Hard Words: What Teachers Don't Know
About Teaching Reading and What to Do About It

 

Millions of American students do not read at even a basic level for their grade. Students often fall behind to the extent that they are recommended for interventions or assessed as having a learning disability, when in fact, the problem is they did not receive adequate and appropriate reading instruction. The truth is—and research proves this—that effectively teaching reading is a science in and of itself, and teachers need proper training.

If educators are prepared to teach all five essential components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) the result is higher student success rates.

With Louisa Moats, author of LETRS literacy professional development, leading this presentation, you’ll learn and understand:

  • How language, reading, and writing are related to one another
  • The evidence that proves preparation for teachers of reading is inadequate 
  • The scientific consensus about how children learn to read and spell printed words
  • Why teachers’ knowledge of essential language concepts for teaching reading and writing is key to helping all students learn to read
  • How to make instructional decisions and program choices with reference to scientific research evidence, strategic use of assessments, and observations of students
  • Ways to deliver comprehensive, integrated, language, and literacy instruction as defined by standards and by research for a given grade, age, or ability level

Attendees will leave this presentation with enlightening information and an understanding of the content, activities, and timeline for providing the missing foundations to help students learn to read.

louisa-moats-2018
Louisa Moats, Ed.D.



Louisa Moats, Ed.D.

Louisa Moats, Ed.D., is the lead author of LANGUAGE! Live, a blended program for adolescent students reading below grade level. She is also the lead author of LETRS professional development for literacy educators. Dr. Moats has authored many books, journal articles, policy papers, and materials for professional development in the areas of reading, writing, and language. She received her M.A. from Peabody College of Vanderbilt and her Ed.D. from the Harvard Graduate School of Education.


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