The Reading League Science of Reading

New Online Resources for Advancing Multi-Tiered Early Reading Supports in New Jersey

Join TRL NJ for a deep dive into new online resources available to educators to facilitate implementation of New Jersey Tiered Systems of Support for Early Reading (NJTSS-ER). TRL board member and Rutgers director for the NJTSS-ER initiative, Dr. Todd Glover, will highlight new online courses, action planning tools, and materials for building foundational knowledge and advancing integration of NJTSS-ER components in schools.

Unraveling Dyslexia: Dyslexia & the IDEA

"Dyslexia & the Individuals with Disabilities Act (IDEA)" is the third video in the series. This video explores the relationship between dyslexia and services offered under the Individuals with Disabilities Education Act. The video is organized around common questions that arise when discussing dyslexia and the law.

Unraveling Dyslexia: Structured Literacy

"Structured Literacy & Dyslexia" is the fourth video in the series. This video explains what is meant by a structured literacy approach to reading instruction and what this means for students with dyslexia. First, the features of explicit, systematic, and cumulative instruction are described, followed by an explanation of how these features can be applied within the delivery of effective reading instruction. Next, the content elements of a structured literacy approach are reviewed, which include decoding, spelling, writing, and comprehension. Finally, the features of instruction specifically for students with dyslexia are delineated.

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia

Dyslexia is one of the most studied cognitive phenomena in educational and psychological research. A group of researchers has recently completed an analysis of more than 50 studies over the past 40 years and will be sharing their results. The findings and presentation will touch on factors like the student characteristics and intervention characteristics (dosage, instructional components, multisensory, group size) that affect outcomes.

Please join us for Dr. Colby Hall and colleagues Karen Kehoe, and Katlynn Dahl-Leonard.


Climbing the Ladder of Reading and Writing with Nancy Young

Using her internationally recognized Ladder of Reading and Writing infographic, Nancy will describe the wide range of ease as children learn to read and write. She will emphasize the need to differentiate instruction and materials to ensure ALL students continue to move forward in their learning every day, no matter where they are in their climb.

Nancy Young is an educational consultant providing professional development in the areas of reading and writing instruction. Her specialty areas include differentiated instruction and skill-based movement. Nancy an author and innovator of The Ladder of Reading and Writing.


Structured Literacy: What About Writing?

With all the talk about structured literacy, how and where does writing fit in? What does the research say about writing instruction, and what components are often overlooked? This session will provide an overview of writing research, unpack the crucial elements of early writing instruction, and provide a few writing activities teachers can use with their students.


No Time to Waste: Structured Literacy for Young Adults

Participants will envision an evidence-based structured literacy program through the lens of an adolescent emerging reader. Aspects of leadership are discussed by a pioneering superintendent whose dedication to equity led to the first public high school structured literacy program in her state. Successful instructional approaches designed specifically for older students’ unique social and emotional needs are presented by a special educator. Outcomes and anecdotes are shared throughout the hour, painting a picture of our program’s emphasis on success and dignity. Reflections from adolescents highlight the central role reading plays in building belonging—inspiring educators and administrators to meet the needs of struggling older students with urgency, expertise, compassion, and joy.

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