EDVIEW 360
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What’s Missing from K–2 Reading Instruction?

Dr. Barbara Foorman
Emerita professor of education, emerita director, Florida Center for Reading Research, Florida State University
Dr. Barbara Foorman
Dr. Barbara Foorman

Dr. Barbara Foorman is an internationally known expert in reading, with more than 160 publications stemming from many multisite federal research grants and contracts. Dr. Foorman’s research focuses on reading and language development, instruction, and assessment. She is emeritus professor of education, director emeritus of the Florida Center for Reading Research, and past director of the Regional Educational Laboratory Southeast at Florida State University. Dr. Foorman was the first commissioner of the National Center for Education Research at the Institute of Education Sciences (IES). She serves on several editorial boards and has served on national consensus panels in reading and chaired the IES Practice Guide panel on Foundational Reading Skills in Support of Reading for Understanding in Kindergarten Through 3rd Grade. She also developed literacy assessments for Texas and Florida and developed curricula in spelling, phonemic awareness, and vocabulary. 

Learn more about Dr. Barbara Foorman
Release Date: Tuesday, April 23, 2024

We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.

Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.

Listeners will leave this discussion with new understanding of:

  • What's missing in K–2 reading instruction?
  • How to fill the gaps in K–2 reading instruction with evidence-based practices
  • Ways to differentiate instruction so all students learn to read
  • The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
  • Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

New Podcasts

What’s Missing from K–2 Reading Instruction?

Dr. Barbara Foorman
Emerita professor of education, emerita director, Florida Center for Reading Research, Florida State University
Dr. Barbara Foorman
Dr. Barbara Foorman

Dr. Barbara Foorman is an internationally known expert in reading, with more than 160 publications stemming from many multisite federal research grants and contracts. Dr. Foorman’s research focuses on reading and language development, instruction, and assessment. She is emeritus professor of education, director emeritus of the Florida Center for Reading Research, and past director of the Regional Educational Laboratory Southeast at Florida State University. Dr. Foorman was the first commissioner of the National Center for Education Research at the Institute of Education Sciences (IES). She serves on several editorial boards and has served on national consensus panels in reading and chaired the IES Practice Guide panel on Foundational Reading Skills in Support of Reading for Understanding in Kindergarten Through 3rd Grade. She also developed literacy assessments for Texas and Florida and developed curricula in spelling, phonemic awareness, and vocabulary. 

Learn more about Dr. Barbara Foorman
Release Date: Tuesday, April 23, 2024

We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.

Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.

Listeners will leave this discussion with new understanding of:

  • What's missing in K–2 reading instruction?
  • How to fill the gaps in K–2 reading instruction with evidence-based practices
  • Ways to differentiate instruction so all students learn to read
  • The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
  • Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

Previous Podcasts

What’s Missing from K–2 Reading Instruction?

Dr. Barbara Foorman
Emerita professor of education, emerita director, Florida Center for Reading Research, Florida State University
Dr. Barbara Foorman
Dr. Barbara Foorman

Dr. Barbara Foorman is an internationally known expert in reading, with more than 160 publications stemming from many multisite federal research grants and contracts. Dr. Foorman’s research focuses on reading and language development, instruction, and assessment. She is emeritus professor of education, director emeritus of the Florida Center for Reading Research, and past director of the Regional Educational Laboratory Southeast at Florida State University. Dr. Foorman was the first commissioner of the National Center for Education Research at the Institute of Education Sciences (IES). She serves on several editorial boards and has served on national consensus panels in reading and chaired the IES Practice Guide panel on Foundational Reading Skills in Support of Reading for Understanding in Kindergarten Through 3rd Grade. She also developed literacy assessments for Texas and Florida and developed curricula in spelling, phonemic awareness, and vocabulary. 

Learn more about Dr. Barbara Foorman
Release Date: Tuesday, April 23, 2024

We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.

Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.

Listeners will leave this discussion with new understanding of:

  • What's missing in K–2 reading instruction?
  • How to fill the gaps in K–2 reading instruction with evidence-based practices
  • Ways to differentiate instruction so all students learn to read
  • The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
  • Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

What’s Missing from K–2 Reading Instruction?

Dr. Barbara Foorman
Emerita professor of education, emerita director, Florida Center for Reading Research, Florida State University
Dr. Barbara Foorman
Dr. Barbara Foorman

Dr. Barbara Foorman is an internationally known expert in reading, with more than 160 publications stemming from many multisite federal research grants and contracts. Dr. Foorman’s research focuses on reading and language development, instruction, and assessment. She is emeritus professor of education, director emeritus of the Florida Center for Reading Research, and past director of the Regional Educational Laboratory Southeast at Florida State University. Dr. Foorman was the first commissioner of the National Center for Education Research at the Institute of Education Sciences (IES). She serves on several editorial boards and has served on national consensus panels in reading and chaired the IES Practice Guide panel on Foundational Reading Skills in Support of Reading for Understanding in Kindergarten Through 3rd Grade. She also developed literacy assessments for Texas and Florida and developed curricula in spelling, phonemic awareness, and vocabulary. 

Learn more about Dr. Barbara Foorman
Release Date: Tuesday, April 23, 2024

We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.

Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.

Listeners will leave this discussion with new understanding of:

  • What's missing in K–2 reading instruction?
  • How to fill the gaps in K–2 reading instruction with evidence-based practices
  • Ways to differentiate instruction so all students learn to read
  • The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
  • Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading