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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Introduction: In this session, we will explore the rationale of a speech to print (S2P) approach to teaching reading while noting some important differences to many phonics programs. We will examine the S2P advantage and provide practical examples of instructional strategies that will accelerate student progress in closing reading gaps.
Objectives: Explain and apply several speech to print instructional strategies to accelerate progress in the small group intervention setting.
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?
This 1-hour, interactive session aims to equip educators working with secondary striving readers with the knowledge and skills needed to design evidence-based, content-embedded reading intervention instruction. The National Reading Panel report (2000) highlighted five instructional priorities for early reading instruction. While this guidance has been invaluable in guiding the teaching of reading in the primary grades, it has been less applicable to reading instruction and intervention for secondary readers. Researchers studying effective reading intervention practices for older readers have adjusted the five instructional priorities for older readers to include word study, fluency, vocabulary, comprehension, and motivation and engagement (Roberts et al., 2008; Scammacca et al., 2007). Further, cross-cutting features such as multicomponent instruction and intervention embedded within content area instruction have been associated with improved outcomes for older readers (Biancarosa & Snow, 2007; Boardman et al., 2008). Objectives: • describe the most common reading profiles of nonproficient secondary readers, • name and define the recommended instructional priorities for secondary readers with reading disabilities, • embed evidence-based instructional practices related to each of the priority areas within content-area instruction, • engage with an instructional planning protocol for designing secondary reading instruction that attends to rigor, relationships, and evidence-based practices.
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?
