Literature Studies/Reading

A Classroom Comprehension Program - Session 1

A Classroom Comprehension Program - Session 2

A Classroom Comprehension Program - Session 3

A Classroom Reading Rate Program - Session 1

A Classroom Reading Rate Program - Session 2

A Classroom Reading Rate Program - Session 3

The morning keynote focuses on brain activity research while reading takes place.

Afternoon keynote focuses on the importance of student reading and the long-term results of engaging intellectual experiences that can occur in the classroom.

**Media links from presentation available under "Related Materials" tab.**

Dyslexia Within RTI: Decoding & Spelling

Dr. Tim Odegard (MTSU Chair of Excellence in Dyslexic Studies and MTSU Professor) begins the 2016 MTSU Dyslexia Conference with a basic question - “What is Dyslexia?”.

He addresses myths about Dyslexia and cognitive processes of reading.

Emergent Bilinguals and Complex Text: Understanding the Role of Academic Language Skills in Text Comprehension for Linguistically-Diverse Adolescents and their Classmates

Dyslexia Within RTI: Letter Knowledge & Phonics

What do you do with a high school student that does not know the alphabet? Struggling learners in grades 6-12 have the same literacy needs as younger students, but they require different strategies. This session will focus on appropriate materials and methods for building literacy in middle and high school students.

Overview & Research-based Practices to Support Comprehension

Overview & Research-based Practices to Support Fluency

Dyslexia Within RTI: Phonological Awareness

Dyslexia Within RTI: Reading Fluency

Dr. Holt's presentation on RTI

Sources of Reading Comprehension Difficulties in Adolescents:What Do We Know and What Can We Do About It?

Long-term English language learners (LTELs) have been served for six years without making adequate progress. Accountability requires all students to succeed, but how? The presenters will share best practices, attitudes, and strategies to meet the needs of our long-term language learners, as well as how to prevent ELs from becoming LTELs.

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