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The Science of Teaching Reading Part 1: Educator Knowledge, Professional Development, and Student Reading Achievement
Sun, April 14, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 4Session Type: Symposium
Abstract
This symposium session will be part 1 of the science of ‘teaching’ reading series and will explore the potential importance of teacher knowledge in the science of teaching reading. It complements the session, “The Science of Teaching Reading Part 2: Instructional Approaches that Promote Reading Development,” which is primarily focused on classroom instruction and student reading outcomes. The present symposium includes four papers on the following topics:(1) factors that influence teachers’ use of evidence based instructional practice; (2) the effectiveness of a popular professional development program aimed at improving teacher knowledge of the science of reading; (3) the complexities of teacher knowledge and reading instruction; and (4) the role of teacher assessment in translating the science of reading.
Sub Unit
Chairs
Papers
Exploring Teacher Characteristics and Contextual Factors in Early Reading Instruction to Improve Implementation - Marissa Pilger Suhr, University of Washington; Nancy J. Nelson, Boston University; Jessica Markham Anderson, Boston University; Derek Kosty, Oregon Research Institute
Effects of a Professional Development Program on Third-Grade Reading Achievement in the Context of Colorado’s READ Act - Brian M. Gearin, Lexia; Rajendra Chattergoon, Cambium Learning Group, Inc.; Young-Suk Grace Kim, University of California - Irvine; Shayne B. Piasta, The Ohio State University; Elizabeth Brooke, Lexia Learning
The Science of Teaching Reading Comprehension: Evaluating Our Progress Since Durkin’s Seminal Study - Philip Capin, University of Texas at Austin; Katlynn Dahl-Leonard, University of Virginia; Colby Hall, University of Virginia; Eunsoo Cho, University of California - Riverside; Nayoung Yoon, University of Texas at Austin; Eleni Chatzoglou, University of Texas at Austin; Tim T. Andress, University of California - Irvine; Sharon R. Vaughn, University of Texas at Austin