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Catching literacy issues early is the key to creating lifelong readers; Early Childhood Educators are the first line of offense. Early identification and early literacy intervention are key to improving student outcomes, but the truth is—many educators do not graduate from college equipped with the tools they need to address the literacy learning challenges these students face. This eye-opening presentation will explore this problem as well as solutions and will share strategies that can be used immediately in the classroom to facilitate young students’ literacy learning.
This informative webinar, with literacy experts Dr. Mary Dahlgren and Michelle Elia, explores how teachers need to be smarter than their programs; details effective solutions and interventions; and demonstrates how to supplement and strengthen core programs and adapt pacing for individuals.
Regardless of the etiology of reading difficulty, most students can learn to read given appropriate, systematic reading instruction. If we believe our students have the right to learn how to read, then we have the responsibility to know how to teach them. This requires a deep understanding of skilled reading, the ability to read words and make meaning simultaneously. How does the information in the recently updated Texas Dyslexia handbook impact the identification of and instruction for students with dyslexia? What do our teachers need to know to have the greatest impact with all students, including those with dyslexia? What are the requirements for educators who teach students with dyslexia?
Myths and misconceptions have long been part of our educational system. When it comes to the instruction targeting the English learner, the same holds true. However, as research is published that focuses on culturally and linguistically diverse students, the more we know about what is true and, simply, what is not. . . and how we can better serve these students and proliferate their potential.
With an emphasis on advancing literacy and getting kids to love all kinds of writing, Shannon McClintock Miller, Tracy Ferguson, and Kate Lamoureux will share what they’ve learned over the years, including strategies, apps, best practices, and proven resources to transform unengaged K–4th graders into motivated and excited learners who love to write.
Join this webinar and see how one teacher and her students are celebrating I AM MORE, the contest that allows us all to showcase how every student’s skills can be used to become all they dream possible.
Learn how to help educators become confident (and effective) teachers of reading, spelling, and language and the dynamic interconnection of reading development, structure of language, and assessment of individual differences.
Does your district’s curriculum meet the quality of evidence required in the new ESSA standards? Do you know what to look for when reviewing new curriculum?
Alisa Dorman discusses the Every Student Succeeds Act (ESSA) and explores four key evidence types—anecdotal, descriptive, correlational, and causal—along with how to use each when reviewing the quality and strength of curriculum studies. Understanding these differences is important for educators as they become more critical consumers through evidence-based research.
When teachers understand the WHY behind the HOW of teaching reading, students make greater gains and are on track for lifelong success.
Administrators from Rapides Parish School Board in Louisiana join Dr. Moats to discuss how they are achieving incredible K–3 literacy results and improving reading proficiency.