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October 25, 2019 | 8:00 a.m. – 3:15 p.m.
One-quarter of fourth graders continue to read below a basic level of proficiency (NCES,2018) and emerging research highlights that many of their struggles are related to code-based issues ranging from phonological awareness through multisyllabic decoding and fluency.
Teachers who join us for this conference will focus on building their capacity for supporting students who struggle in these areas.
Cynthia Davis, the Orton-Gillingham coordinator at the Riverside school in Richmond, will open the conference with a keynote. One of her areas of expertise is working with students with dyslexia.
Teachers will choose three single-session strands from topics including shoring up our own understanding of how the English language works; being able to identify, via assessments, which students likely struggle and why; and developing a toolbox of different strategies to bring in to our instruction.
Alternatively, teachers will also have the opportunity to sign up for a three-session strand about differentiated reading instruction. Centered on the work of Walpole & McKenna (2018), this strand will build teacher capacity for providing small-group instruction and interventions that specifically target students’ word-level needs.
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