What’s Missing from K–2 Reading Instruction?
Update: 2024-04-25
Description
We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.
Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.
Listeners will leave this discussion with new understanding of:
- What's missing in K–2 reading instruction?
- How to fill the gaps in K–2 reading instruction with evidence-based practices
- Ways to differentiate instruction so all students learn to read
- The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
- Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading
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