Live Events

Our Live Events provide 1.5 – 3 hour training on a variety of topics to support educators in strengthening their practice using the Science of Reading as a foundation.

Live Events

Our Live Events provide 1.5 – 3 hour training on a variety of topics to support educators in strengthening their practice using the Science of Reading as a foundation.

Continuing Education Credits

The Reading League is an approved sponsor for CTLE, IMSLEC, and ALTA. All Live Event participants will be provided a certificate of attendance.

Tracy Weeden

Culturally Relevant Literacy – The Human Right of the 21st Century

Presented by: Dr. Tracy Weeden

Virtual | Pre-Recorded

  • Available: 9 AM EST; November 19, 2022

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Abstract:
In a knowledge economy, the human right of the 21st Century is literacy. Is it culturally responsive to teach the structure of the English Language explicitly to students from historically marginalized groups? What is a balanced and honorable approach as educators serve what will be an increasingly diverse student demographic? What are the considerations for acknowledging the dialect and language of origin in the process of scaling evidence-based practices responsibly?

Dr. Tracy White-Weeden, President & CEO, Neuhaus Education Center

Dr. Tracy White-Weeden is a seasoned leader dedicated to advancing literacy success for all and academic excellence for children. She brings 28 years of experience to a calling of shaping dynamic systems-change so that children are well prepared for the realities of a 21st-century knowledge economy. White is also a relentless literacy advocate who frames literacy as a fundamental human right that transforms the family tree when evidence-based practices are scaled responsibly. Her life’s work has been to position literacy success for all as a moral imperative that creates a place at the table for every child and adult, regardless of zip code or country of origin.

Stephanie Stollar

What’s All the Rush? The Science of Oral Reading Fluency

Presented by: Dr. Stephanie Stollar

Virtual | Pre-Recorded

  • Available: 9 AM EST; November 19, 2022

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Abstract:
Reading fluency has been described as the bridge between word recognition and reading comprehension. Although Oral Reading Fluency (ORF) assessments can reliably measure reading fluency and can accurately predict reading comprehension, this efficient and elegant measure is often misunderstood. This workshop will provide clarity on the value of ORF data for decision-making in elementary classrooms. Participants will gain information on the research on ORF as an indicator of overall reading competence, explore the relationship between ORF and RAN, learn to interpret ORF scores, and be equipped with instructional approaches to improve the passage reading fluency of their students.

Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting LLC and the creator of The Reading Science Academy.

Dr. Stollar is a part-time assistant professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance supporting reading science in higher education. As a board member for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference. Dr. Stollar has worked as a school psychologist, an educational consultant, and as Vice President for Professional Learning for Acadience Learning Inc. She has provided professional development, conducted research, and published in the areas of assessment, early intervention, and collaborative problem-solving. She is passionate about improving educator knowledge and aligning school systems to prevent reading failure.

Purchase Access to Both Sessions

Dr. Weeden’s and Dr. Stollar’s sessions are available to watch beginning at 9 am EST on November 19. After the release, you will have unlimited access to both sessions at any time that is convenient for you.

Get both sessions for only $10!

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Past Events

Rock Your Literacy Block

Presented by: Lindsay Kemeny

Lindsay Kemeny has been teaching elementary school for 11 years and is currently teaching second grade. After her son was diagnosed with dyslexia and depression, she began her deep dive into effective literacy instruction. She is a CERI certified Structured Literacy Classroom Teacher and has a master’s degree in Curriculum and Instruction. In addition to being a classroom teacher, Lindsay has served as a teacher mentor, reading interventionist, and presenter. She has had articles published in The Reading League Journal and Dystinct Magazine. She lives in northern Utah with her husband and four children. You can read about her journey at thelearningspark.blogspot.com.

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Learning Letters: New Evidence on Instruction and Long-standing Debates

Presented by: Theresa Roberts

Theresa Roberts earned a PhD. in Educational and Developmental Psychology from the University of California, Los Angeles (UCLA). She was a professor at California State University, Sacramento (CSUS) for twenty-five years and taught courses in human development and language and literacy to undergraduate and master’s level students. Her research focuses on early language, literacy, and motivation with a special interest in emergent bilingual children. Publications of this work have appeared in journals such as Reading Research Quarterly, the Journal of Educational Psychology, Early Childhood Research Quarterly, and Child Development. Her most recent research, funded by the Institute of Education Science (IES) investigated theoretical and applied questions on alphabet instruction. Her work with schools includes teacher professional development and observing and participating in children’s literacy learning in early childhood classrooms.

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Background Knowledge – What is it Good For?

Presented by: Reid Smith

Reid Smith is a primary teacher and Head of Curriculum, Assessment and Instruction at a school in regional Australia. Reid is a PhD candidate at La Trobe University, studying the relationship between knowledge availability and reading comprehension in primary-aged children. He is a member of the La Trobe Science of Language and Reading (SOLAR) Lab, and was recently awarded the Learning Difficulties Australia Tertiary Student Award in recognition of his contribution to research in the field of learning difficulties.

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