Reading the Room Discussion Series
Register now for the next Reading the Room webinar series! Join us for a discussion about the findings of a recent meta-analysis involving studies conducted over the last four decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. Date & Time: Jun 22, 2023 12:00 PM PST
In this video, Deputy Director Nancy Nelson, Professional Development Coach Jess Surles, and Elementary School Teacher at Easterly Parkway, Jaymie Raymey discuss effective remote teaching strategies and how to address learning loss due to interrupted learning due to the pandemic.
In this presentation, NCIL's Brian Gearin and Jess Surles, discuss how to return to in-person learning using Multi-Tiered Systems of Support in Reading (MTSS-R) for all students.
This presentation by Dr. Nancy J. Nelson, NCIL Deputy Director, provides information on key issues for learning recovery following the COVID-19 pandemic.
In this recorded webinar, Dr. Elizabeth Grinder joins NCIL for a discussion about Interactive Literacy Activities for young children.
Reading the Room Discussion Series
Register now for the next Reading the Room webinar series! Join us for a discussion about the findings of a recent meta-analysis involving studies conducted over the last four decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. Date & Time: Jun 22, 2023 12:00 PM PST
Reading the Room Discussion Series
Watch the recording of the Reading the Room webinar on the state of the science of reading for supporting students with reading disabilities.
Reading the Room Discussion Series
This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.
Reading the Room Discussion Series
Watch this recorded webinar on using instructional coaching to implement and sustain evidence-based literacy instruction through the lens of Implementation Science.
Reading the Room Discussion Series
In this recorded webinar, panelists present data illustrating some of the most glaring problems with educational inequity in reading, and discuss approaches for building educational equity through policy, partnerships, and practice.
IES Foundational Skills Recommendation Series
Jeanne Wanzek, Ph.D., Associate Professor at Vanderbilt University and Carol Dissen, Expert Literacy Coach at the Center on Teaching and Learning at the University of Oregon, present on Recommendation 1 from the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: Practice Guide (WWC)
IES Foundational Skills Recommendation Series
Jeanne Wanzek, Ph.D., Associate Professor at Vanderbilt University and Carol Dissen, Expert Literacy Coach at the Center on Teaching and Learning at the University of Oregon, present on Recommendation 3: Teach students to decode words, analyze word parts, and write and recognize words, from the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: Practice Guide (WWC).
IES Foundational Skills Recommendation Series
Jeanne Wanzek, Ph.D., Associate Professor at Vanderbilt University and Carol Dissen, Expert Literacy Coach at the Center on Teaching and Learning at the University of Oregon, present on Recommendation 2: Develop awareness of the segments of sounds in speech and how they link to letters, from the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: Practice Guide (WWC).
IES Foundational Skills Recommendation Series
Jeanne Wanzek, Ph.D., Associate Professor at Vanderbilt University and Carol Dissen, Expert Literacy Coach at the Center on Teaching and Learning at the University of Oregon, present on Recommendation 1 from the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: Practice Guide (WWC)
Visual Impairment and Dyslexia Video Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What types of intervention strategies are useful for students with visual impairments?
Visual Impairment and Dyslexia Video Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: How would someone evaluate for the presence of dyslexia in a student with visual impairment?
Visual Impairment and Dyslexia Video Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What are some signs a student with visual impairment may need an evaluation for dyslexia?
Visual Impairment and Dyslexia Video Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What are some of the factors that impact the development of reading skills in students with visual impairments?
Visual Impairment and Dyslexia Video Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: Can students with visual impairments have dyslexia?
The Literacy For All: Equitable Practices for Reading & Dyslexia Series
This session will share evidence-based reading practices that can be used in response to screening to address students who show risks for reading difficulties or dyslexia.
The Literacy For All: Equitable Practices for Reading & Dyslexia Series
This session wil discuss the characteristics of strong reading screening assessments and investigate the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.
The Literacy For All: Equitable Practices for Reading & Dyslexia Series
This Keynote session with Sarah Sayko will describe the resources NCIL can provide to schools and parents and the evidence base that supports screening, instruction, and intervention to increase literacy achievement for students who struggle to read and students with dyslexia.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliteracy.org
