Join us for this informative and applicable presentation during which our presenter, renown researcher and literacy expert Dr. Barbara Foorman, will share the facts, research, and strategies surrounding using data to inform classroom instruction and guide intervention. As Dr. Foorman explains the use of data to identify strengths and weaknesses in students as they learn to read, she will share the critical nature of informed approaches that help educators truly change student outcomes.

Attendees will learn:

1. What language and reading constructs predict reading success and how they can be measured reliably.
2. The definitions of certain assessment terms (sensitivity/specificity; positive/negative; predictive/predictive power) and how they relate to diagnostic utility.
3. The most-asked questions educators ask about assessment systems.
4. The challenges of assessment—and possible solutions.
5. How data from formative assessment can inform evidence-based literacy practices to differentiate instruction in the classroom and in intervention.
6. Why intervention is necessary beyond additional core curriculum.

What’s the best approach to teach comprehension?
What makes expository text so challenging?

The use of text structure to improve comprehension is a powerful, yet often underutilized approach to help students integrate the big ideas across text. During this presentation—aimed at students who may be struggling in grades 4 and beyond—you’ll learn to connect research with immediate application about teaching various text structures to scaffold students’ ability to incorporate relevant ideas and content within narrative and expository texts.

Defining text structure, the research behind it, and cognitive integration theory—“We learn better if we have a frame or structure to attach that learning to”—helps all students, including those in middle school and beyond, succeed with reading comprehension and fluency.

Join this fascinating and applicable presentation during which our literacy expert shares the research and helpful Knowledge Acquisition and Transformation (KAT) framework that can be a game changer for so many striving readers.

Attendees will:

• Connect the research base about general cognitive learning to text structure specifically
• Understand the significance of teaching text structure in an explicit and consistent manner to improve comprehension
• Receive information and resources to incorporate text structure learning into current classroom practices

Join us for an engaging webinar exploring the critical differences between core instruction and intervention within a Multi-Tiered System of Supports (MTSS) framework. Core instruction provides universal, evidence-based, grade-level teaching for all students, while intervention targets specific skill gaps for selected learners through intensive, data-driven practices. Discover how these components work together to create a comprehensive system that ensures equity and addresses diverse student needs. We’ll cover five key strategies for distinguishing core from intervention, including determining what students need, pacing, focus, audience, and the use of evidence-based curricula. Don’t miss this opportunity to enhance your understanding and improve student outcomes.
 

Attendees will learn:

• The key differences between core instruction and intervention, including focus, audience, and intensity
• Why more core instruction does not replace the need for intervention
• How core instruction ensures equity through evidence-based, grade-level teaching for all students
• The role of interventions in addressing specific skill gaps using targeted, data-driven strategies
• Practical insights about integrating universal screeners and diagnostic assessments to identify and support student needs
• Strategies for aligning evidence-based curricula to maximize the effectiveness of both core instruction and intervention

Join this interesting and informative presentation led by a true literacy legend, Dr. Linnea Ehri, a renowned researcher and respected leader in the teaching of reading. Dr. Ehri will discuss her theory of orthographic mapping, which involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory and explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print.

You’ll learn from the master herself as she explains how her theory lends itself to effective ways to teach reading. Her presentation is instructive, applicable, and inspiring for all educators who want to better understand reading instruction and improve their students’ outcomes.

Attendees will learn:

• How sight words are learned and the course of acquisition
• What skills to teach to enable sight-word learning
• How to teach grapheme-phoneme relations, phonemic awareness, decoding, and spelling skills
• Ways to improve vocabulary learning
• How readers store the spellings of sight words in memory and the research behind grapheme-phoneme relations
• The skills needed to perform orthographic mapping
• And much more!

We hope you’ll join us as we learn from a true changemaker in literacy instruction.