What’s Missing from K–2 Reading Instruction?

EDVIEW360

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 practices
• Ways to differentiate instruction so all students learn to read
• The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
• Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

Chapters

1. Importance of Early Reading Intervention (00:00:00)

2. Teaching Writing to Improve Reading (00:10:03)

3. Teaching Reading Strategies for Success (00:18:23)