Students with mild to moderate dyslexia can be well served in the general education setting provided that literacy instruction is explicit, systematic and evidence-based. Join Dr. Carrie Thomas Beck, former Dyslexia Specialist for the Oregon Department of Education, and Dr. Dale Webster in this on-demand webinar to gain a deeper understanding of the characteristics of dyslexia and other types of word reading difficulties and instructional practices that will help students with these reading challenges become strong readers. READ MORE
Science 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 watch this free on-demand webinar for a sneak peek inside the Online Elementary Reading Academy. READ MORE
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
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:
Jasmine Lane is a first generation college graduate and an early-career High School English teacher in Minnesota. In her short time in the classroom, and through her own personal history, Ms. Lane knows all too well the negative and life-long impact that poor literacy skills have on students. In her blog, “Literacy: The Forgotten Social Justice Issue,” Ms. Lane shares that her grandfather, Willie Lane, did not learn to read until he was in his 30s because he would have been “attacked, threatened, or possibly murdered for daring to be a Black Man reading in the Jim Crow south.”
Linda Diamond, founder and former president of CORE and author of the Teaching Reading Sourcebook, sat down with Ms. Lane, just a few short weeks after her beloved grandfather passed away, to talk further about how today’s failure to apply the science of reading to instruction continues to put young people, particularly those who have been marginalized and traditionally underserved, at a disadvantage and ill equipped to reach their full potential. READ MORE