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Reading & Literacy Webinar

'Science of Reading': What Are the Components?

This event occurred on October 12, 2022 3:00 PM EDT.
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More than half of states are mandating a radical shift in reading instruction—requiring teachers to adopt a “science of reading” approach to early literacy.

Studies have shown that explicit, systematic instruction in phonics, along with other foundations like a sustained approach to building students’ vocabulary and content knowledge, is the most effective way to teach children how to read words.

Learn from science of reading experts and gain critical insights into:

  • The key components of the “science of reading” approach to reading instruction
  • How to apply this approach in classrooms
  • What schools and teachers need to do to make the shift to this way of teaching
Gina Cervetti, PhD
Gina Cervetti is an associate professor of Literacy, Language, and Culture at the University of Michigan. She studies elementary literacy development and instruction with a particular focus on the potential benefits of content-area learning as a context for literacy development, the role of world knowledge in literacy development, and the nature of vocabulary/language instruction that supports reading comprehension. She has served as a PI or co-PI on several grants, and her research has appeared in multiple books and journals. She Dr. received her Ph.D. in Educational Psychology from Michigan State University and served as a postdoctoral scholar in the Graduate School of Education and Lawrence Hall of Science at University of California, Berkeley.
Tiffany P. Hogan, PhD,
Tiffany P. Hogan, PhD, is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, Director of the Speech and Language (SAiL) Literacy Lab, and Research Associate at Harvard University. Dr. Hogan has published over 100 papers on the genetic, neurologic, and behavioral links between oral and written language development, with a focus on improving assessment and intervention for children with Developmental Language Disorder, Dyslexia, and/or Speech Sound Disorders.
Emily J. Solari, PhD
Emily J. Solari, Ph.D is the Edmund H. Henderson Professor of Education in the Department of Curriculum, Instruction, and Special Education at the School of Education and Human Development, University of Virginia.
Stephen Sawchuk
Associate Editor Education Week
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This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
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