Upcoming Events
Join Stephanie Stollar & Sarah Brown to learn how to maximize reading growth through system-level MTSS!
This three-day virtual conference will explore best practices in structured literacy – spanning early elementary school through high school, Administrative Leadership and Coaching Support MTSS/Assessment, Written Language, Culturally Responsive Literacy, and Addressing Learning Differences.
Join us this summer for a guided tour through the book Reading Assessment Done Right. The five virtual sessions include three presentations and two Q&A sessions with authors Stephanie Stollar and Kate Winn.
Join Stephanie Stollar to learn how to maximize reading growth through system-level MTSS!
Hear directly from nationally and internationally recognized researchers, educators, and policymakers shaping the science of reading. Sessions bridge the gap between research and practice, helping you translate evidence into meaningful instructional change.
Join Stephanie Stollar to learn how to maximize reading growth through system-level MTSS!
Past Events
What’s All the Rush? The Science of Oral Reading Fluency: This workshop will provide clarity on the value of ORF data for decision-making in elementary classrooms. Participants will gain information on the research on ORF as an indicator of overall reading competence, explore the relationship between ORF and RAN, learn to interpret ORF scores, and be equipped with instructional approaches to improve the passage reading fluency of their students.
Learn from our experts about what the Science of Reading truly is, the myths and facts surrounding how it is taught and who “needs” it, and ways to build the Science of Reading into classroom exercises, writing strategies, and activities. Special attention is placed on how the Science of Reading can and should apply to English learners.
What is meant by the phrase “the science of reading”? This interactive session will explore The Science of Reading: A Defining Guide.
This session will provide a framework for conducting an instructionally-relevant diagnostic assessment of reading comprehension.
