In this Synchronous literacy summit (via Zoom) you will learn about the Science of Reading (SoR) from literacy leaders covering topics that include: multilingual learners, highly capable learners, multiage learners, and ELA and cross curricular learning.
Louisa Moats Ed.D.
Author, Literacy Expert, Consultant
Dr. Louisa Moats, Ed.D. is a nationally recognized authority on how children learn to read and why some fail to learn. Widely acclaimed as a literacy scientist.
• Developed the landmark professional development program LETRS for teachers
• Author of LANGUAGE! Live, a blended instructional program for middle and high school students
• Co-author of Spellography, a structured language word study program for intermediate poor spellers
Dr. Elsa Cárdenas-Hagan
Bridges to Literacy for English Learners
Dr. Cárdenas-Hagan is the President of Valley Speech Language and Learning Center in Brownsville, Texas, and is an Associate Research Professor for the Texas Institute for Measurement Evaluation and Statistics at the University of Houston.
• Research interests include the development of early reading assessments for Spanish-speaking students and…
• The development of reading interventions for bilingual students
• Co-principal investigator examining the oracy and literacy development in English and Spanish of Spanish-speaking children
Dr. Tracy White-Weeden
President/CEO of the Neuhas Education Centre
Dr. White-Weeden has served as President and CEO of Neuhaus Education Center – named one of the top 50 women leaders in Houston Texas.
• Trains and coaches teachers to implement the Science of Reading
• Offers resources to families and adult learners with dyslexia
• For more than 40 years, Neuhaus Education Center (NEC) has been a trailblazer in solutions for overcoming obstacles toliteracy
Dr. Linnea Ehri
Dr. Ehri is one of the most influential and cited reading scientistists with 160 published papers in the past 40 years.
Dr. Linnea Ehri is a Distinguished Professor Emerita at the Graduate Center of the City University of New York where she was a member of the faculty in Educational Psychology and in Speech, Language, and Hearing Sciences. Since the 1970s she has been conducting scientific research on how children learn to read.
Dr. Ehri will describe the four ways children learn to read unfamiliar words:
• One way is by decoding, also called phonological recoding
• Another way is by analogizing. This involves using words we already know to read new words
• Another way is by prediction using context and letter clues to guess unfamiliar words
• The fourth way of reading words is by memory or sight as applied to words we have read before
Dr. Julie Washington
Author of: Dyslexia: Revisiting Etiology, Diagnosis, Treatment, and Policy
Julie is a speech pathologist and a Professor in the School of Education at the University of California – Irvine (UCI).
The Impact of Language Differences on Reading Development
• The intersection of poverty, literacy, and dialectic differences
• The impact on language-based academic areas – reading, spelling, writing and math
• The impact on language, reading and assessment outcomes
Dr. Sonia Cabell
Author of: Emergent Literacy Lessons For Success
Sonia Q. Cabell is an associate professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University.
Early Years Environment (Birth – Age 8) Especially Critical
• Focuses on the prevention of reading difficulties among young children who are at-risk, particularly those who are living in poverty
• Features how to strengthen children’s language and literacy skills that serve as precursors to both successful reading, spelling, writing and math
• Emphasizing innovative ways to accelerate language and literacy learning
Dr. Hugh Catts
Author of: Sounds Abound: Listening, Rhyming, and Reading
Hugh is a professor at the Florida Center for Reading Research focusing his work outcomes for struggling adolescent readers as well as early learners who struggle.
Language/Literacy and Reading Disorders
• The early identification and prevention of language-based reading disabilities
• Currently involved in three longitudinal investigations related to early identification
• The impact on language, reading and assessment outcomes
Dr. Louise Spear-Swerling
Author of: Structured Literacy Interventions K to 6
Dr. Louise Spear-Swerling is Professor Emerita in the Department of Special Education at the Southern Connecticut State University in New Haven CT.
• Research interests focus on children’s reading development and literacy difficulties, as well as teacher knowledge for reading instruction
• Prepared both general and special education teacher candidates to teach reading using structured literacy approaches for many years
• Consults often for K–12 schools, primarily on cases involving students with severe or persistent literacy difficulties
Dr. Chase Young
Author of: Artfully Teaching the Science of Reading (2022)
Dr. Young is a professor at Sam Houston State UniversityIn the School of Teaching and Learning.
• How artful teaching is integrated into reading instruction
• How it can increase students’ motivation
• How teachers can use the science of reading to engage students in artful, engaging, and authentic instruction
Dr. Emily Solari
Emily Solari is the coordinator and professor in the Reading Education program in the Department of Curriculum Instruction and Special Education at the University of Virginia.
Leveraging Scientific Evidence to Improve Classroom Practice
• Studies the prevalence, predictors, and underlying mechanisms that drive reading development
• Recent Brick by Brick articles summarize scientific evidence about the importance of English language learners and early interventions
• Studies Intervention development and trials with students who have early profiles of reading difficulties
Dr. Anne Cunningham
Author of: Book Smart: How to Develop and Support Successful, Motivated Readers
Dr. Anne Cunningham is the Director of the Joint Doctoral Program in Special Education with the Graduate School of Education at Berkeley and the Historian of the Society for the Scientific Study of Reading. She is the co-author of "What Reading Does For The Mind" and numerous other articles and research papers related to reading.
Phonics and Phonological Awareness
• The two most impactful early reading skills in detail
• Classroom strategies that develop successful, motivated readers
• Raising literate, book-happy kids
Dr. Margie Gillis
President and Founder of Literacy How, Inc.
In 2009, Margie founded Literacy How, Inc. to provide professional development opportunities and coaching for teachers on how best to implement evidence-based reading practices in the classroom.
• Explores promising evidence-based literacy practices with the potential for scaling up
• Co-Author: First grade teachers’ knowledge of phonological awareness and code concepts
• "The science of reading should be the guiding force behind what schools do to effectively teach children."
DeJunne’ Clark Jackson
The Center for Literacy and Learning’s President of Program Development
DeJunne' Clark Jackson, M.A., M.A.T., M.Ed., CALT, LDT, serves as President of The Center for Literacy & Learning. She is also President of The Reading League Louisiana, the state leader of Decoding Dyslexia Louisiana, and the founder of Learning Fundamentals Educational Therapy & Consulting. DeJunne’ has the honor of serving on the Louisiana Department of Education’s Early Literacy Commission and Special Education Advisory Panel. She is the co-author of The Speech Language Pathologist’s Guide to Dyslexia.
DeJunne’ Clark Jackson, among other achievements, is a Certified Academic Language Therapist and nationally credentialed AET Educational Therapist. As a former classroom teacher and school counselor, DeJunne’ has had the opportunity to work with a myriad of students with general and specific needs. She is most impassioned about the advocacy she’s curated surrounding dyslexia awareness, early identification, and remediation. She will discuss her successful experiences and stories of:
• The importance of collaborative and inclusive cultures
• Advocacy for children and families
• The work of The Center for Literacy & Learning
Dr. Joan Sedita
Author of: The Writing Rope
Dr. Sedita has authored a number of books including: Writing: the Road to Reading Comprehension Module 11 of the LETRS reading training series (2004). In 2022, her book The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects was published (Brookes Publishing). She is the author of the Keys to Literacy professional development books, including The Key Comprehension Routine, The Key Vocabulary Routine, Keys to Content Writing, Keys to Early Writing, and Keys to Beginning Reading.
Dr. Sedita will describe highlights of her Writing Rope Framework:
• Writing approached as a task as complex and multifaceted as reading
•How to plan and deliver comprehensive, explicit, and evidence-based writing instruction with this ground-breaking book
• How her Writing Rope Framework is aligned with IDA's Structured Literacy approach and is also based on the latest research