Moderator:
Becky Sullivan, Director, K-12 English Language Arts, Sacramento County Office of Education
Panelists:
Dr. Linda Cavazos, Executive Director, ELLAS Consulting
Shelly Spiegel-Coleman, Strategic Advisor, Californians Together
Dr. José Viana, Senior Education Advisor, Lexia Learning

Panel Abstract: With many states enacting recent policies aimed at improving literacy outcomes, this panel will consider the extent to which such policy has included research-based guidelines for Emergent Bilingual/English Learners, students with dialectical variations, and other language differences. Moderated by Becky Sullivan, our panelists will share potential insights for future legislative efforts and implementation practices.

Moderator:
Dr. Kenneth Pugh, President and Director, Haskins Laboratories
Panelists:
Dr. Marilu Gorno-Tempini, Professor of Neurology and Psychiatry, University of California San Francisco
Dr. Ioulia Kovelman, Associate Professor of Psychology, University of Michigan
Dr. Maryanne Wolf, Director, UCLA Center for Dyslexia, Diverse Learners, and Social Justice
Dr. Brianna L. Yamasaki, Assistant Professor for the Department of Psychology, Emory University

Panel Abstract: This session will engage cognitive and neuroscientists in a discussion of the current research on multilingualism and literacy development. Moderated by Dr. Kenneth Pugh, our panelists will share instructional implications based on these findings and address possible next steps in research.

Moderator:
Dr. Antonio Fierro, Chief Academic Advisor, Tools4Reading
Panelists:
Dr. Claude Goldenberg, Nomellini & Olivier Professor of Education, Emeritus, Stanford University
Dr. Sylvia Linan-Thompson, Associate Professor, College of Education, Special Education, University of Oregon
Dr. Martha Martinez, Director of Research and Evaluation, SEAL (Sobrato Early Academic Language)

Panel Abstract: This session will explore the components of a comprehensive literacy program as it relates to English Learners/Emergent Bilinguals (EL/EBs). Moderated by Dr. Antonio Fierro, our panelists will explore what the research says about foundational skills instruction and pedagogical implications for teaching literacy skills in a linguistically diverse classroom.

Moderator:
Dr. Magaly Lavadenz, Distinguished Professor of English Learner Policy, Research, and Practice, Loyola Marymount University
Panelists:
Mitchell Brookins, Educational Consultant, Teacher PRO
Dr. Amy Elleman, Director, Literacy Studies Ph.D. Program, Middle Tennessee State University
Patricia Pate, Early Learning Program Manager, SEAL (Sobrato Early Academic Language)

Panel Abstract: Proficient reading and writing skills are supported by strong language comprehension skills and prior content knowledge. Moderated by Magaly Lavadenz, this panel will discuss the research base, benefits, and implications of developing oral language skills in more than one language and linking new learning to knowledge acquired in a student’s home language.

Join The Reading League for a unique experience as we step into an important space to listen and learn. In national conversations about literacy, it is rare that groups with differing vantage points focus on common goals of listening and alignment. At the summit, experts from the English Learner / Emergent Bilingual (EL/EB) field and the science of reading community will come together to elevate our understanding of evidence-aligned literacy instruction for EL/EB students.

Expand your league by engaging with others who have different viewpoints to broaden your usual ways of thinking and come away with a richer perspective from a larger community. Listen, learn, and connect with new colleagues outside of your current network of professionals.

Hear fresh perspectives from experts not often highlighted in conversations about the science of reading. National leaders in neuroscience, policy, foundational reading skills, and language development and comprehension will engage in four panel discussions. Bring new knowledge back to your hive and spread the word!

The summit provides opportunities for collective knowledge building between panelists and attendees as we deepen our understanding of evidence-aligned instruction for EL/EBs. This is designed to be a collaborative event that will provide the opportunity to add to participants’ existing knowledge base, clarify misunderstandings, and find common ground.