Dr Judy Embry
Trainer, University of Kentucky, United States of America
Jennifer Flight
Trainer, Canadian Institute of Reading Recovery, Western Division, Canada
Dr Salli Forbes
Trainer, University of Northern Iowa, United States of America
Improvement Science
This session will share an overview of learning experiences shared between the North American Trainers Group (NATG) and Dr Anthony Bryk on learning to improve from the Carnegie Foundation’s Learning Center at Stanford University.
Christine Fraser
Trainer, Canadian Institute of Reading Recovery, Mountain Pacific Division, Canada
Acceleration Challenges: Insistent, Persistent and Consistent
This workshop will document and highlight the progress of students for whom accelerated progress is extremely difficult. Video recordings and records of progress are observed and analysed to review helpful teaching moves in a Reading Recovery context.
Joan Hobbs
Tutor, The University of Waikato, New Zealand
Understanding Text: How Do We Know That the Child Knows What the Author Intended.
An interactive presentation that will explore how as Reading Recovery teachers we can enhance and deepen the child’s awareness and understanding of the author’s intentions and message throughout all the activities of the lesson.
Dr Meg Jacobs
Research Fellow-Marie Clay Research Centre, The University of Auckland, New Zealand
Learning the Transcultural Flow of Children, Families, and Communities
What can children and families teach literacy educators when we position ourselves as unknowing? Snapshots of a multilingual playgroup demonstrate transcultural dispositions and competencies as families traverse geographical, linguistic, and cultural borders. Families reveal what they seek to sustain in their everyday practices and what they value in their communities.
Allie LeBlanc
Teacher Leader, Bricolage Academy of New Orleans, United States of America
Bringing Key Ideas to Life: Models of Knowledge in Reading Recovery
Reading Recovery professionals have deep knowledge of how children learn to read and write, and I think we could improve the ways in which we communicate this with colleagues and investors. I would like to present in a workshop format urging teachers to choose a key concept from Reading Recovery and then transform it into a model that will enhance how we communicate what we know.
Greta Stanton
Teacher Leader, Torrance Unified School District, United States of America
Cynthia Craft
Teacher Leader, San Diego County Office of Education, United States of America
Delving into Nonfiction Text in Reading Recovery
How might non-fiction texts support and/or challenge a child’s reading? Explore this question with us as we analyze little books, lesson clips, and Reading Recovery theory & procedures.
Dr Janice Van Dyke
Trainer, Canadian Institute of Reading Recovery, Central Division, Canada
Dr Betsy Kaye
Trainer, Texas Woman’s University, United States of America
Investigating Writing Development: A Journey Beyond the Known
We embark on a journey to explore independent composing, constructing and monitoring actions in writing by children in Reading Recovery and grade two classrooms. Our starting point is children writing with some ease in the classroom. Then we explore change over time in writing during Reading Recovery through videos/scenarios and discussion.
Jamie White
Teacher Leader, Fort Mill School District, United States of America
The Story of Us / I feel the Need for Speed
Children who are the hardest to teach often show difficulties with the speeded recognition of letters and hearing and recording sounds in words. This double deficit can be overcome through intensive, intentional, and reflective teaching.
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