Videos: Webinars

Literacy development begins long before children enter kindergarten. Dr. Zuk discusses research on early brain and language development, its relationship to dyslexia risk, and ways to support oral language and foundational literacy skills in young children.

I’m tutoring a student who says that the “letters on the page move” and that the “words look blurry.” Is this a sign the student has dyslexia?

Can a student be both ‘on grade level’ and still need intervention?

Our district cut our summer school programming, so I’m putting together resources to send home to families. Do you have suggestions for reading activities we should include, especially for students below grade level?

A closer look at the psychometric properties behind literacy screeners, diagnostics, and progress monitoring tools. Understand what validity, reliability, sensitivity, and specificity are, and why widely used assessments may not always accurately identify students at risk.

How am I supposed to differentiate between a decoding/fluency problem and a comprehension problem? In the winter, one of my 6th graders read 130 words correct per minute (WCPM), which is lower than most of my other students, and he really struggles with multisyllabic words in particular. I suspect his comprehension difficulties are actually issues with decoding and fundamentals, but I’m not sure how to get to the root of the problem.

Do you have any insights or research on what a developmentally appropriate expectation would be for kindergarteners to correctly read both irregular and decodable words?

I teach 4th grade and recently recommended one of my students for testing because he really struggles with reading comprehension, but the school psychologist just said he was fine! Why would this happen? He’s really struggling in class.

The Yale Child Study Center, Haskins Laboratories, and others study the neurocognitive bases of language and reading development. Dr. Pugh shares how genetics, neurobiology, and the environment shape reading outcomes and how brain imaging may guide intervention.

Researchers study how environmental and biological factors (e.g., executive functioning) shape reading development. Dr. Cutting shares findings on the neural circuitry of reading at the word- and discourse-level, and discusses implications.