“Science of Teaching Reading” conference packs the house at the School of Education
On October 22, three centers at the School of Education teamed up to host their third “Science of Teaching Reading” Conference. Offered jointly by the School-University Resource Network (SURN), Training and Technical Assistance Center (T/TAC) and the Literacy Lab, the one-day event is designed to empower teachers as learning leaders in their reading classrooms. Over 200 teachers, leaders and undergraduate students attended from all over the state, with registration closing early due to high demand.
The focus on teaching was of paramount importance for conference organizers.
“Teachers in Virginia are frankly overwhelmed by all the changes that have been happening. This year alone, K-3 teachers have new standards, a new assessment and a new core reading program–– and that’s just for literacy,” said the Dr. Virginia L. McLaughlin Associate Professor of Education Kristin Conradi Smith '99, co-director of the Literacy Lab. “When we were designing this year’s conference, we were very intentional about selecting speakers and topics that would support teachers by providing immediate, practical and actionable information they could apply the next day in their classrooms.”
Conference highlights included two keynote addresses to open and close the event, representing both local and distant expertise. Holly Lane, director of the University of Florida Literacy Institute (UFLI) and associate professor of special education, commenced the conference with her keynote, “Science or Snake Oil: How to Tell the Difference.” In this talk, she underscored the importance of teachers understanding the science in the “science of reading.” Lane educated the audience about research methods and the publication process and encouraged attendees to be discerning in their practices.
To conclude the day, Conradi Smith delivered her presentation, “Confronting Myths and Missteps of the
Science of Reading Shift Show.” With humor and wit, Conradi Smith highlighted the logistical challenges for teachers presented by the Virginia Literacy Act, while sharing a path forward and encouraging them to give themselves grace, learn more about the research base and ask questions.
"The Science of Reading conference was helpful because it provided strategies I could immediately implement in classes, such as paragraph shrinking and whole group engagement ideas. I felt enlightened and inspired after the keynote speakers, and there was a clear emphasis on making the sessions relevant to the classroom and bridging the research-practice gap," said Katie Maclauchlan '10, MA.Ed. '26, intervention specialist at Warhill High School, Williamsburg-James City County Public Schools.
Another attendee shared anonymously: “I gained the ‘why’ for the change in our curriculum and clarity on what the science says. I also feel more knowledgeable about determining what is evidence-based and what is just an opinion. I was able to apply what I had learned in a few of my sessions the very next day in my teaching.”
While the keynotes book ended the conference, the rest of the day included 12 sessions to choose from on topics ranging from school leadership to adapting the core reading program to understanding the new Standards of Learning (SOL). These presentations were delivered by W&M faculty, local educators, staff from the Virginia Department of Education and Virginia Literacy Partnerships, and a professor from George Mason University.
"From the wonderful insights shared by keynote speaker, Dr. Holly Lane, to the diverse array of choices for conference sessions, I found that each presenter was well-versed in the research behind evidence-based reading instruction, provided practical applications of how to effectively support the reading development of all students, and presented information in a way that acknowledged both the expertise and value of educators," said Tori Savas '15, MA.Ed. '16, reading support teacher with Manassas City Public Schools.
To provide practical guidance for teachers, the School of Education announced the inaugural cohort of Translating Research Into Practice (TRIP) Fellows last year. Of the eight Virginia teachers chosen, four were present at the “Science of Reading” conference to offer poster sessions on their projects, including Megan Crowe, Kimberly Ellis MA.Ed. '23, Emma Wise '21, MA.Ed. '22 and Adele LaFontaine. Posters displaying their one-page guides, which showcase empirical research and translate cutting-edge scholarship into practical and concise documents for teachers, were available in the event space throughout the day.
Crowe described how much she enjoyed utilizing the training provided by Conradi Smith and the Literacy Lab to synthesize research and create the one-page guides.
“It’s so much fun it doesn’t even feel like work,” she said, describing the steps outlined by Conradi Smith. “And teachers need these resources.” The Literacy Lab is providing free public access to all the TRIP fellow guides, here: https://education.wm.edu/centers/literacy-lab/translating-research-into-practice/
Due to demand across the commonwealth, SURN, the Literacy Lab, and TTAC have partnered with Virginia ASCD, a non-profit membership organization dedicated to advancing excellence in Virginia’s school, to replicate the conference in Fredericksburg, Va., on Feb. 13, 2025.
