What is the latest research on reading comprehension instruction? Explore the three most powerful approaches to teaching close reading in ways that develop deep comprehension. These approaches include the coordinated use of multiple strategies at once, text structure analysis, and meta-cognitive 'fix-ups'. Learn how to support students' executive functioning and enable them to self-regulate (with self-statements, self-monitoring, and goal setting) so they can effectively guide and motivate themselves through the process of close reading. Equally important, explore realistic, time-efficient, and manageable ways that we (and students) can regularly monitor impact and clearly see growth in comprehension. Doing so allows us to continuously personalize instruction, based on each students' rate of growth as well as their unique strengths and struggles. Learn new promising research on how writing to learn (short writes in response to texts) can also build the kinds of critical thinking skills that are essential to deep reading comprehension.

This seminar runs from 8:15 am to 2:30 pm.

LEARNING OBJECTIVES

Participants will be able to:
 
• Describe the three most research-validated reading comprehension approaches
• Explain how students can self-regulate as they read closely
• Incorporate (then remove) scaffolds that support executive functioning
• Explore ways to monitor the impact of instruction, set goals, and personalize instruction
• Discover how to leverage 'short writes' in response to texts to strengthen reading comprehension
• Establish realistic, time efficient, and manageable ways to monitor student growth
• Adapt these approaches to your unique teaching situations
 

WHO SHOULD ATTEND

This seminar is applicable for 2-8 teachers, reading and writing teachers, instructional coaches, special educators, psychologists, social workers, speech-language pathologists, and leaders at the school or district level.

 

WORKSHOP LEADER

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Leslie Laud, EdD, is the Director of thinkSRSD, and has taught courses at both Bank Street College, Columbia University, and Massachusetts General Hospital’s Speech, Language, and Literacy Center. She has also taught both special and general education, served as a principal, published in peer-reviewed journals, and consulted nationally on literacy and school change. Dr. Laud has authored several books, most recently Releasing Writers: Evidence-Based Strategies for Developing Self-Regulated Writers (2017) and Using Formative Assessment to Differentiate Middle School Literacy Instruction (2012)