Evidence-Aligned Reading Instruction: What We Know About Teaching Kiddos to Read

Through a Response to Intervention lens and grounded in a well-established model of reading, this session will explore evidence-aligned practices to support all students' reading skills. The presenters will reflect upon what we know from decades of research about how kiddos learn to read, including what skills and knowledge are predictive of advanced reading proficiency and what instructional strategies are most effective. Additionally, the presenters will share key components of reading instruction, appropriate resources, and associated developmental progressions. Lastly, this session will focus on the use of efficient and reliable assessment tools that allow for screening and ongoing progress monitoring to get a sense of where all kiddos are at, to provide responsive, differentiated instruction, and to make informed decisions on which kiddos may benefit from supplemental instruction and/or intervention.

Target Audience

K-5

Sessions

10:15 AM - 2:15 PM

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Presenters

  • SD62 Sooke
    Shelby Pollitt

    Shelby Pollitt is a Curriculum Coordinator in the Sooke School District and a PhD Candidate in Educational Psychology at the University of Victoria. Shelby loves learning alongside her colleagues and believes that through collaboration and mentorship we can further develop best practices in assessment and instruction to support foundational literacy, numeracy, and social emotional development for all kiddos. 

  • SD 62
    Stephanie Bender

    Stephanie Bender is a School Psychologist in the Sooke School District.  She is passionate about better understanding students’ individual strengths and areas of need to help inform evidence-aligned intervention strategies and to support them to thrive at school.  Although rare, given continuous illness in her germy children, she also enjoys (at least) 8 hours of uninterrupted sleep each night.