Presented by Maryanne Wolf, Director of the Center for Dyslexia, Diverse Learners, and Social Justice, UCLA Graduate School of Education and Information Studies; Carolyn Brown, Ph.D., Chief Academic Officer and Co-Founder, Foundations in Learning; and Jerry Zimmermann, Ph.D., J.D., VP of Research and Co-Founder, Foundations in Learning
Moderated by Tim Odegard, Murfree Chair of Excellence in Dyslexic Studies and Professor of Psychology, Middle Tennessee State University
Presented by Jennifer Flieder, Reading Interventionist, Roosevelt Creative Corridor Business Academy (IA); and Carolyn Brown, Ph.D., Chief Academic Officer and Co-Founder, Foundations in Learning
Moderated by Allison Zimmermann, President and CEO, Foundations in Learning
Presented by Elena Canaras-Raoul, 10th Grade English Teacher, Community High School (NY); Deborah Reck, Chief Product Officer, Riveting Results; and Arthur Unobskey, Ed.D., CEO, Riveting Results
Presented by Dr. Tricia A. Zucker, Professor of Pediatrics and Co-Director of the Children’s Learning Institute at the University of Texas Health Science Center at Houston, and Author of Strive-for-Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy; Dr. Sonia Q. Cabell, Associate Professor of Reading Education in the School of Teacher Education and the Florida Center for Reading Research at Florida State University, and Author of Strive-for-Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy; and Dr. Amanda Alexander, Chief Academic Officer, Scholastic
Presented by Barbara Steinberg, CEO, PDX Reading Specialist
Moderated by Terrie Noland, Ph.D., CALP, Vice President of Educator Initiatives, Learning Ally
It’s the number one priority for our classrooms as we get back to school. How do we plan our lessons, and integrate resources, to support deeper vocabulary investigation and greater collaboration and conversation?
Rigor is driven by a balance among conceptual understanding, procedural fluency, and application. After focusing on conceptual understanding of the operations, teachers must help students use their conceptual understanding to build procedural fluency, both with basic facts and a variety of algorithms.