Early Intervention for Reading Difficulties: The Interactive Strategies Approach
Professional development for classroom teachers can help reduce the number of children who experience early reading difficulties and ensure that learning difficulties are not the result of inadequate instruction. Participants will learn about instructional techniques that can help accelerate early literacy learning among children who begin school with limited early literacy knowledge and skills. Classroom and more intensive instructional contexts will be discussed and illustrated via video examples. The instructional techniques to be discussed derive from the Interactive Strategies Approach (ISA) – a comprehensive and coherent approach to early literacy instruction and intervention which has been found, in a series of large scale studies, to be effective in reducing the incidence of early reading difficulties when implemented in classroom, small group, and one-to-one contexts.
Donna M. Scanlon is a professor in the Department of Reading at the University at Albany, State University of New York. She has spent most of her career studying children who experience reading difficulties, especially in the early grades. Her studies have focused on the relationships between instructional characteristics and success in learning to read and on developing and evaluating approaches to preventing early reading difficulties. Aspects of her research have investigated the relationship between IQ-Achievement discrepancies and response to instructional interventions. Most recently her work has focused on the development of teacher knowledge and teaching skill among both pre-service and in-service teachers. The goal of this line of research is to help teachers to prevent children from experiencing long-term reading difficulties. Her research has been supported by grants from the National Institute of Child Health and Human Development and from two agencies at the U.S. Department of Education - the Institute of Education Sciences and the Fund for the Improvement of Post-secondary Education (FIPSE). Dr. Scanlon and her colleagues have published several articles and book chapters focused on response to intervention and the prevention of reading difficulties. Scanlon is co-author of Early Intervention for Reading Difficulties: The Interactive Strategies Approach (The Guilford Press, 2010).
The lecture will take place in Room 116 Bavaro Hall, Curry School of Education (Holloway Hall)
Lecture Time: 9:00 AM to 3:00 PM
Registration and coffee bar opens at 8 AM. Lunch arrangements will be on-site.
Parking available at Central Grounds lot on Emmet Street Cost: $90 in advance; $100 at door; lunch and parking included.
Registration is now closed for this event
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