Seminar Detail

Reading Strategies for the Classroom: The K-6 Teachers Toolbox for Making All Students Skilled Readers
Friday, December 13, 2019 at 8:00 AM - 4:00 PM

This event is no longer available for purchase.

For more information: Call (800) 844-8260
Course Description:

Teachers can change the direction of lives.

And when it comes to reading the stakes are high. Kids who struggle to read are more likely to drop out of school, end up in the criminal justice system and live in poverty.

But your classroom is full of kids who read at a variety of skill levels. And kids can struggle with reading in different ways, making your goal of great teaching for all students seem like an impossible task. It can leave you feeling ineffective, powerless and fearful that the kids you love will fail to have the bright futures they deserve.

Whether you’re a classroom education teacher, special education teacher or specialist, this training will quickly and easily give you the tools and strategies you need to transform the kids in your classroom into successful readers who believe in themselves!

In just one day you’ll be given an effective process to follow so you can:
  • Successfully work with kids at every reading level
  • Teach comprehension, vocabulary, inference, and other reading skills better than ever before
  • Quickly pinpoint reading problems and know how to correct them
  • Crack the code to developing kids who read with total confidence
  • Expertly engage students who want to give up on reading
If you only attend one continuing education program this year make it this one! Give yourself the gift of joy as you watch the lights go on in your students’ heads and know they are headed for a bright future! Sign up today!

  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
  • Test 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
Building 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
Conference Designed Especially for

  • 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


Andrea Boden, Ed.S., 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.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact or 800-844-8260 before the event.

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.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.

This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.

Massachusetts School Personnel: This course may be applicable for 6.25 Professional Development Points toward your Professional Development Plan per the Massachusetts Department of Education recertification guidelines; check with your licensing authority for more information.

New Jersey Educators, Administrators & Education Services Personnel: This activity will offer 6.0 Actual Professional Development Hours. PESI, Inc., powered by MEDS-PDN, is a registered New Jersey Professional Development Provider with the NJ Dept. of Education.

New York Educators: PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This activity will qualify for 6.25 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

Other Professions
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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