Webinar Series

Reading Intervention for Middle School English Learners: Changing the Trajectory

For our middle school English Learners, special considerations must be made based on the stages of language acquisition, literacy levels in their native language, and support needed to learn to read and write in English. As an educator, are you doing everything possible to change the trajectory of literacy challenges into success?

During this informative and eye-opening presentation, Dr. Antonio Fierro—an esteemed literacy expert and an English Learner himself—will illustrate why teachers of older English Learners must be diagnostic in nature with their approach to reading intervention. Attendees will also learn:

  • To apply techniques that build on language components
  • Why a Structured Literacy approach is essential for grades 5–8
  • The language elements necessary to teach academic vocabulary and improve oral and written discourse 
  • How small-group and age-appropriate intervention succeeds when other approaches may not

We hope you’ll join us!


Dr. Antonio A. Fierro

Antonio A. Fierro, Ed.D., is a former Texas State Teacher of the Year and currently a member of the national LETRS® (Language Essentials for Teachers of Reading and Spelling) cohort of literacy consultants led by Dr. Louisa Moats, author of LANGUAGE! Live®. He also is a visiting professor working with university and college professors throughout Mississippi. Dr. Fierro has more than 25 years of experience in the field of education and has contributed to several literacy curricula focusing on instruction for the English Learner. He is a co-author of Kid Lips®, a curriculum that teaches the phonetics of English to young children. His areas of interest include early childhood education, all aspects of phonology, and research that impacts students’ learning of English as a second language. Dr. Fierro has a personal interest in advancing the knowledge base and understanding of dyslexia and other reading disabilities because his son, currently attending his second year of college, has dyslexia.

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