EDVIEW 360Structured Literacy
Webinar Series

Structured Literacy: Strategies for At-Risk and Struggling Readers

Structured Literacy Series

Structured Literacy approaches are receiving increasing attention for their effectiveness in helping at-risk and poor readers learn to read and write well. Join literacy expert Dr. Louise Spear-Swerling as she discusses the key features and content of Structured Literacy approaches, examines the myths surrounding Structured Literacy, and shares some examples of Structured Literacy activities and techniques that educators can use immediately in the classroom.

Attendees will learn:

  • Some ways that Structured Literacy (SL) approaches differ from other approaches to teaching literacy
  • Why SL approaches are especially valuable for at-risk and poor readers
  • Why incorporating certain features of SL into general education programs could benefit many children, not only poor readers
  • Some sample SL activities for teaching decoding, spelling, text reading, and written expression

We hope you will join us for this insightful webinar.

Dr. Louise Spear-Swerling

Dr. Louise Spear-Swerling

Louise Spear-Swerling is Professor Emerita in the Department of Special Education at the Southern Connecticut State University in New Haven CT. She received her Ph.D. in cognitive psychology from Yale University in 1989. Her primary research interests involve children’s literacy development across the K-to-12 grade span; common types of literacy difficulties; and teachers’ knowledge base and preparation for teaching reading. She has written numerous peer-reviewed journal articles and book chapters on these topics, as well as several books, the latest of which is “The power of RTI and reading profiles: A blueprint for solving reading problems,” published by Brookes.  Currently she serves on the editorial boards of Annals of Dyslexia, Teaching Exceptional Children, and Reading Psychology. In addition, for many years she has prepared both general and special educators to teach literacy, including managing and supervising a tutoring program that pairs preservice teacher candidates with elementary students who are struggling in reading. Dr. Spear-Swerling served on the IDA committee that produced the “Knowledge and Practice Standards for Teachers of Reading.” Her policy work has included several key educational initiatives in Connecticut. She helped to draft the state’s response-to-intervention guidelines as well as its 2010 revision of guidelines on identification of learning disabilities. She consults widely for school districts in Connecticut, mostly on cases involving students with severe or persistent difficulties in reading and ways to improve their achievement.

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