Videos: Symposiums

I have a question about our current way of doing comprehension goals for IEPs. Students have a basic reading skills goal dealing with phonics. The comprehension goals focus on a skill but is read to them. Here is an example from an IEP (with name removed): By September 2025, when given 3rd grade level text that is read to him or her, Student will be able to determine the main idea of the passage and use key details to support his/her answers with 80% accuracy. What do you think about writing goals like this?

Support students in using richer, more detailed language with these quick tips and examples.

Vocabulary knowledge exists on a spectrum. We know the meanings of some words, along with their connotations, well. We use these words readily and easily in speech and writing. We recognize other words, but with only a vague understanding of their meanings (It has something to do with computers, I think), or not at all (I've heard that word before, but I don't know what it means). Because of this variability, when we consider vocabulary knowledge, we should account for both vocabulary breadth (how many words one is familiar with) and depth (how well some of those words are known).

Language lays the foundation for reading. Dr. Maggie Snowling explores decades of research connecting dyslexia and language development, emphasizing early screening, targeted support, and evidence-based instruction.

The "big five" key components of reading instruction are essential for native and non-native English speakers alike, but intentional adjustments to instruction are necessary to support English Learners in building strong literacy skills. Dr. Elsa Cárdenas-Hagan shares evidence-based strategies for foundational language and literacy instruction.

Dyslexia and developmental language disorder often overlap, shaping how students learn to read and understand language. Dr. Tiffany Hogan explains the connection, recent legislation, and the need for early screening in both word recognition and language.

Reading aloud builds the foundation for early literacy. Four intentional steps before, during, and after reading help young children develop print awareness, strengthen language skills, and form the habits that shape good readers.

Understanding a student’s comprehension deficits is vital to literacy success. Dr. Louise Spear-Swerling explains different types of reading deficits and shares strategies that help teachers take a diagnostic, prescriptive approach to instruction.

Reading aloud benefits students of all ages. Julia Salamone shows how to transform a simple story into an interactive experience that strengthens oral language, expands vocabulary, and deepens comprehension.

Many students with learning disabilities face emotional adversity alongside academic barriers. Dr. Fumiko Hoeft examines the factors that promote resilience and explores how supportive environments can encourage students to take the risks needed for meaningful progress during interventions.