Respected literacy experts discuss topics about the science of reading.
Learn from today’s pre-eminent professionals and deepen your knowledge about topics related to the science of reading with our Science of Reading Webinar Series. You will learn why the science behind learning to read is important for student success and how you can implement it in your school or district. This informative webinar series explores what the science of reading is, how it is taught, and why it is critical to teaching students to read.
Dr. Julie Klingerman
Help! How Do I Get My District Administrator or School Principal on Board with the Science of Reading?
One of the most important factors in student learning is the teacher’s knowledge base. In recent years, there has been promising evidence that teachers are becoming better equipped to teach reading and writing by better understanding the science of reading. However, major decisions about curriculum and instruction are often made at the administrative level. Without equally knowledgeable and supportive leadership, teachers may find themselves limited in their ability to implement substantial change in their classrooms. Join Melody Ilk and Julie Klingerman as they present very specific and practical ways to begin talking with leadership about moving toward best practices in reading and writing for your students.
Dr. Mary Dahlgren
The How and Why of Implementing a Sound Wall
Have you ever wanted to implement a sound wall, but are not sure how to get started? In this informative webinar, literacy and sound wall expert Dr. Mary Dahlgren will share the basics of setting up and implementing a sound wall, including how sound walls support the science of reading. If you already are implementing a sound wall, Dr. Dahlgren will show you the latest ways to improve it to increase reading skills.
During the webinar, Dr. Dahlgren will discuss:
- The best way to arrange a sound wall
- Introducing the sounds in a sound wall
- How to implement a sound wall once it is set up
We hope you will join us.
Lucy Hart Paulson
How Executive Function Affects Early Childhood Language and Literacy Skills
Executive function skills grow at a rapid rate during the early childhood years and provide an important foundation for language, literacy, cognitive, and social/emotional development. This session will describe strategies for helping young children develop these interconnected skills, making an important difference in their school and life success.
Attendees will learn to:
- Describe executive function components and developmental skill expectations
- Understand the impact of executive function skills on the other developmental domains
- Implement evidence-based instructional strategies that facilitate the development of executive function skills in early childhood classrooms
Dr. Carol Tolman
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.
Attendees will learn to:
- Listen to students’ articulation errors as a window into their understanding of phonemes
- Identify reasons for specific misspellings, leading to targeted instructional responses that improve reading and spelling
- Articulate why subphonemic features are an important component of instruction
Dr. Susan Brady
Special Guest Dr. Louisa Moats
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.
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Why Every Educator Needs to Understand the ‘Science of Reading’
An interview with Louisa C. Moats, Ed.D., the nationally recognized author and authority on literacy education. Dr. Moats has written widely about the professional development of teachers, the importance of brain science, and the relationships among language, reading, and spelling.
Mississippi Literacy Reforms and LETRS Deliver Results
In 2013, Mississippi passed the Literacy-Based Promotion Act, emphasizing grade-level reading skills as students move through grades K–3 and mandating retention for students who scored at the lowest achievement level on the Third Grade Reading Summative Assessment. Voyager Sopris Learning partnered with Mississippi educators to deliver LETRS professional learning to teachers of early literacy.
Of ‘Hard Words’ and Straw Men: Let’s Understand What Reading Science is Really About
The time has come to call the public’s attention to reading science and to dispel the misconceived beliefs and practices that are so widespread in our classrooms. Not all readers and listeners, however, are persuaded by [Emily] Hanford’s reporting. [T]hese skeptics have resurrected some worn-out straw men that once again, require rebuttal.