EDVIEW360 Voyager Sopris Learning

We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.
Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.
Listeners will leave this discussion with new understanding of:
What's missing in K–2 reading instruction?How to fill the gaps in K–2 reading instruction with evidence-based practicesWays to differentiate instruction so all students learn to readThe importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluencyStrategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

In this conversation, Dr. Pamela Snow will discuss oral language in early childhood and across the school years, with a focus on its importance and role in developing, and being developed by, reading skills. She will also discuss the importance of applying public health principles to early reading instruction, to maximize success for all through evidence-based reading instruction and support.
Language and literacy are a two-way street that is not always well understood. Oral language abilities promote reading abilities and vice versa, and as research has shown, early reading success loops back to oral language skills. How can educators use this knowledge to help ALL students learn to read?
Join this fascinating conversation with Dr. Snow, a respected researcher, author, and professor of cognitive psychology in the School of Education at La Trobe University in Australia. She will share her experience and insight into research findings about why early oral language skills are the essential engine children need to bring to school (and indeed, have strengthened through their school experiences). Dr. Snow will discuss why children need to be exposed to more complex vocabulary and syntactic structures than typical conversation affords, and how teachers of these early learners can help their students master the skills they need to become lifelong readers and communicators.
In this podcast, you’ll learn:
How decoding and language comprehension need to work together in reading acquisition and ongoing developmentWays to incorporate explicit teaching of morphology and etymology in early stages of systematic phonics instructionWhy children who do master reading early have a lasting edge on those who do notWhat teachers of early learners can do every day to help students build both oral and reading skillsImportance of the scientific method in informing policy and practice in schools and the importance of avoiding pseudoscientific approaches, no matter how appealing they may seem

Join us for this interesting conversation with our guest Literacy Expert Susan Ebbers who will share the research and strategies surrounding learning to read.
Ebbers will illustrate how research supports the entwining of phonology, orthography, morphology, and vocabulary when teaching children to read, and to read more capably and with greater comprehension; and how this type of multidimensional approach is even more effective when integrated within the context of phrases, sentences, passages, and stories. Ebbers will also discuss the role self-efficacy plays in nurturing a motivation to read despite difficulties.
She will share ways to help students build skills systematically while also building confidence as well as strategies to:
Reinforce basic decoding and “sight word” recognition Reinforce phonics, including polysyllabic decoding, in context Develop vocabulary and basic morphological awareness  Engage interest and boost self-efficacy within the context of readingWe hope you will join us for this important conversation.

Featured Download
Integrating Language Components: Examples from Power Readers®

Join us for this lively and informative discussion between two literacy powerhouses. Dr. Claude Goldenberg, a bilingual literacy expert and author, and Dr. Louisa Moats, author of Speech to Print, Spellography, and creator of LANGUAGE! Live® and LETRS®, as they explore the universals for teaching children to read in any language. What does reading science tell us about how students learn to read in a language other than their own? Is there a science of reading instruction that is applicable across language contexts?
Our experts will discuss the relationship between oral and written language learning and the implications of this relationship for teaching students with varied language backgrounds. They will also explore the common debates still being resolved within the EL teaching community and how to ensure the best literacy learning for every child—regardless of their native language.
Our guests will discuss:
Universal principles and guidelines for teaching children to read and write in any languageSome fundamental ideas and practices about teaching ELs that any teacher should knowThe role of oral language comprehension and use when learning to read and write in a second languageChronic gaps between white, black, and Hispanic students in the U.S., and evidence to support doing more to help students who are not achieving.

Join this robust discussion about the key features of the Structured Literacy approach proven to work for students with dyslexia. Listeners will learn useful strategies and classroom tips with an emphasis on mastery learning and student outcomes.
Our expert will discuss:
What is taught in the Structured Literacy approachHow the Structured Literacy approach is taughtWhy Structured Literacy is proven for students with literacy challengesThe difference between Structured Literacy and typical literacy practicesStrategies and activities for the classroom

For people who have seen the documentary The Right to Read, you’ve heard of Kareem Weaver because his work is featured in the film produced by LaVar Burton. Weaver is an Oakland-based activist with the NAACP, and as an experienced educator his mission is to create a world where all children can read.
Join us for this inspiring conversation as we talk with Weaver about dyslexia, the science of reading, and what American schools need to do to help all students read at grade level. Our discussion will cover why literacy gaps are especially pronounced among certain students, the need for early diagnosis of dyslexia, and what educational changes Weaver continually fights for in his quest to help all students learn to read. Weaver brings unique insight to this discussion from a parent’s perspective because his daughter was diagnosed with dyslexia as an older student, and as an educator who knows literacy is a right every person is entitled to.