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Professional Development |
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WHAT IS PLAIN TALK ABOUT READING?
Sponsored by The Center for Development and Learning (CDL), this groundbreaking Institute is designed to enrich the knowledge base and professional repertoire of reading professionals. The program features an intense focus on the latest scientific research based knowledge and strategies for those teaching reading at all ages and grade levels.
WHO SHOULD ATTEND?
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Reading Teachers
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Reading Coaches and Specialists
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Reading Program Administrators at the school, state and district levels
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Speech/Language Pathologists
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Educational Diagnosticians and Consultants
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School Psychologists
WHO ARE THE PRESENTERS?
A virtual "who's who" of reading experts, researchers, and practitioners, including Louisa Moats, Jack Fletcher, Joe Torgesen, Catherine Snow, Virginia Berninger, Bob Brooks, Susan Hall, Jan Hasbrouck, Patricia Mathes, Tim Shanahan, Reid Lyon, Michael Fullan and many others (Click here for the complete list).
WHAT ARE THE TOPICS?
The Institute will address how we can remediate and prevent reading difficulties as well as how children learn to read and why some children have difficulties learning to read. Click here for the complete list of session topics. All sessions are designed to deliver not only the latest research on reading but also effective strategies that can be implemented in your classroom tomorrow.
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| Monday, March 23, 2009
8:00 am – 8:10 am Welcome General Session
8:10 am – 9:10 am Bob Brooks: The Mindset of the Effective Teacher: Nurturing Motivation and Resilience in Students
9:10 am – 9:30 am Break
9:30 am – 10:30 am Distinguished Lecture I
Tim Shanahan – Making Decisions on How to Improve Reading Achievement |
Catherine Snow – Promoting Academic Language Use by Teachers and Students |
10:30 am – 10:50 am Break
10:50 am – 12:10 pm Breakout Block I
Bob Brooks – From Stressed Out to Stress Hardy: Strategies to Manage Pressure and Burnout |
Susan Hall – Teaching Focused Tier II Intervention Lessons: The Missing Links |
Judi Dodson – The Talking Classroom: Activities for Oral Language Development for the Classroom Teacher |
Susan Ebbers – Unwrapping the Roots of the English Language |
Ava Belisle-Chatterjee – Extending English Language Learners’ Capacity to Communicate Mathematical Reasoning |
Anne Whitney – The Conundrum of the Friday Speller: A Linguistic Approach to Spelling Assessment and Intervention |
Kelvin Adams and Karen Collins – Whole Faculty Study Groups: Helping to Build Teacher Expertise |
Gertrude Ivory – Components of Literacy Leadership for Success |
Alice Thomas – Surefire Strategies for Increasing Reading Comprehension Skills |
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12:10 pm – 1:00 pm Lunch
1:20 pm – 2:20 pm Distinguished Lecture II
Ned Hallowell – Superteaching for ADHD: An Innovative Approach for Teaching Your Distracted Students |
Joe Torgesen – How Reading Fluency is Related to Reading Comprehension from Elementary through High School: Implications for Instruction and Assessment |
Craig Ramey – Overcoming the Challenges of Going to Scale: Lessons Learned from Proven Programs |
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2:20 pm – 2:40 pm Break
2:40 pm – 4:00 pm Breakout Block II
2:40 pm – 4:30 pm Super Sessions(**)
Ned Hallowell - When You Worry About the Child You Love: Emotional and Learning Problems in Children |
Cheryl Urow – Initial Literacy Instruction for English Language Learners |
Suzanne Carreker – Developing Oral Language and Vocabulary |
Linda Farrell – Tier II and Tier III Intervention for Adolescents |
Joe Torgesen – Teaching All Students to Read in Elementary School: Requirements at the School and Classroom Level |
Lucy Hart-Paulson – 123s of ABCs: Early Literacy Leading to Early Reading |
Billy Stokes and Gary Asmus – The Impact and Implications of High-Quality Pre-Kindergarten Programs on Early Elementary Reading Skills |
**Super Session (3:10 pm to 5:00 pm)
Susan Ebbers – Making Morphology and Academic English Accessible |
**Super Session (3:10 pm to 5:00 pm)
Judi Dodson – Fifty Nifty Activities for Reading Instruction |
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4:30 pm – 5:15 pm New Attendee Session
David Clemons and Sandra Johnson – Growing up Illiterate: The Stories of Two Lifelong Learners Who Persevered and Learned to Read as Adults |
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Tuesday, March 24, 2009
8:00 am – 8:10 am Welcome General Session
8:10 am – 9:10 am Michael Fullan: The Six Secrets of Change
9:10 am – 9:30 am Break
9:30 am – 10:30 am Distinguished Lecture I
Jack Fletcher – Decisions Underlying the Implementation of RTI Models |
Sharon Ramey – Strategies for Effective Professional Development to Promote Children's Language and Early Literacy: Results from 3 New Studies |
10:30 am – 10:50 am Break
10:50 am – 12:10 pm Breakout Block I
Michael Fullan – Bringing About System Change |
Judi Dodson – Fifty Nifty Activities for Reading Instruction |
Elsa Cárdenas-Hagan – English Language Learners: From Prevention to Intervention |
Vicki Gibson – Conquering the HtP Challenge: “How to Provide” Differentiated Instruction to Improve Teaching and Learning |
Michael Hunter – Erasing the Misery and Mystery from Reading and Spelling Multi-syllabic Words |
Carolyn Denton – Adapting K – 2 Classroom Reading Instruction to Meet the Needs of Students with Reading Difficulties |
Suzanne Carreker – Scientific Spelling: Learning How to Spell |
Jack Fletcher – The Reading Brain |
Jill Slack and Kerry Laster – Supporting Adolescent Literacy: Strategies to Improve Thinking and Comprehension in the Content Areas |
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12:10 pm – 1:00 pm Lunch
1:20 pm – 2:20 pm Distinguished Lecture II
Reid Lyon – The Promise and Politics of Reading First: Scientific Foundation, the Complexity of Implementation, and Lessons Learned |
Virginia Berninger – The Writing Route to Reading: Prevention, Consultation, and Diagnosis-Treatment Links |
2:20 pm – 2:40 pm Break
2:40 pm – 4:00 pm Breakout Block II
Reid Lyon – Continuing the Conversation |
María Elena Argüelles– Vocabulary Instruction and Language Development for English Language Learners |
Karen Romito – Leading for Reading |
Jan Hasbrouck – Literacy Coaching: What are the Options? |
Susan Hall – New Ideas for Teaching the Tough Phonological Awareness Skills |
Virginia Berninger – Q and A |
Glenda Thorne – Dyslexia: Myths and Realities |
Linda Farrell – Giving Accuracy and Fluency the Right Emphasis |
John Hilliard – Literacy Considerations for Second Language Learners of English |
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Wednesday, March 25, 2009
8:00 am – 8:10 am Welcome General Session
8:10 am – 9:10 am Louisa Moats: What Comes First and Who’s on Second: Toward a Continuum of Knowledge Acquisition in the Preparation of Reading Teachers
9:10 am – 9:30 am Break
9:30 am – 10:30 am Distinguished Lecture I
Patricia Mathes – Scaling Up Effective Reading Instruction |
Jan Hasbrouck – Putting Reading Fluency in Perspective |
10:30 am – 10:50 am Break
10:50 am – 12:10 pm Breakout Block I
Pat Sekel – Dysgraphia: Is the Handwriting on the Wall? |
Patricia Mathes – Teaching Reading to English Language Learners: What Do We Know? |
Mary Dahlgren – Vocabulary Instruction and Team Meetings |
Linda Farrell – Integrating Felts and Letter Tiles to Teach Phonological Awareness and Phonics |
Michael Hunter – Grouping Students Using Appropriate Data |
Louisa Moats – Writing: Old Challenges, New Research |
Karen Romito – Examining Options for the Textbook Adoption Process |
Adrienne Dowden – Mirror, Mirror on the Wall… Is My Differentiated Instruction Really Meeting All? |
12:10 pm – 1:10 pm Closing Panel and Lunch
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ADDITIONAL QUESTIONS?
Please call The Center for Development and Learning (CDL) at (504) 840-9786 for additional information.
For more information about the Institute:
Schedule At-A-Glance | Session Descriptions | Speakers | Registration | Hotel Accommodations
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Sally E. Shaywitz
Susan
Louisa Cook Moats
