Videos: Webinars

Much of science of reading training is designed for early grades. Should those same practices guide instruction in secondary classrooms?

Taking a developmental perspective is key to examining the relation of oral language to reading and reading difficulties, as embodied by the Reading Rope. Dr. Scarborough reflects on dyslexia and reading research and warns of the potential risks of not taking “when” into account.

Comprehension depends on skills, knowledge, and processes (e.g., language comprehension, inference, monitoring) that support constructing a mental model. Dr. Cain shares instructional insights, including early support and integrating decoding and understanding.

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).

Starting in early childhood, caregivers play a powerful role in children’s social, cognitive, and early learning development. FathersRead365 co-founder Brent Johnstone shares how a citywide movement can build early literacy skills for young learners.

Consistent reading at home builds stronger word recognition, better comprehension, and fosters a love for reading. Small, consistent efforts using practical routines and tools make reading meaningful and enjoyable for every child.

Read-alouds are an opportunity to build oral language. Dr. Megan Gierka and Nicole Ormandy share practical ways to build vocabulary and background knowledge and model formal language structures and verbal reasoning within the Strive-for-Five framework.

Conversations that build oral language are rare in preschool. Dr. Tricia Zucker and Dr. Sonia Cabell introduce the Strive-for-Five framework to launch a book study, highlighting how extended talk strengthens language, vocabulary, and comprehension.

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.