Teach Me How to Talk, Read, and Think! A Literacy and Language Development Response to Intervention Model

• In Event: 47.064 - Constructivist-Aligned Teaching Practices: Implementation, Principles, and Fidelity

Abstract

Participants will be engaged in three premises:
The importance of teaching students to talk describing a three year supplemental literacy intervention that significantly advanced the reading achievement outcomes of a group of at-risk kindergarten students in seventeen local area elementary schools. Second, impact of this intervention on students’ literate and academic lives and third, the impact that talking and reading had on students’ abilities to think will be shared. A constructive dialog about how educational professionals can collaborate to design, implement, and evaluate evidence-based early-grade literacy interventions for all students, including those who come from ethnically diverse and low-income backgrounds will be shared. Specific “nuts and bolts” of the implementation will be shared.

Author

• Joanna Lynn Neel, The University of Texas at Tyler