide range of engaging sessions designed to elevate language and literacy practices across our communities.
We look forward to learning and growing together!
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Session Description The gap between research and classroom practice doesn’t have to be a divide—it can be a bridge. In this session, participants will explore how to translate the latest findings from literacy research into meaningful, evidence-aligned practices that improve student outcomes. Designed for both teachers and administrators, this session offers tools to critically evaluate research, align strategies with the science of reading, and implement change in ways that are practical, scalable, and sustainable. Together, we’ll connect theory to action and empower educators to lead with evidence. Learning Objectives By the end of this session, participants will be able to:
Interpret key findings from current literacy research and understand their implications for instruction and leadership.
Apply research-aligned strategies to classroom practice and school-wide literacy efforts.
Develop systems and supports that enable teachers and leaders to implement and sustain evidence-based literacy practices with fidelity.
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
What’s “reading science” got to do with English Learners? The short answer to this question is, “A lot.” A more informative answer requires answers to these questions, which this presentation targeted to educators in schools and classrooms will address: What’s the "science of reading”? How is it relevant for English Learners? What about bilingual education? When teaching reading to students simultaneously learning to speak and understand the language as they learn to read and write it, what’s the same and what’s different compared to teaching students to read who already know the language? What are some things that do and don’t work for teaching English reading to ELs? What about beginning and early literacy? Do foundational skill still matter?
Objectives:
Define the “science of reading” and explain its relevance to English Learners (ELs).
Differentiate between effective practices for teaching reading to native English speakers and ELs, identifying what remains consistent and what must be adapted.
Explain the role of foundational skills in early literacy instruction for English Learners, including phonemic awareness, phonics, and oral language development.
Describe key considerations in bilingual education and how reading science intersects with dual-language or multilingual approaches.
Evaluate common misconceptions and ineffective practices in reading instruction for ELs and identify evidence-based strategies that support language and literacy development.
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Session Description Early identification and intervention are critical to supporting students at risk for reading difficulties, including dyslexia. This session highlights key lessons from Pennsylvania’s Dyslexia Screening Pilot Program and explores how those insights can inform early literacy practices across schools and districts. Participants will learn about effective screening tools, instructional responses, and system-level supports that ensure all students—especially those most at risk—receive timely, evidence-based interventions. Grounded in real-world implementation, this session offers practical guidance for educators, administrators, and policymakers. Learning Objectives By the end of this session, participants will be able to:
Describe the structure, goals, and outcomes of Pennsylvania’s Dyslexia Screening Pilot Program.
Identify effective tools and processes for early screening and intervention for students at risk for dyslexia.
Apply lessons learned to strengthen early literacy systems and ensure timely, evidence-based support for struggling readers.
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
