Is the Science of Reading Influencing Mainstream Educational Practices Enough?
The Science of Reading Webinar Series:
Is the Science of Reading Influencing Mainstream Educational Practices? Not Enough.
Scientific study of how children learn to read has been underway in the U.S. and around the world for several decades. Much has been discovered about the language and cognitive abilities related to success or difficulty in reading, about the neurological
pathways that must be developed, and about implications for instruction. Yet, unfortunately, for the most part, mainstream education has not benefitted from these important developments. Join this fascinating and enlightening discussion that
will target why and how this has happened. Dr. Susan Brady will identify steps to bring the gains from science to teachers and their students.
Attendees will learn:
Why the field of education is resisting and rejecting the science of reading
What strategies are being used to limit or block changes in instructional practices and in teacher preparation
What kinds of actions in states and schools indicate positive steps toward adopting science-based reading practices—and which do not
The presentation will end with a discussion and question-and-answer segment with Dr. Brady and literacy expert Dr. Louisa Moats.
Susan Brady, Ph.D.
Susan Brady, Ph.D., is an Emerita Professor of Psychology at the University of Rhode Island and a member of the Board of Directors at Haskins Laboratories in New Haven, CT. Recipient of the Samuel T. Orton Award from the International Dyslexia Association, she has research and applied interests in reading acquisition and reading disabilities, focusing primarily on phonological factors in reading abilities and the implications of research for practice.
Louisa Moats, Ed.D.
Louisa C. Moats, Ed.D., is a nationally recognized authority on literacy education and is widely acclaimed as a researcher, speaker, consultant, and trainer. Dr. Moats received her doctorate in reading and human development from the Harvard Graduate School of Education and is widely published on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling.