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Six Minutes and Reading Growth: What Education Leaders Need to Know

Tuesday, March 6, 2018 @ 3:00 pm - 4:00 pm EST

Presented by Jan Bryan, Ed.D., National Education Officer, Renaissance
Sponsored by Renaissance

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If you attend the live session, you’ll be emailed a CE certificate within 24 hours of the webinar. If you view the recording and would like a CE certificate, join the ELA Today community and go to the edWebinar Archives folder to take the CE quiz.
What’s the difference between (a) students who start and end the school year as struggling readers, and (b) students who start out struggling but end up succeeding?

Research suggests one key factor is an increase in deliberate reading practice—in some cases, as little as six additional minutes per day. This deliberate practice affects everything from the structure of students’ brains to vocabulary acquisition to future opportunities for job advancement. Or, as educator and author Mike Schmoker puts it, “reading changes everything.”

Attend this research-driven edWebinar with Jan Bryan, Ed.D., National Education Officer at Renaissance, for essential insights into how the right reading practice will lead to substantial gains in student growth. You’ll explore:

  • The impact of reading on the brain—and the power of deliberate practice
  • Vocabulary acquisition and concept development across grade levels
  • Effective strategies for making time in the school day for more reading practice
  • Proven drivers of student reading growth you can implement in your district

This presentation will benefit K12 educators and librarians as well as building, district, and curriculum leaders including reading and literacy specialists. There will be time for questions after Dr. Bryan’s presentation. Join us to learn more about the benefits of deliberate reading practice for student growth.

Jan BryanAbout the Presenter

Jan Bryan, Ed.D., is Vice President and National Education Officer at Renaissance. A former classroom teacher, she presents regularly on literacy development, assessment, non-cognitive aspects of learning, and teacher expertise.

 

 

 

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