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This Summit will Shine a Spotlight on Seven Scientists who are international experts on how children learn to read and how we can implement scientifically proven classroom practices that will raise reading levels substantially. Unfortunately the term Science of Reading has become controversial and has sometimes been misinterpreted and misapplied. Participants in this Summit will have the opportunity to hear directly from researchers who will address such topics as orthographic mapping, structured literacy approaches, phonics and phonological awareness, fluency, evidence-based reading practices and early writing and language based word study.
Dr. Tim Rasinski
Dr. Margie Gillis
Dr. Anne Cunningham
Dr. Linnea Ehri
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.
• 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. Louise Spear-Swerling
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. Anne Cunningham
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.
• The two most impactful early reading skills in detail
• Classroom strategies that develop successful, motivated readers
• Raising literate, book-happy kids
Dr. Margie Gillis
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."
Dr. Louisa Moats
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. Tim Rasinski
Tim is a multi-award-winning author and international expert on fluency and word play. His Kent State University lab has proven the value of daily fluency with all age levels Pre-K to 12.
• What is reading fluency or automaticity and why is it important in the early years?
• What is the connection between fluency, comprehension, and word play?
• How can primary teachers use song and poetry to teach oral fluency skills?
• What is the five-day plan that embeds fluency into daily classroom joy?
Lisa Klein M.Ed.
Lisa Klein is Vice President at Keys to Literacy, an organization that delivers literacy professional development nationwide. Lisa is co-editor of Keys to Early Writing and Keys to Content Writing, as well as a contributor to several other Keys to Literacy PD offerings.
• 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
