The Science of Reading & Comprehensive Literacy Instruction: Reflect, Refute, or Reinforce?

Presenter(s)

Event Details

Topic:

instruction, literacy & inclusion

Format:

lecture

Subject Level:

beginner

Age Span:

infant / toddler
preschool
kindergarten - grade 6
grades 7-12

Target Audience:

AT specialist
autism specialist
consultant
educator
family member / caregiver
K-12 administration
occupational therapist
paraprofessional
special educator
speech language pathologist
teacher of the visually impaired
university professor / personnel

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Location:

Plaza 4

Description:

Many of us wonder about the relationship between the science of reading and comprehensive literacy instruction. Do they reflect, refute, or reinforce each other? This session will endeavor to answer this essential question by providing clear evidence of points of alignment and ways that comprehensive literacy even expands on the body of research known as the science of reading. In this session, the presenters will dig into definitions, identify alignment points, and present the expansion opportunities when both paradigms are embraced. Finally, presenters will delineate two potential opportunities to begin to engage all students, including those who face complex challenges, in learning to read and write.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Define the science of reading and comprehensive literacy instruction

• Identify 3 or more areas of alignment

• Characterize 3 or more ways that CLfA expands the paradigm of the science of reading

List two possible paths to introducing evidence-based instruction for all learners

Disclosures:

Team member and paid by Building Wings.
President, and paid team member of Building Wings.