Posted October 14, 2019
WEBINAR DATE & TIME: November 13 | 4:00 – 5:00pm ET
Understanding how word-level reading develops and why some students struggle are valuable starting points for planning reading instruction and interventions. Knowing this puts educators in a good position to determine what aspect(s) of the reading process may be creating difficulties for children. This in turn, enables educators to provide intervention that is highly effective to minimize or eliminate the reading difficulty.
Join Dr. David Kilpatrick, Author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, for this free webinar to learn:
– Common types of reading problems
– Best practices for assessing reading difficulties
– Which types of assessments can be used to identify individual struggling reader’s difficulties
– Specific interventions based on the different types of reading difficulties
Don’t miss this opportunity to from an expert in the field of reading assessment and intervention.
If you’re not able to join the live webinar, please go ahead and register. We will send you a recording to watch at your convenience.
Posted October 1, 2019
Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia.
According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how to identify dyslexia and how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.
Watch this hour-long recorded webinar presented by Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, to learn what dyslexia is and what it is not, what causes difficulty learning to read and spell written words, how to recognize the signs of dyslexia, and the principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework.
Posted September 30, 2019
WEBINAR DATE & TIME: October 16, 2019 | 4:00 PM – 5:00 PM ET • 1:00 PM – 2:00 PM PT
Oceanside High School (OHS), 40 miles north of San Diego, is building college and career preparation into the learning experience so that every student, regardless of race, gender, income, or disability, graduates with the academic knowledge and social-emotional skills to be successful in whichever educational or career choices they pursue after high school.
Posted September 25, 2019
WEBINAR DATE & TIME: Tuesday, Oct. 22 | 4:00 – 5:00p.m. ET
While the impacts of poverty on academic achievement are widely known, dialect also plays a significant and unrecognized role in the reading achievement of millions of children. Just like students whose native language is Spanish or Amharic, students who speak the dialect known as African-American English (AAE) face obstacles to becoming proficient readers.
You’re invited to join Dr. Julie A. Washington for this informative free webinar as she shares the:
Don’t miss this opportunity to gain a deeper understanding of the impact AAE dialect has on black-white differences in reading achievement.
Posted September 25, 2019
By Kareem Weaver, Member of Education Committee, NAACP, Oakland Branch
It turns out that we know exactly why Johnny can’t read. However, instead of using the brain science and overwhelming research consensus, we’re still using strategies that reflect our own biases and theories. Johnny is left to fend for himself, and the only time he may receive the support he needs is when he reaches the point of crisis.
In 2000, the federal government responded to the country’s reading confusion by producing the seminal work in the field. The National Reading Panel’s conclusions were clear: students need direct, explicit instruction that teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension. Depending on your cultural flavor, one can call this Structured Literacy or the Marva Collins way, but it’s simply evidence-based practices which leverage research.