| Keynote |
The Science of Reading Meets the Science of Instruction |
Anita Archer |
| 1.1 |
Project Ready! An Evidence-Based Preschool Curriculum |
Maria Aielli, Rosie Warburg |
| 1.2 |
Literacy Data Analysis: A Crucial Lever for School Improvement |
Beth Rice, Sommer McCorkle, Heidi Gray |
| 1.3 |
HB 436 Passed, Now What? Developing Internal Capacity to Support Our Students at Risk for Dyslexia |
Olivia Weisman |
| 1.4, 3.4 |
Student-Focused Coaching:Helping Every Teacher Succeed |
Jan Hasbrouck |
| 1.5, 2.5 |
Ready, Set, Go! Next Steps After Universal Screening |
Carolyn Turner |
| 1.6 |
Background Knowledge: The Velcro to Which New Learning Sticks |
Jennifer Walker |
| 1.7 |
Providing Reading Intervention for Students in
Grades 4-9: Overview of the IES Practice Guide |
Kim St. Martin |
| 1.8, 2.8 |
Providing for Struggling Readers in an Efficient Way: Considerations and Practices for Establishing Sustainable School-Wide Literacy Models at the Secondary Level |
Jade Wexler |
| 1.9, 3.9 |
Literacy for English Learners: What’s Reading Science Got to Do with It? |
Claude Goldenberg |
| 1.10 |
The Science of Reading: Myths and Misconceptions |
Michelle Elia |
| 1.11 |
Operationalizing a Literacy Plan to Support ALL Learners |
Carrie Wood |
| 1.12 |
Taking a Multi-Tiered Strategic Approach to Family Engagement in Literacy |
Barbara Boone, Meredith Wellman, Hadley Bachman |
| 2.1 |
The Science of Language and Learning in Early Childhood |
Lucy Hart Paulsen |
| 2.2, 3.2 |
Spelling Instruction that Sticks |
Michael Hunter |
| 2.3, 3.3 |
The 6-Step Lesson Plan for Decoding,Spelling and Fluency Part 1 & Part 2 |
Heidi Beverine-Curry |
| 2.4 |
The Power of Language: Building Strong Family and Community Partnerships |
Juakita Bowens, Jen Griffing |
| 2.6, 3.6 |
Structured Literacy for English Learners: What Every Educator Should Know |
Elsa Cárdenas-Hagan |
| 2.7 |
Advanced Word Study and Morphology Instruction |
Jaqueline Dietrich |
| 2.9 |
Selecting Instructional Routines Across the Disciplines to Support Successful Literacy Outcomes |
Roger Howard |
| 2.10 |
What Do Literacy Leadership Teams Need to Know When Implementing Science of Reading Initiatives? |
Michelle Elia |
| 2.11 |
Implementing Literacy Coaching: Leveling Up |
Stephanie Van Dyke |
| 2.12, 3.12 |
Comprehension is an Outcome: Narrative
Comprehension is an Outcome: Informative |
Anita Archer |
| 3.1 |
How Am I Learning? Early Indicators of Later Literacy Learning and the Impact of Early Intervention |
Lucy Hart Paulsen |
| 3.5 |
Intervention Evolution: A Riverside Journey
|
Margo Shipp, Ellie Johnson |
| 3.7 |
Intensifying Literacy Instruction at the Elementary & Secondary Levels |
Kim St. Martin |
| 3.8 |
Analyzing Building and District Level Data to Impact Student Outcomes |
Rachel Wakefield |
| 3.10 |
Leveraging the Power of Explicit Writing Instruction |
Amber Clay-Mowry |
| 3.11 |
Teaching Vocabulary: More than Lists of Words and Definitions |
Keith McCarroll |