In this workshop, award-winning journalist Emily Hanford will discuss what she has learned from three years of reporting on reading instruction in American schools. Emily will tell the story of how she became interested in early reading instruction after more than a decade of reporting on education mostly at the secondary and post-secondary levels. Her September 2018 audio documentary and article, Hard Words: Why Aren’t Kids Being Taught to Read? brought mainstream media attention to the importance of teacher knowledge about the science of reading. She will explain some of the key takeaways from the cognitive science research and talk about what she has learned from teachers about their journey into understanding the implications of this research for their practice.
This workshop will be focused mostly on early reading instruction (K-2) but will be relevant for upper grades teachers who have struggling readers in their classes. Emily will present her findings in a way that will resonate for educators already knowledgeable about the reading science as well as for those who are just beginning to discover, like Emily did, the vast scientific research base on reading. This will be an open dialogue and place where you can discuss common challenges with your peers.
- Knowledge of the key concepts from the cognitive science research on reading
- Understanding of the implications of this research for your practice
- Insight into the challenge teachers face in learning about this research
- Awareness of how some curriculum materials reinforce faulty ideas about the reading process
- Familiarity with resources where you can learn more
AUDIENCE: Classroom Teachers, Literacy Instructors, Interventions, Reading Specialist, Special Educators and Administrators working with Grade K-2 students. Upper Elementary and Middle school teachers and administrators would benefit from the workshop as well.
DATE & TIME: September 30, 2019 | 9:00am-3:00pm
COST: $78.00. Workshop includes: AM break refreshments, lunch and handouts. Payment is made to The Reading Institute.
MATERIALS: Handouts provided
PDPs: 6 Professional Development Points
REGISTRATION DEADLINE: September 16, 2019
REFUND/CANCELLATION POLICY: Cancel 10 days prior to training and receive a refund minus a $25 service charge. No refund for cancellations made within 10 days of the training.
SUBSTITUTIONS: Substitutions may be made. Please notify The Reading Institute with the name of the alternate participant in advance.
CONFIRMATIONS/DIRECTIONS: Confirmations and directions will be mailed to each participant. You are not registered unless you receive a confirmation letter.
ABOUT THE PRESENTER
Emily Hanford is a senior education correspondent at American Public Media. In her 2018 documentary Hard Words: Why Aren’t Kids Being Taught to Read, Emily sparked discussions around the globe about reading instruction. She laid out the disconnect between how kids learn to read and how many of their teachers are trained to deliver reading lessons. She has been working in public media for more than two decades as a reporter, producer, editor, news director, and program host. Ms. Hanford has been at American Public Media since 2008 where she produces education documentaries. She has written and produced content for many news outlets, including NPR, The New York Times, The Atlantic, The Washington Post, the Los Angeles Times, Washington Monthly, and PBS NewsHour. Her work has won numerous honors, including a DuPont-Columbia Award, a Casey Medal, and awards from EWA and The Associated Press. In 2017, Hanford won the Excellence in Media Reporting on Education Research Award from the American Educational Research Association. She is a frequent speaker and moderator and is the host of the Ways & Means podcast. She graduated from Amherst College.