Dr. Melissa Orkin
Remote Learning Webinar Series
RAVE-O: An Engaging Remote-Ready Solution to Fluency and Comprehension Challenges for 2nd–5th Grade Students
Building fluency among struggling readers is one of the greatest challenges an educator can face. That is because fluency is a complex skill that represents more than speed, it represents a student's ability to apply all of their word knowledge. When students read words, they are not applying their knowledge of phonics, but also their understanding of vocabulary, parts of speech, and morphology. The RAVE-O program is the only strategy-based fluency curriculum that teaches students to use the multiple aspects of word knowledge to increase their reading automaticity and comprehension. In randomized control studies, RAVE-O coupled with phonics programs has been more effective at building decoding, fluency, and comprehension than phonics programs alone.
Dr. Louisa Moats
Structured Literacy Webinar Series
Explicit Language Teaching is the Heart of Structured Literacy
Renowned literacy expert and author Dr. Louisa Moats speaks to a topic that she knows intricately: Structured Literacy. Dr. Moats identifies the content and procedures for teaching Structured Literacy, and presents examples of how to teach phoneme awareness, morphological awareness, phoneme-grapheme correspondences, and syllable patterns within an explicit lesson framework.
Dr. Anita Archer
Remote Learning Strategies: Using REWARDS Intervention to Accelerate Literacy
As the school year opens, many educators will be teaching lessons remotely. Join Dr. Anita Archer, senior author of the respected REWARDS® intervention solution, as she shares strategies, tips, and best practices you can immediately implement to help all students achieve literacy success. Dr. Archer will introduce REWARDS program modifications designed to optimize student learning, including alternative active participation strategies, assessment procedures, and management practices. You will learn how easy it is to implement REWARDS with fidelity, even while teaching remotely, and how to engage your students and activate learning—regardless of the reading solution currently in use.
Dr. Susan Brady
Special Guest Dr. Louisa Moats
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 identifies steps to bring the gains from science to teachers and their students.
The presentation ends with a discussion and question-and-answer segment with Dr. Brady and literacy expert Dr. Louisa Moats.
What Should Effective Grading and Assessment Look Like During—and After—the Coronavirus Pandemic?
During this episode of “A Seat at the Table,” former K–5 public school principal turned popular author, presenter, and Education Week opinion blogger, Peter DeWitt will discuss grading and assessment during the current pandemic with Thomas R. Guskey, a senior research scholar at the University of Louisville.
Sponsored by Voyager Sopris Learning
Dr. Carol Tolman
The Science of Reading Webinar Series
Phonological Awareness, Reading, and Writing: What Teachers Need to Know
Although we may not always know what came first, (the chicken or the egg?), we do know what came first in the world of literacy: speech. Both reading and writing are based on speech. We use a “speech-to-print” system, not a “print-to-speech” system when decoding and encoding words. Without an understanding of the way sounds are represented in print, many students continue to function well behind their peers. Evidence exists in support of phonemic awareness and its foundational role, but what does that really mean, and how does that translate to practical applications in the classroom? Join Dr. Carol Tolman as she outlines the role of phonological awareness, what misspellings tell us about students’ misunderstandings of phonemes, and what we can do about these errors to enhance their learning.
Dr. Leslie Laud
Lift Overall Literacy Through Centering Writing Instruction
Reading and writing skills are closely linked, and by understanding that fact, educators can raise literacy achievement through explicit, structured writing instruction. In this informative webinar, you will learn how to effectively teach centered writing to increase student success.
Dr. Wendy Farone
Bigger Kids, Bigger Words:
Reading Multisyllabic Words
There it is, a really big word. Hmmmm, Now what? Rats! Just skip it". This is a common behavior of students who do not have a plan of action in approaching multisyllabic (big) words in their social studies, science, or other content area classes. Skipping the big words decreases comprehension of the passage. Oftentimes, reading instruction in decoding ends after second grade which leaves students to determine how to access those big words on their own--many fail the task! This webinar will show how to teach students to attack those big words and, in turn, build better understanding of what is being read.
Dr. Roland Good
Making a Difference with Effective Dyslexia Screening
Presented by researcher and author Dr. Roland Good, III, of Acadience® Learning, discusses the importance of using effective and efficient assessment to support students with reading difficulties, including dyslexia, for improving academic outcomes. Learning to read and write is essential for student success in school and life. Students with reading difficulties, such as dyslexia, can experience significant challenges in school and beyond if not provided with early identification and intervention. Dr. Good examines how data from dyslexia screening can be used to support students with reading difficulties through literacy professional development, explicit instruction, and targeted intensive intervention. By understanding where struggling readers are, knowing where they need to go, and planning the path they need to follow, educators can help at-risk students succeed.
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