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{Free Webinar} Learn the Science of Reading: An Overview of CORE’s Online Elementary Reading Academy
Posted September 29, 2020
Webinar Date: Saturday, Oct. 17 | 11:00 -11:30 a.m. ETScience has shown that systematic, explicit instruction is the necessary foundation for all students, including those with word reading difficulties such as dyslexia, to become strong readers. If you want to build your knowledge of the science of reading and the five critical components of reading instruction, then join this free webinar for a sneak peek inside the Online Elementary Reading Academy. READ MORE
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Tips and Tricks for Presenting Intervention Virtually for Students with Word Reading Difficulties
Posted September 29, 2020
This is the second video in a series of free on-demand professional learning videos from CORE and Pivot Learning* that feature expert advice about supporting students with word reading difficulties.
Many educators are building their skills to be effective in remote learning environments and want to know how to meet the needs of all their students. Students with word reading difficulties, including dyslexia, require explicit, systematic, evidence-based instruction and intervention. This hour-long video provides educators with tips and tricks for how to continue presenting high-quality reading interventions virtually. To ensure intervention focuses on a formula for word reading success, participants will learn methods for how to present phonological awareness, phonic decoding and text reading activities in a virtual learning format. READ MORE -
On-Demand Webinar: Teaching Spelling Using a Structured Literacy Approach
Posted September 23, 2020
Spelling is a key component of reading instruction. Yet, in a time of spell check and LOL, the importance of spelling is often short changed. Learning to spell is essentially a language learning process. We do not remember words simply as strings of letters. Teaching spelling involves teaching about language — its phonemes, graphemes, syllable structures, morphemes, and syntactic structures — and showing students why words are spelled the way they are.During this hour long webinar, Dr. Louisa Moats discusses:
- The latest research about how children learn to spell
- How spelling supports reading and writing
- How spelling can be used as a diagnostic tool
- A comprehensive approach to teaching spelling that complements reading instruction
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3 Must-Have Features of Effective In-Person or Remote Instruction for Students with Word Reading Difficulties
Posted September 15, 2020
This is the first 30-minute video in an ongoing series of free on-demand professional learning videos from CORE and Pivot Learning* that will feature expert advice about supporting students with word reading difficulties.
School closures due to COVID-19 this spring highlighted the importance of maintaining high quality-instruction for students with word reading difficulties. As districts determine how to provide instruction this school year, former Dyslexia Specialist for the Oregon Department of Education and CORE’s Director of Literacy, Dr. Carrie Thomas Beck, shares three must-have features of effective instruction for students with word reading difficulties, including students with dyslexia, that can be used in both in-person and remote lessons. READ MORE -
Efficacy Research Shows That CORE’s Professional Learning Meets the ESSA Moderate Evidence requirement with positive outcomes
Posted September 10, 2020
During the 2018–19 school year CORE provided training to primary grade teachers and administrators in Pajaro Valley Unified School District (PVUSD) in the science of reading and how use the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program. This professional learning was followed by modified lesson studies that provided additional modeling and practice to enable teachers to ensure the program components were implemented with fidelity.SEG Measurement, a third-party research firm, looked at the reading performance of approximately 475 first grade students in eight schools where teachers had participated in CORE professional development. These 475 students were matched based on multiple characteristics to an additional group of 475 students whose teachers did not receive training and coaching from CORE to create a control group. The study was designed to meet the requirements of the Every Student Succeeds Act (ESSA) guidance for Moderate Evidence (U.S. Department of Education, 2016).
Students in classes with teachers participating in CORE professional development showed significantly greater growth in reading skills than did students in classes with teachers who did not receive CORE professional development. READ MORE
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Webinar Date: Saturday, Oct. 17 | 11:00 -11:30 a.m. ET
Many educators are building their skills to be effective in remote learning environments and want to know how to meet the needs of all their students. Students with word reading difficulties, including dyslexia, require explicit, systematic, evidence-based instruction and intervention. This hour-long video provides educators with tips and tricks for how to continue presenting high-quality reading interventions virtually. To ensure intervention focuses on a formula for word reading success, participants will learn methods for how to present phonological awareness, phonic decoding and text reading activities in a virtual learning format. 
Spelling is a key component of reading instruction. Yet, in a time of spell check and LOL, the importance of spelling is often short changed. Learning to spell is essentially a language learning process. We do not remember words simply as strings of letters. Teaching spelling involves teaching about language — its phonemes, graphemes, syllable structures, morphemes, and syntactic structures — and showing students why words are spelled the way they are.
During the 2018–19 school year CORE provided training to primary grade teachers and administrators in Pajaro Valley Unified School District (PVUSD) in the science of reading and how use the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program. This professional learning was followed by modified lesson studies that provided additional modeling and practice to enable teachers to ensure the program components were implemented with fidelity.