Join live or receive a link to the recording and earn a CE certificate
- This event has passed.
Getting Older Striving Readers Back on Track: Effective Foundational Skills Instruction for 6-12
Wednesday, November 8, 2023 @ 3:00 pm - 4:00 pm EST
Presented by Linda Diamond, Author and Education Consultant, Reading Done Right; Vivett Dukes, Manager of Educational Partnerships, Collaborative Classroom; and Dr. Katy Cortelyou, Senior Regional Director, Collaborative Classroom
Sponsored by Collaborative Classroom
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
The ability to read and understand complex text across content areas is a major predictor of academic success in the upper grades. But for some students, accessing information—especially through content-specific reading—can be a difficult, even painful process. This problem can often be traced back to lingering gaps in foundational skills, such as a lack of automaticity in decoding, especially in polysyllabic words, or to a lack of fluency and insufficient vocabulary knowledge.
How do we bridge this gap for middle and high schoolers? It is crucial to provide targeted instruction based on clearly determined needs that is respectful, dignified, and age appropriate for this vulnerable group. Join this edWebinar for a collaborative discussion about how we can:
- Identify specific skill gaps
- Honor social and emotional needs
- Provide age-appropriate instruction that is targeted and highly interactive
- Close skill gaps while restoring confidence and accelerating reading growth
While we know many older striving readers require vocabulary and comprehension support, the presenters focus on and examine the research related to foundational skills instruction, discuss efficient ways to identify specific skill gaps, describe targeted interventions that develop automatic word recognition and fluency, and review the essential elements of effective instruction.
They consider the special circumstances and instructional needs of older readers and share best practices for engagement and respectful, age-appropriate approaches. Viewers leave with examples and solutions for ensuring equitable learning by helping students master and apply critical reading skills so they can have successful futures.
This recorded edWebinar is of interest to middle and high school teachers and school and district leaders.
About the Presenters
Linda Diamond is an author and educational consultant. She has dedicated her career to teaching children to read, particularly those with word reading difficulties like dyslexia. While she worked for many years in the classroom, she eventually moved out of the classroom to become a principal, the director of curriculum and instruction for a K-12 school district in California, and a senior policy analyst with an emphasis on school-to-career, charter schools, and school reform. In these roles, she realized that in order for students to become strong readers they need teachers who understand the Science of Reading, can identify which skills students struggle with, and can provide expert instruction to help students overcome reading difficulties.
In 1995, in response to California’s crisis in reading achievement, Linda and former California superintendent Bill Honig founded the Consortium on Reaching Excellence in Education (CORE). Today, CORE works with PreK–12 districts and schools to support excellent instruction in both reading and math. After serving as CORE’s president for 26 years, she stepped down from that role in 2020 but continues to serve on the advisory board. Linda is the co-author of the textbooks Teaching Reading Sourcebook, Assessing Reading: Multiple Measures, and Vocabulary Handbook.
Vivett Dukes is Manager of Educational Partnerships for Collaborative Classroom. She is a proud native New Yorker who has been educated from K-16 in public and private learning institutions across Long Island and New York City. She is a New York State certified ELA teacher (7th–12th), Literacy Specialist (Birth–12th), and Teacher of English to Speakers of Other Languages (Birth–12th). Since 2002, she has served in classrooms in some capacity, with students in grades Pre-K through graduate school. Currently, she serves as an adjunct lecturer to pre-service teachers in the English/Education Leadership Program at S.U.N.Y. at Stony Brook. She is an active member of NCTE, as well as an executive board member of NYSEC. Literacy acquisition is her passion and it is her firm belief that reading and writing are civil and human rights that must be equitably afforded to everyone.
Dr. Katy Cortelyou is the Senior Regional Director for Collaborative Classroom. She has worked for over 20 years in Florida schools as a classroom teacher, literacy coach, reading interventionist, and professional developer. Dr. Cortelyou earned her Ed.D. in curriculum and instruction from the University of Central Florida. Her research efforts focused on the role of teacher knowledge and the teaching of primary-level at-risk readers. She also holds National Board Certification as an Early Childhood Generalist. Dr. Cortelyou is passionate about working alongside educators to deepen professional practices that inspire student learning.
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
Join the Be a Literacy Hero community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.
Collaborative Classroom is a mission-driven, nonprofit organization committed to ensuring that all students become readers, writers, and thinkers who learn from, care for, and respect one another. Collaborative Classroom’s evidence-based programs help children develop as proficient readers and writers, appreciate the ideas and opinions of others, learn to agree and disagree respectfully, think critically about big ideas, and become responsible citizens of the world. Since the organization’s founding in 1980, our work has reached more than 8 million students and 328,000 teachers in classrooms across the country, developing fluent readers and skilled writers, supporting instructional equity, transforming discipline practices, and bolstering student and teacher engagement.
