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What Kids Are Reading (and Not Reading) in 2019: New Insights for Education Leaders
Thursday, February 7, 2019 @ 4:00 pm - 5:00 pm EST
Presented by Gene Kerns, Ed.D., Chief Academic Officer, Renaissance; and Alistair Van Moere, Ph.D., Chief Product Officer, MetaMetrics
Sponsored by Renaissance®
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What’s the relationship between reading time and reading growth? And are students reading at the right level of challenge to keep up with rising expectations?
These are just two of the questions answered in What Kids Are Reading, the world’s largest annual study of K–12 reading habits. In this edWebinar presented by Dr. Gene Kerns and Dr. Alistair Van Moere, discover the most actionable insights from this year’s report—along with clear steps for boosting engagement and growth in your district.
Also explore strategies for:
- Motivating students to read more challenging texts
- Building stronger cross-curricular connections through reading
- Supercharging vocabulary development
- Better meeting the needs of struggling readers
- Creating a culture that recognizes reading time as nonnegotiable
Ready to get started? Watch the recorded edWebinar, and then download your free copy of What Kids Are Reading.
This recorded presentation will be of interest to K-12 teachers, librarians, and school and district leaders, as well as curriculum directors and coordinators, instructional coaches and specialists, and reading directors, coaches, and specialists.
About the Presenters
Gene Kerns, Ed.D. is Chief Academic Officer at Renaissance and a nationally acclaimed speaker on learning progressions, educational standards, and literacy development. He is co-author of the book Unlocking Student Talent: The New Science of Developing Expertise (Teachers College Press, 2017).
Alistair Van Moere, Ph.D. is Chief Product Officer at MetaMetrics, the developers of The Lexile® Framework for Reading. He was formerly President of Knowledge Technologies at Pearson, and he’s authored multiple publications with a focus on educational technology and language assessment.
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