About Our Past Event
Watch the on-demand webinar on our YouTube channel.
Students becoming proficient readers by third grade is one of the most important milestones in K-12 education as it marks the critical transition between learning to read and reading to learn. After this point, the ability to read becomes essential to successful learning in all other subjects. With the ramifications of pandemic-related missed learning now becoming fully realized, learning to read has never been more important.
What do people really mean by the “science of reading,” and how can administrators lead informed conversations with their staff about how neuroscience can inform the choices they make in their classrooms?
This research presentation is designed to equip school and district administrators with the insights necessary to move beyond unproductive debates about the “reading wars” and lead informed conversation about how to improve early literacy in their schools.
Participants will learn the challenges with most reading instruction and actionable strategies to improve reading outcomes in their district.
- Unpack the research behind recent advocacy for the “science of reading”
- Understand why neuroscientific insight into how our brains learn to read should inform the choices teachers make each day in their classrooms
- Learn how leading districts have successfully aligned school and district systems with those insights without simply forcing a new curriculum on their staff
- Discuss how these insights either align or contrast with participants’ existing beliefs about how children learn to read
- Thursday, November 10 | 12:00 p.m. – 1:30 p.m. Eastern Time
- Thursday, November 17 | 2:00 p.m. – 3:30 p.m. Eastern Time