Welcome and Keynote Address: Building Infrastructure for the Next Waves in Reading Reform (8:30-10:00 am)

Rachael Gabriel, PhD
Professor of Literacy Education, University of Connecticut

In this address, Dr. Gabriel will describe lessons from the research about the history of reading reform in the U.S., a recent study of international patterns in reading policy, and the roles of school and classroom infrastructure for building a resilient and inclusive science of reading.

What Counts as Quality for High Quality Instructional Materials (HQIM)? (10:30-11:45 am)

Rachael Gabriel, PhD
Professor of Literacy Education, University of Connecticut

This session shares findings from a study comparing eight nationally available ELA curriculum rating tools and considering the evidence that supports criteria deployed in each. We discuss the ways that assumptions and values are applied to curriculum review – both explicitly and implicitly – in the absence of the evidence of impact we often wish were available. Then, we examine the strategies deployed by different tools, both to demonstrate no tool is more valid or reliable than another, and to invite session participants to consider the features of each that resonate with the particular needs and values of their school communities.

Intervention Essentials: Getting the Most Out of Reading Recovery (1:00-2:15 pm)

Katie Kurumada, PhD
Clinical Associate Professor, Georgia State University

We know that Reading Recovery is essential to a comprehensive literacy program. But how can you make the most out of what the intervention has to offer? This session will use data on successful implementations to provoke conversation and opportunities to envision new possibilities for your site.

Administrators to Teacher Session (2:45-4:00 pm)

Administrators may select a concurrent breakout session from among the 2:45-4:00 pm sessions listed below.

Early Bird: Orthographic Mapping and Reading Recovery (7:00-8:15 am) [57 remaining]

(This session will be repeated on Friday at 8:30 am)
Jeffery L. Williams, Reading Recovery Teacher Leader in Residence, The Ohio State University

Current reading initiatives focus much attention on the concept of orthographic mapping. This session explores the importance of orthographic mapping within Clay’s literacy processing theory and demonstrates how and where this happens across Reading Recovery lesson components, procedures, and prompts.

I will not attend the Early Bird Session

Breakout A1: Critical Aspects of Early Learning [52 remaining]

Sue Duncan, PhD
Reading Recovery and Successful Start Trainer, Georgia State University

Critical aspects of early learning are the undergirding and building blocks of later processing in reading. Dr. Duncan will explore critical aspects of early learning and the teaching that is necessary.

Breakout A2: Writing: The Cinderella of the Reading Recovery Lessons [19 remaining]

(This session will be repeated on Friday at 1:00 pm.)
K. Journey Swafford, PhD
Executive Director, Paths to Literacy Initiatives, Georgia State University

Does writing often get shortchanged in your Reading Recovery lesson? If you'd like to get more out of this component of the lesson framework, attend this session. We will talk about writing in roaming, considering audience, and the impact of writing to enhance reading comprehension.

Breakout A3: Reading Recovery Word Work in a Science of Reading Era [41 remaining]

(This session will be repeated on Friday at 1:00 pm.)
Donita Shaw, PhD
University Training Center, Oklahoma State University

The main goal of this session is to understand and apply Literacy Processing Theory to teach word work throughout the Reading Recovery lesson. A secondary goal will be how to communicate Reading Recovery’s effective word work practices with people of differing viewpoints.

Breakout A4: Planning for Success: Using Lesson Records to Guide Strategic Teaching [77 remaining]

*Required for all teachers in training.
Richelle Barkley, Reading Recovery Teacher Leader, Warren Woods Public Schools

This session is intended for teachers-in-training and newly-trained teachers. Participants will examine lesson records and determine effective and useful information to include in order to plan and guide lessons. The session will focus on the understanding Marie Clay’s theory and procedures to capture, reflect upon, and plan effective lessons.

I will not attend a session during this time period.

Breakout B1: Orchestration and Integration: Moving Beyond Item Knowledge

(This session will be repeated on Friday at 8:30 am.)
Jamie Lipp, PhD
Mary Fried Endowed Clinical Assistant Professor and Reading Recovery Trainer, The Ohio State University

Many children enter Reading Recovery lessons with high item knowledge. Often this high-item knowledge does not specifically translate into higher text reading and writing abilities. Together we will evaluate how to build on this strength to support the strong integration skills needed for success.

Breakout B2: Nonfiction Writing: Bridging Reading Recovery Lessons & Classrooms

(This session will be repeated on Friday at 8:30 am.)
Lisa Pinkerton
Marie Clay Endowed Chair, The Ohio State University

For Reading Recovery students to achieve accelerated progress by the end of their intervention, they must be able to write at the level of their average classmates. Participants will learn how to harness the power of three nonfiction writing genres to bridge Reading Recovery and classroom writing, fostering independence and agency.

Breakout B3: Supporting Multilingual Learners’ Language Approximations

Katie Kurumada, PhD, Clinical Associate Professor, Georgia State University

Multilingual students bring rich language experiences to lessons. As these students are becoming proficient in the language of books, how do we assess them in a way that helps us monitor their processing and move their learning forward? Participants are asked to bring examples of Running Records from students for this interactive session.

Breakout B4: Using Writing to Fuel Acceleration--THIS SESSION IS CLOSED. PLEASE SELECT ANOTHER ONE DURING THIS TIME.

Jeffery L. Williams
Reading Recovery Teacher Leader in Residence, The Ohio State University

The writing component of a Reading Recovery lesson is unique in early interventions and represents an opportunity for acceleration. This session explores current understandings about the importance of writing and how writing fosters acceleration and examines ways to move learners forward.

I will not attend a session during this time period.

Breakout C1: Fostering Book Joy in Reading Recovery Students

Lisa Pinkerton
Marie Clay Endowed Chair, The Ohio State University

We teach students how to read, but do we also teach students how to love reading? We will explore how to foster book joy in Reading Recovery students throughout the lesson framework and series by investigating the role that emotions and relationships play in developing motivation and agency.

Breakout C2: Growing Students' Writing Complexity Over a Series of Lessons

Donita Shaw, PhD
University Training Center, Oklahoma State University

Come to this session to learn more about the reciprocity of reading and writing. Practical teaching ideas and evaluation of students’ writing will be presented. Your session take-away will be how you can grow your students’ writing complexity.

Breakout C3: Roaming: Responsive or Routinized?

K. Journey Swafford, PhD
Executive Director, Paths to Literacy Initiatives, Georgia State University

Do you want to get more out of this time with your students? Attend this session to review roaming and consider some new (to you) practices to provide greater opportunities for your students. Bring your LLDI text!

Breakout C4: Taking Records of Reading Continuous Texts - Running Records: A Deeper Analysis

*Required for all teachers in training. Newer teachers welcome.
Joanne LeBlanc, PhD
Reading Education, Reading Recovery Teacher Leader, Rochester Community Schools

Lynn Newmyer, MAT
Reading & Learning Disabilities, Reading Recovery Teacher Leader, Genesee Intermediate School District

Running Records are authentic assessments that reveal a student’s strength in reading, next steps in learning, and next steps for teaching. Conventional recording is one piece of the learning; however, the critical piece is the analysis which informs instruction. In this session, we will explore and discuss in-depth analysis.

I will not attend a session during this time period.

Early Bird: Critical Aspects of Early Learning [68 remaining]

(This session is a repeat of Session A1.)
Sue Duncan, PhD
Reading Recovery and Successful Start Trainer, Georgia State University

Critical aspects of early learning are the undergirding and building blocks of later processing in reading. Dr. Duncan will explore critical aspects of early learning and the teaching that is necessary.

I will not attend this Early Bird session.

Breakout D1: Supporting Multilingual Learners’ Language Approximations

(This session is a repeat of Session B3.)
Katie Kurumada, PhD
Clinical Associate Professor, Georgia State University

Multilingual students bring rich language experiences to lessons. As these students are becoming proficient in the language of books, how do we assess them in a way that helps us monitor their processing and move their learning forward? Participants are asked to bring examples of Running Records from students for this interactive session.

Breakout D2: Nonfiction Writing: Bridging Reading Recovery Lessons & Classrooms

(This session is a repeat of Session B2.)
Lisa Pinkerton
Marie Clay Endowed Chair, The Ohio State University

For Reading Recovery students to achieve accelerated progress by the end of their intervention, they must be able to write at the level of their average classmates. Participants will learn how to harness the power of three nonfiction writing genres to bridge Reading Recovery and classroom writing, fostering independence and agency.

Breakout D3: Orchestration and Integration: Moving Beyond Item Knowledge

(This session is a repeat of Session B1.)
Jamie Lipp, PhD, Mary Fried Endowed Clinical Assistant Professor and Reading Recovery Trainer, The Ohio State University

Many children enter Reading Recovery lessons with high item knowledge. Often this high-item knowledge does not specifically translate into higher text reading and writing abilities. Together we will evaluate how to build on this strength to support the strong integration skills needed for success.

Breakout D4: Orthographic Mapping and Reading Recovery--THIS SESSION IS CLOSED. PLEASE SELECT ANOTHER ONE DURING THIS TIME.

(This is a repeat of the Thursday Early Bird session.)
Jeffery L. Williams
Reading Recovery Teacher Leader in Residence, The Ohio State University

Current reading initiatives focus much attention on the concept of orthographic mapping. This session explores the importance of orthographic mapping within Clay’s literacy processing theory and demonstrates how and where this happens across Reading Recovery lesson components, procedures, and prompts

I will not attend a session during this time period.

Keynote Address: Lessons Learned from the Science of Reading Movement

Jamie Lipp, PhD
Mary Fried Endowed Clinical Assistant Professor and Reading Recovery Trainer, The Ohio State University

The current educational climate has been increasingly challenging to navigate. As we move forward as educators, join Dr. Lipp to consider the important implications that may inform our teaching, learning, and advocacy.

I will not attend the Keynote Address.

Breakout E1: It’s All About Relationships

Sue Duncan, PhD
Reading Recovery and Successful Start Trainer, Georgia State University

Helping children to see and hear relationships helps them to problem solve new words in reading and writing and is generative. This session will explore ways in which we can help children to develop this power.

Breakout E2: Writing: The Cinderella of the Reading Recovery Lessons

(This session is a repeat of Session A2.)
K. Journey Swafford, PhD
Executive Director, Paths to Literacy Initiatives, Georgia State University

Does writing often get shortchanged in your Reading Recovery lesson? If you'd like to get more out of this component of the lesson framework, attend this session. We will talk about writing in roaming, considering audience, and the impact of writing to enhance reading comprehension.

Breakout E3: Reading Recovery Word Work in a Science of Reading Era

(This session is a repeat of Session A3.)
Donita Shaw, PhD
University Training Center, Oklahoma State University

The main goal of this session is to understand and apply Literacy Processing Theory to teach word work throughout the Reading Recovery lesson. A secondary goal will be how to communicate Reading Recovery’s effective word work practices with people of differing viewpoints.

I will not attend a session during this time period.