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1. Establish what Implementation Science Research is and why it matters with regards to effective reading instruction.
2. Communicate the underlying essential elements of all effective reading instruction: Deliver and relationships.
3. Characterize how recent research on phonemic Awareness and Phonics shows how these elements of reading can be more effectively taught, assessed, and intensified.
4. Support how fluency can be improved through oral repetition.
5. Specify which strategies make the biggest impact on reading comprehension.
6. Articulate how background knowledge impacts reading and how we address this issue, measure it, and intensify when needed.

When We Know Better, We Do Better: The Science of Reading Instruction and Implementation

• The science informing reading acquisition
• Research findings of the National Reading Panel
• How to fit best practices into daily routines
• Tools to gather implementation data

Delivery and Relationship: Build the Foundation of Great Reading Instruction

• 7 critical components of reading
• Effective reading instruction beyond the “Big 5”
• A process for pinpointing reading deficit areas
• Monitoring implementation and student progress

Phonemic Awareness and Phonics: Proven Practices to Get Students Off to A Quicker Start

• Teach single letter-sound relationships
• Sound structures and complex work parts
• Connect sounds to letters and letter clusters
• Phonics activities for the classroom

Better Vocabulary Instruction: Science Backed Strategies that Work

• How to assess vocabulary
• Association techniques
• Enhance vocabulary through root word meanings
• Teaching context clues

Must-Have Techniques for Improved Fluency

• How to assess reading fluency
• Build fluency through oral repetition
• The best fluency techniques for beginners
• Effective techniques for struggling readers
• Systematic progress monitoring

Reading Comprehension: Simple and Effective Strategies for Greater Comprehension

• How to improve the recall of information
• Asking and answering questions about the text
• Cooperative learning strategies for the classroom
• Comprehension monitoring

Build Background Knowledge: How Knowing About a Topic Makes Better Readers

• How background knowledge relates to vocabulary and comprehension
• Measuring background knowledge
• Categorize words for greater vocabulary development
• Contrasts and analogies to build background knowledge
• Topic focused reading strategies

Andrea Boden, EdS, NCSP, is a project manager with the University of Nebraska’s Center for Research on Children, Youth, Families and Schools.

Her extensive work in the area of teaching reading and literacy includes serving as a former Director of Assessment and Reading Coordinator K-6 Gering Public Schools, reforming a K-6 reading program that impacts 1100 students each year, and building a comprehensive system for education in four schools in northeastern Australia that was later replicated in additional schools.

In her current role, she works closely with the Nebraska Department of Education to develop plans for implementing Nebraska’s Multi-tiered System of Support that empowers schools to support and prepare all students for success by systematically delivering a range of high-quality instruction tailored to meet their needs.

Her work has a primary focus of getting evidence-based practices deeply implemented in schools, ensuring better outcomes for students.

Speaker Disclosures:

Financial: Andrea Boden is a project manager with the University of Nebraska’s Center for Research on Children, Youth, Families and Schools. She receives a speaking honorarium from PESI, Inc.

Non-financial: Andrea Boden has no relevant non-financial relationship to disclose.

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CE Information Coming Soon
Continuing education credit information is coming soon for this non-interactive self-study package.

CEs may be available for select professions, as listed in the target audience. Hours will be dependent on the actual recording time. Please check with your state licensing board or organization for specific requirements.

There may be an additional fee for CE certificates. Please contact our Customer Service at 1-800-844-8260 for more details.

**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.

• Teachers in grades pre-school through 6th grade
• Special Education Teachers
• Reading Specialists/Staff Literacy Coordinators
• Administrators
• Curriculum and Assessment Directors
• Special Education Directors
• School Psychologists
• Paraprofessionals
• Anyone involved with ensuring students learn how to read at a proficient level

This session will apply to participants that work in public schools, private schools, charter schools, and any other setting where students are learning how to read.