Embracing Literacy 2025 Events

From Wyoming to Wyoming: Dr. Douglas Petersen from the University of Wyoming, Dr. Trina Spencer, and Camryn Lettich present:

Session Description:
This session introduces a practical roadmap for using the Language Dynamics Group’s tools—CUBED-3, DYMOND, PEARL, Story Champs, and Story Champs AAC—to support language and literacy within a Multi-Tiered System of Support (MTSS).CUBED-3 is a universal screening, benchmarking, and progress monitoring tool that measures all the strands of Scarborough's Reading Rope. CUBED offers educators a powerful tool for tracking language growth and identifying students in need of additional support.
Participants will learn how DYMOND identifies students with dyslexia or language disorder based on how they learn, rather than what they know, offering unparalleled sensitivity and cultural-linguistic responsiveness.PEARL is a dyslexia and language disorder screener for preschool and kindergarten that yields detailed, criterion-referenced data. The session will also highlight how Story Champs and Story Champs AAC deliver effective, engaging instruction across tiers, supporting students with a range of communication needs. Together, these tools help educators and SLPs make informed decisions and strengthen MTSS for all learners.

Objectives:

1. Describe the complementary roles of dynamic assessment (DYMOND and PEARL) and benchmark monitoring (CUBED) in identifying students with language-based learning needs within a Multi-Tiered System of Support (MTSS).
2. Explain how structured language interventions, such as Story Champs, can be implemented across Tiers 1, 2, and 3 to support vocabulary, syntax, and discourse development.
3. Identify ways educators and administrators can lead equitable screening and intervention efforts to support students with and without developmental language disorder (DLD) and dyslexia.

Presented by Language Dynamics Group

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 do phonemic awareness and letter knowledge have in common? They both contribute to the development of the alphabetic principle. Children's reading development depends on their understanding of this important principle – the idea that letters and letter patterns represent the sounds of spoken language. This fundamental knowledge and integration of phonemes and graphemes prepares children for reading and spelling. Utilizing key findings from research, educators will build on this understanding and leave with practical tools aligned to structured literacy principles to embed multisensory instruction of letter names, shapes, and sounds into their daily instruction. 

Objectives:
•   Define the alphabetic principle
•   Discuss considerations for integrating phonemic awareness and letter/sound instruction early on to promote reading •   Discuss the importance of letter name accuracy and automaticity
•   Identify iconic and non-iconic letters
•   Discuss the benefits of teaching letter formation using a continuous stroke and how explicit instruction helps                 children anchor letter names into memory 

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?

Introduction:
Family engagement plays a vital role in student success, particularly in literacy. This workshop equips educators and district administrators with the tools and plans to host their own Family Literacy Night. Using free resources from the Institute for Multi-Sensory Education (IMSE), participants will explore strategies to engage families, demonstrate structured literacy practices, and create interactive, hands-on activities. The session provides practical ideas and take-home resources to help families understand and support their child's literacy development at home. 

Objectives:
Gain actionable ideas for hosting their own Family Literacy Night, fostering meanginful school-to-home literacy connections

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?

Introduction:

What does it take to truly strengthen reading outcomes? It starts with coherence. Using the reading rope as a guiding framework, this session explores how educators can unify foundational skills and knowledge-building instruction to create a comprehensive and equitable literacy approach. Participants will examine how each strand contributes to skilled reading, and how to intentionally weave them together in planning, instruction, and intervention. Grounded in research and designed for immediate application, this session offers tools and strategies to support every learner and strengthen systemwide literacy outcomes.


Learning Objectives
By the end of this session, participants will be able to:

1. Explain the components of the reading rope and how each strand contributes to proficient reading development.
2. Analyze the importance of coherence between foundational skills and knowledge-building instruction for equity and impact.
3. Apply practical strategies and tools to integrate and strengthen instructional practices across the strands of reading 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?