Leading for Literacy: Supporting Early Literacy Instruction Pre-K to 3 - Jan 7th
Date: January 7, 2021
Time: 2:00-3:00 pm ET
Join Jill Pentimonti, Ph.D., and Aleksandra Holod, Ph.D. as they overview the Teacher Read Program and key considerations for literacy learning in preschool/early childhood contexts that set a strong basis for later language learning and academic success, including promoting oral language, phonological awareness, and print knowledge. Lana Santoro, Ph.D., will provide a brief overview of a seven-year, federally funded project to promote teacher read alouds for enhancing narrative and expository comprehension, vocabulary, and language development of children in grades K-2. She will outline the components of instruction and highlight critical instructional delivery look fors. She will also discuss use of a professional learning community structure to support implementation. Presenters will engage participants in discussion related to what school leaders can do to promote evidence-based instruction in preK and early elementary school.
- Learn about the critical components of oral language and vocabulary, print knowledge, and phonological awareness as key skills for literacy learning in young learners.
- Identify critical instructional look fors in the use of read alouds to promote narrative and expository comprehension.
- Access web-based tools and resources to support implementation of evidence-based literacy practices by school staff and students.
Jill M. Pentimonti, Ph.D., is Director of Research Advancement and affiliate of the Institute for Educational Initiatives at the University of Notre Dame. The focus of Dr. Pentimonti’s research is primarily on examinations of applied issues in early reading development and instruction, such as empirical validation of commonly used educational practices and evaluations of specific language and early reading interventions.
Aleksandra Holod, Ph.D. is a developmental psychologist with over 15 years of experience conducting research on education policy and practice, with a focus on early childhood. She studies the drivers of young children’s school readiness and the early origins of inequality. Her recent studies include randomized control trials of home- and school-based early literacy interventions and early childhood curricula, including an IES-funded efficacy study of a preK literacy intervention called TeacherRead in the New York City PreK for All system.
Lana Santoro, Ph.D., is Co-Principal Investigator of the Lead for Literacy Center. She teaches pre- and inservice teachers and instructional leaders, and consults with state, local, and private agencies on projects related to multi-tiered systems of support, schoolwide reading, and the implementation of evidence-based practices.
Facilitator: Lauren Artzi, Ph.D., is a Technical Assistance Coach for the Lead for Literacy Center and Senior Researcher at American Institutes for Research. She brings sixteen years of experience in education; five as an ESL teacher, and eleven years of experience in education research and as a technical assistance and professional development provider.
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