Many teachers are expected to teach their students reading skills; however, the vast majority are unprepared to accomplish this task. As a profession, we must consider how to better support teachers to teach reading—particularly for those students who are most vulnerable. For general and special education teachers, administrators, reading specialists, and coaches, this session will present the research behind and some tools for supporting research and evidence-based literacy instruction enhanced with embedded professional development.
Margie B. Gillis and Christine Cohen have no relevant financial or nonfinancial relationships to disclose.
President, Literacy How, Inc., Research Affiliate, Fairfield University and Haskins Laboratories,