The Windward Institute Fall/Winter 2021 Professional Development Catalogue

Professional Development

FALL/WINTER 2021-2022 COURSES • WORKSHOPS • LECTURES All Classes Offered Virtually

Register online at thewindwardschool.org/wi

A message from

The Windward Institute In a school year like no other, educators and families were faced with the challenges of addressing the multitude of needs of children, both in the classroom and beyond.

COMMITMENT – Provide the highest standard of

This year, we were all inspired to push ourselves to be flexible and resilient in uncertain times. We focused on providing the resources needed to transform lives as the inequities in education were pushed to the forefront.

GROWTH – Expand offerings to meet the needs of

As a leader in the field of education, The Windward Institute responded to the pressing needs of students, teachers, and the broader community this past year by elevating its offerings of high-quality professional development, steeped in the Science of Reading and supported research-based practices across reading, writing, and child development.

IMPACT – Actively advocate for children with language-based learning disabilities and provide renowned expertise to guide change

By incorporating the values of The Windward community, The Windward Institute embodies its mission: to increase childhood literacy rates by disrupting the educational status quo to save more lives.

research-based educational resources through courses, workshops, webinars, and lectures educators, practitioners, and families and utilize virtual platforms to broaden the reach across the country and throughout the world

COMMUNITY – Connect and build sustainable relationships with leading education institutions, researchers, and schools We hope you are able to engage with The Windward Institute as we move into a new school year with fortitude to empower children and educators to achieve unlimited success.

thewindwardschool.org/wi

Administration Jamie Williamson

Director The Windward Institute

Annie Stutzman

Associate Director The Windward Institute

The Windward Institute’s Fall/Winter 2021-2022 courses, workshops, and lectures are all offered virtually.

Locations WI WESTCHESTER

40 West Red Oak Lane White Plains, NY 10604 (914) 908-3551 WI MANHAT TAN

212 East 93rd Street New York, NY 10128 (917) 736-9136

What is The Windward Institute?

The WI serves The Windward School and the broader educational community by providing professional development, forming partnerships, expanding The Windward School’s reputation, and advocating for students with learning disabilities. The WI continues to offer all its programs on our virtual platform, according to safety guidelines recommended by the state due to COVID-19. On-site programs will resume at The Windward School’s Manhattan and Westchester campuses as defined by safety guidelines and at the discretion of The Windward Institute.

The Windward Institute and The Windward School

The WI is a division of The Windward School, a coeducational, independent day school dedicated to providing a proven instructional program for children with language-based learning disabilities. The Windward School is committed to helping students achieve their full potential in preparation for a successful return to a mainstream academic environment.

Visit thewindwardschool.org for more information.

Accreditations

The WI is an accredited training center for The International Multisensory Structured Language Education Council (IMSLEC), enabling WI to offer national certification in Multisensory Structured Language Education. The certification program offers extensive coursework and supervision, leading to professional certification. The International Dyslexia Association (IDA) has recognized all IMSLEC-accredited training programs for meeting IDA’s Knowledge and Practice Standards for Teachers of Reading.

Graduate Credit

Participating colleges offer graduate credit for WI courses. There are additional fees, hours, and assignments. Call (914) 908-3551 for further information.

The Windward Institute is following safety guidelines recommended by the state due to COVID-19. The WI is currently offering all Fall/Winter 2021-2022 courses, workshops, and lectures virtually. E-mail wi@thewindwardschool.org for more information.

WI CLASSES AT-A-GLANCE WRITING SKILLS Class

2

Expository Writing Instruction I

Writing Strategies for Older Students

READING SKILLS Writing for Reading Comprehension in the Elementary Grades

Multisensory Reading Instruction: PAF I, Fall Session

Multisensory Reading Instruction: PAF I, Winter Session

Multisensory Reading Instruction: PAF II

Science of Reading for Educators

NEW

Phonological Awareness: Foundations for Reading Success

NEW

Date

Four Wednesdays: September 29, October 6, 13, 20, 2021

Thursday, February 3, 2022

Monday, February 28, 2022

Four Mondays: October 25, November 1, 8, 15, 2021

Four Wednesdays: January 12, 19, 26, February 2, 2022

Four Thursdays: January 13, 20, 27, February 3, 2022

Tuesday, October 26, 2021

Thursday, February 10, 2022

Time

9:00 am – 1:00 pm

4:00 pm – 6:30 pm

4:00 pm – 6:00 pm

9:00 am – 1:00 pm

9:00 am – 1:00 pm

9:00 am – 1:00 pm

4:00 pm – 6:00 pm

4:00 pm – 6:00 pm

Grade Level

Grades K-12

Grades 4-9

Grades K-4

Grades K-5

Grades K-5

Grades K-5

Grades K-12

Grades PreK-3

Fee

$625

$120

$120

$625

$120

$120

Page #

4

7

8

9

(manual included)

5

6

$625

$625

(manual included)

(manual included)

7

7

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

LANGUAGE, COGNITIVE, AND SOCIAL DEVELOPMENT Class

Language Development for Early Literacy

Mindfulness, Self-Compassion, and Stress Management for ADHD: Creating a Resilient Foundation

Tell Me a Story: Narrative Development in Preschool and Elementary Age Children

MATH SKILLS The Language of Instruction for Powerful Learning: Topics and Techniques for Teachers

Self-Advocacy, Time Management, and Planning for Children with ADHD

Mathematical Vocabulary: Teach it!

Learn it! Use it!

Remember it!

Meaningful Math: Effective Multisensory Strategies for Teaching Math

FALL COMMUNITY LECTURE A Roadmap for Success: Mississippi’s Journey to Improve Literacy Outcomes Kristen Wynn

NEW

LIVE STREAM

NEW

Date

Thursday, Tuesday, September 30, 2021 November 16, 2021

Wednesday, January 19, 2022

Four Mondays: January 31, February 7, 14, 28, 2022

Tuesday, March 1, 2022

Thursday, October 7, 2021

Thursday, January 13, 2022

Thursday, October 28, 2021

Time

4:00 pm – 6:00 pm

4:00 pm – 6:00 pm

4:00 pm – 6:00 pm

9:00 am – 1:00 pm

4:00 pm – 6:00 pm

4:00 pm – 6:00 pm

4:00 pm – 6:00 pm

7:30 pm – 9:00 pm

Grade Level

Grades PreK-3

All grades

Grades PreK-3

Grades K-8

All grades

Grades K-12

Grades 4-8

Fee

$120

$120

$120

$625

$120

$120

$120

NO FEE Registration required

Page #

10

11

12

12

13

14

15

16

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

3

WRITING SKILLS Expository Writing Instruction I Expectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course, Betsy M. Duffy, MS Ed, Director of Language Arts and Instruction at The Windward School, will present strategies for teaching expository writing in all content areas in grades K-12. The course offers specific evidence-based techniques to add structure, coherence, and clarity to students’ expository writing.

Instructional guidelines will be presented for developing complex sentences, outlining, writing paragraphs and compositions, and revising and editing. Many exemplars will explicitly demonstrate how to teach the foundational and organizational skills necessary to write an argumentative essay. An overview of how to plan an expository reading lesson as a springboard to writing is now included in the course. This prominent writing

‘‘ 4

program, developed at The Windward School, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides by Steve Graham, et al.

Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction

by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert, 2010). This writing program can be implemented in general classrooms and special education settings. Grades K-12 This course is offered for one graduate credit. There are additional hours, assignments and fees. For more information about graduate credit, contact the WI prior to registration.

PRESENTER

I thought the combination of theory, research, and hands-on approaches was extremely valuable.”

– RE AD I NG SPE CIALI S T, INDEPENDENT SCHOOL

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

DATES

TIME FEE

Betsy Duffy, MS Ed Four Wednesdays: September 29, October 6, 13, 20, 2021 9:00 am – 1:00 pm $625 (manual included)

Writing Strategies for Older Students This workshop focuses on writing skill development for students in grades 4-9 through the application of writing strategies outlined in Expository Writing I. Sarah Golden, MS Ed, a Coordinator of Language Arts at The Windward School, will explain and model the writing process including outlining, revising, and editing strategies. Skills will be modeled on how to vary students’ written language and improve syntax and grammar through sentence activities. Opportunities for practice and collaboration will provide attendees with a clear understanding for direct application in classroom and tutoring settings. Grades 4-9 Prerequisite: Expository Writing Instruction I Note: This class was updated from previously offered Expository Writing Instruction: Part Two – Grades 4-9

PRESENTER

Sarah Golden, MS Ed

DATE

Thursday, February 3, 2022

TIME

4:00 pm – 6:30 pm

FEE

$120

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

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WRITING SKILLS Writing for Reading Comprehension in the Elementary Grades Learning to write effectively is an essential skill for children across all areas of academics and in every grade. When teachers explicitly teach specific writing strategies to students, they improve reading comprehension. In this workshop, Ann Spataro, MS, a Coordinator of Language Arts at The Windward School, will explain and demonstrate how to teach writing strategies to build both writing and reading skills for students in the elementary grades. Ms. Spataro will model evidence-based approaches taught in Expository Writing Instruction I with a specific focus on summarization techniques in opinion, expository, and narrative texts. Attendees will also engage in opportunities to practice, collaborate, and receive feedback by developing a lesson plan and writing activity based on a read aloud, with the goal to implement these skills in their classrooms the next day. Grades K-3 or remedial classes in grade 4 Prerequisite: Expository Writing Instruction I Note: This class was updated from previously offered Expository Writing Instruction: Part Two – Primary

PRESENTER

Monday, February 28, 2022

TIME

4:00 pm – 6:00 pm

FEE

6

Ann Spataro, MS

DATE

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

$120

READING SKILLS Multisensory Reading Instruction: PAF I and II The Multisensory Reading Instruction: PAF Reading Program is organized in two four-session courses, emphasizing explicit, multisensory techniques for teaching reading, handwriting, and spelling in the primary grades. PAF incorporates the theories and practices of Orton-Gilllingham instruction into an early intervention program intended for children at-risk for reading difficulties. PAF can also be used remedially for struggling readers or as an effective beginning reading program for all children. Topics will include instructional practices supported by the latest research on developing accurate and fluent reading and comprehension, lesson planning, and curriculum-based assessments.

PAF I

PAF II

This course focuses on the first half of the PAF instructional sequence. Topics include the developmental stages of reading, the synergistic relationship between spelling and reading, and the importance of controlled text. Instructional techniques for teaching, phonemic awareness, the alphabetic principle (letters represent sounds), blending, word recognition, and comprehension will be discussed. Grades K-5

This course focuses on the second half of the PAF instructional sequence. Topics include long vowels, homonyms, morphemes, multisyllable words, spelling rules, testing, and transitioning out of controlled readers into grade-level text.

Grades K-5

CHOICE OF DATES:

FALL SESSION

Prerequisite: Multisensory Reading Instruction: PAF I Please contact The Windward Institute to register for this course.

WINTER SESSION

PRESENTER

Dee McKechnie, MS Ed

PRESENTER

DATES

Four Mondays: October 25, November 1, 8, 15, 2021

DATES

Four Wednesdays: January 12, 19, 26, February 2, 2022

DATES

Four Thursdays: January 13, 20, 27, February 3, 2022

TIME

9:00 am – 1:00 pm

TIME

9:00 am – 1:00 pm

TIME FEE

9:00 am – 1:00 pm $625 (manual included)

FEE

Dee McKechnie, MS Ed

$625 (manual included)

PRESENTER

FEE

Dee McKechnie, MS Ed

$625

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

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READING SKILLS Science of Reading for Educators NEW

The Science of Reading has garnered a lot of attention across educational discourse. This workshop will help teachers, school leaders, practitioners, and families understand the term, and its evolution from the fields of language, literacy, and psychology. Molly Ness, PhD will: • Define the Science of Reading • E xplain the Simple View of Reading and the recent evolution of the Advanced View of Reading • Unpack Scarborough’s Reading Rope and the subskills in effective literacy instruction • Emphasize the Science of Reading as foundational for supporting struggling readers and students identified with specific reading difficulties/disabilities • Outline classroom applications of the Science of Reading and how it translates into evidence-based practices Attendees will leave the workshop with a clear understanding of what the Science of Reading is and isn’t, how the field of the Science of Reading translates to the specific skills needed to acquire proficient reading, and evidence-based classroom practices to teach reading effectively. Grades K-12 PRESENTER

Tuesday, October 26, 2021

TIME

4:00 pm – 6:00 pm

FEE

8

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

Molly Ness, PhD

DATE

$120

Phonological Awareness: Foundations for Reading Success NEW

Speaking, reading, and writing rest on all levels of language from sounds and syllables (phonology) to sentences (syntax), to paragraphs and connected text (discourse). Children’s learning in classrooms critically depends on their awareness and competence at all stages of language processing. Phonological and phonemic awareness are vital to the acquisition of early literacy skills in the early elementary school years.

This workshop will review the developmental stages of phonological awareness and is designed to help teachers understand the phonological foundation to literacy so that all students can learn to read and write effectively. Interactive demonstrations will include ways to embed intervention during read-aloud activities with focused attention on rhyme patterns, syllable counting, and soundsin-words identification. Educators will gain resources for engaging classroom activities that facilitate phonological development for students. Grades PreK-3 PRESENTERS

Nicole Berkowitz, MS CSD, and Diane Happas, MS CSD

DATE

February 10, 2022

TIME

4:00 pm – 6:00 pm

FEE

‘‘

The evidence is clear that phonological-based instruction and ­interventions that teach kids how the code represents the sound ­structures of language and allows them to practice and build fluency is the most effective approach.”

– HUGH CAT TS, PHD PROFESSOR AND DIRECTOR OF SCHOOL OF COM MUNICATION SCIE NCE AT FLORIDA STATE UNIVE RSIT Y

$120

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

9

LANGUAGE, COGNITIVE, AND SOCIAL DEVELOPMENT Language Development for Early Literacy The precursors of early literacy development have their foundations in awareness of sounds and how sounds are related to each other in words. In this workshop, Lydia H. Soifer, PhD, will identify the phonological awareness skills essential for reading. She will also present a variety of techniques that can be used to build and solidify these abilities in young children.

Grades PreK-3 PRESENTER

Lydia H. Soifer, PhD

DATE

Thursday, September 30, 2021

TIME

4:00 pm – 6:00 pm

FEE

$120

‘‘ 10

Dr. Soifer provided specific language that can be used immediately in addition to teaching the rationale behind it. This workshop is the driving force behind what every teacher should know.”

– M IDDLE SCHOOL TEACHE R, INDEPENDENT SCHOOL

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

Mindfulness, Self-Compassion, and Stress Management for ADHD: Creating a Resilient Foundation

NEW

Mindfulness and self-compassion practices are shown to improve our well-being, motivation, and how we treat people around us. Researchers have demonstrated that from childhood to adulthood, letting go of perfectionism and self-criticism provides huge benefits in life. We can build the ability to tackle our challenges, giving ourselves the same benefit of the doubt we would give a close friend.

This perspective is even more vital with ADHD because of chronic struggles with life-management and executive function-based skills that undermine self-confidence and self-image. For parents, teens, and adults, a healthy dose of self-compassion goes a long way to managing ADHD with more persistence, skill, and success.

PRESENTER

Mark Bertin, MD

DATE

Tuesday, November 16, 2021

TIME

4:00 pm – 6:00 pm

FEE

$120

The goals of this workshop are to: •R ecognize the impact of ADHD on self-confidence and self-esteem • Understand the impact of low self-confidence and self-esteem on motivation and resilience • E xplain research in self-compassion on its own and in relation to ADHD • Introduce self-compassion practices applicable in everyday life Grades K-12

‘‘

Dr. Bertin always provides expert knowledge and experience to guide parents and educators in understanding their children’s attentional and developmental needs that are vital to academic success and overall well-being.”

– PA R E N T, I N D E P E N D E N T S C H O O L

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

11

LANGUAGE, COGNITIVE, AND SOCIAL DEVELOPMENT Tell Me a Story: Narrative Development in Preschool and Elementary Age Children Storytelling is an essential part of early childhood and elementary education.

Learning how to tell stories and understand their structure is an important precursor of reading comprehension. The strategies needed to develop these skills will be reviewed along with the developmental sequence of narrative development.

Early Childhood and grades PreK-3 PRESENTER

Lydia Soifer, PhD

DATES

Wednesday, January 19, 2022

TIME FEE

The Language of Instruction for Powerful Learning: Topics and Techniques for Teachers All teaching involves talking. Not all talking is teaching.

The content of this course is what all educators need to know about the impact of language on student learning.

From understanding the role of oral language in literacy development, including decoding, comprehension, and spelling, to questioning techniques, executive function and memory strategies, teachers will acquire the valuable skills to answer, “Who is this child?” Participants will leave with specific language techniques to use in the moment and learn how to implement them in any educational setting, in order to be every child’s best teacher. Grades K-8 This course is offered for one graduate credit. There are additional hours, assignments, and fees. Note: This class was updated from Classroom Language Dynamics: The Language of Learning and Literacy.

PRESENTER

4:00 pm – 6:00 pm $120

DATES

TIME FEE

12

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

Lydia Soifer, PhD Four Mondays: January 31, February 7, 14, 28, 2022 9:00 am – 1:00 pm $625

Self-Advocacy, Time Management, and Planning for Children with ADHD NEW

‘‘

We have to start understanding what self-management skills do over time, from early childhood [to adulthood]. There’s a lot of research saying that management skills are foundational for kids to navigate learning and challenging situations.”

Raising children who are resilient and act as strong self-advocates is a universal goal for parents and teachers. Those traits all rely on executive function, a developmental path that relates to the cognitive skills children use to organize, plan, and sustain effort towards future goals. ADHD itself is best seen as a developmental delay of these selfmanagement skills, which means it directly impacts a child’s ability to plan and build selfconfidence in order to thrive in academic and social settings. Grades K-12 PRESENTER

Mark Bertin, MD

DATE

Tuesday, March 1, 2022

TIME

4:00 pm – 6:00 pm

FEE

$120

– MARK BERTIN, MD DEVE LOPME NTAL PE D IATRICIAN

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

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MATH SKILLS MATHEMATICAL VOCABULARY: Teach it! Learn it! Use it!

Remember it!

Boost your students’ math achievement— with vocabulary. Paul Riccomini, PhD, explains how a strong vocabulary contributes to greater comprehension in many content areas, especially math.

Participants will gain specific ideas and strategies they can use in their classroom to promote the learning and retention of important vocabulary. Grades K-12

PRESENTER DATE

Thursday, October 7, 2021

TIME

4:00 pm – 6:00 pm

FEE

14

Paul Riccomini, PhD

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

$120

MEANINGFUL MATH: Effective Multisensory Strategies for Teaching Math In this workshop, members of The Windward School Math Faculty, Lauren Benjamin, MS, and Samantha Payne, MS Ed, will demonstrate highly effective, multisensory teaching models along with research-based strategies for teaching math. The instructors will break down the seven steps of a direct instruction lesson plan and explain how to implement lesson models and strategies.

The goal of this is to help students develop language skills while learning important mathematical concepts through the three phases of instruction: concrete, pictorial, and abstract. Participants will then have the opportunity to better understand the connection between the pictorial and abstract approaches by practicing model drawing strategies and incorporating feedback from the instructors. Grades 4-8 PRESENTERS

Lauren Benjamin, MS, and Samantha Payne, MS Ed

DATE

Thursday, January 13, 2022

TIME

4:00 pm – 6:00 pm

FEE

$120

A L L FALL 2021/WINTER 2022 C L A S S E S A R E V I R T UA L

15

FALL COMMUNITY LECTURE | Thursday, October 28, 2021 A ROADMAP FOR SUCCESS: Mississippi’s Journey to Improve Literacy Outcomes In recent years, Mississippi received national recognition for student gains in 4th grade reading and became a go-to source for educators, policymakers, and community leaders looking for guidance to improve literacy outcomes in their states.

This lecture will highlight Mississippi’s efforts to prioritize K-3 literacy, leverage supports, and build sustainable outcomes that create a culture focused on collective impact, equity, and change of practice.

PRESENTER

Thursday, October 28, 2021

TIME

7:30 pm – 9:00 pm

FEE RSVP

‘‘ 16

Kristen Wynn

DATE

No fee, reservation required

LIVE STREAM

thewindwardschool.org/lecture

In Mississippi, we had to make changes and provide teachers with what many of us did not receive in our teacher prep programs – a deep dive into what the research and science say about how students learned to read.”

KRISTEN WYNN State Literacy Director (K-12) Mississippi Department of Education Kristen Wynn’s service in the field of education spans 15+ years. She is committed to ensuring equitable access for all students to effective literacy instruction, highly-qualified teachers, and high-quality instructional materials. Her experience in the classroom includes teaching 1st and 2nd grade, as well as serving as a Kindergarten through 5th grade Intervention Specialist. She has also spent several years as a new teacher mentor.

Ms. Wynn previously served as a literacy coach for the Mississippi Department of Education (MDE), a Regional Literacy Coordinator, an Assistant State Literacy Coordinator, and currently serves as the State Literacy Director, where she has worked diligently to improve literacy outcomes of schools and districts across the state of Mississippi. She is the co-creator of the “Passport to Literacy” and “Passport to Literacy Boost” PreK-2nd grade literacy professional development training for teachers. During the 2016-2017 school year, she co-produced the MDE’s Literacy Focus of the Month in Action instructional videos featuring literacy coaches and students in Mississippi classrooms. During the 2017-2018 school year, she began working with coaches to increase the rigor and consistency of writing instruction in kindergarten through sixth grade classrooms through the development and implementation of Writing Galleries.

Currently, she serves as a member of the Mississippi Reading Licensure Task Force, the Mississippi Reading Panel, the Higher Ed Literacy Council (HELC) and the Governor’s Task Force for Teacher Preparation in Early Literacy Instruction. Kristen is the wife of Detective David Wynn II and the mother of two wonderful boys, Braxton and Parker.

T H E W I N D WA R D I N S T I T U T E FA L L 2 0 2 1 / W I N T E R 2 0 2 2 C L A S S E S

The Windward Institute’s Fall/ Winter 2021-2022 courses, workshops, and lectures are all offered virtually.

Locations and Contact Information WI WESTCHESTER

The Windward School 40 West Red Oak Lane White Plains, NY 10604 (914) 908-3551 WESTCHESTER CONTACT:

Asante Robinson Administrative Assistant

arobinson@thewindwardschool.org WI M ANHAT TAN

The Windward School 212 East 93rd Street (b/w 2nd and 3rd Avenues)

New York, NY 10128 (917) 736-9136

How to Register and Pay Visit our website at thewindwardschool.org/registration for all registration information. A completed registration form must accompany all forms of payment.

Pay Online by Credit Card Complete the online credit card registration form at thewindwardschool.org/registration Need assistance? Call (917) 736-9136 with your credit card information.

Pay by Purchase Order Email completed registration form/s to wiregistrations@thewindwardschool.org with a signed Purchase Order. The WI no longer accepts purchase orders by mail.

Download a registration form at thewindwardschool.org/registration

Registration Contact Information Email: wiregistrations@thewindwardschool.org Call: (914) 908-3551

MANHAT TAN CONTACT:

Erikka Ramkishun Administrative Assistant

eramkishun@thewindwardschool.org

Discount Option A discount of 10% is offered to groups of five or more from the same school or organization who enroll in the same class/ section. Contact The Windward Institute for more information prior to registration.

Graduate Credit For graduate information and registration, call (914) 908-3551.

Registration for graduate credit must be completed at least two weeks prior to the first day of the course.

Refunds The WI will honor refunds or credit no later than the registration deadline of the class and will charge a $25 administrative fee for refund processing.

Cancellation Policy The WI reserves the right to cancel any class and return all fees.

 Registration must be received by the deadline outlined in the registration form and on The Windward Institute’s website.

The

Windward Institute 40 West Red Oak Lane White Plains, NY 10604-3602 Address Service Requested

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Institute

Beacon The

The Windward Institute Journal for Educators and Parents Spring 2021 IN THIS ISSUE

The Simple View of Reading

By Hugh W. Catts, PhD

1

HEAD LINES

10

Q&A WITH INSPIRING LEADERS IN THE WORLD OF DYSLEXIA

12

TURNING THE TIDE

14

INSIDE THE INSTITUTE

16

RESEARCH ROUNDUP

19

INTERSECTING RESEARCH WITH CLASSROOM PRACTICE

22

NEWS AROUND WINDWARD

25

Learning Disabilities vs. Learning Differences: Why the Language We Use Matters

By Jamie Williamson

Magdalena Zavalía Miguens, Literacy Leader in Spanish­Speaking World

By Stephanie Huie The Masked Matthew Effect

By Annie Stutzman Scientically­Based Reading Programs: Caveat Emptor

By Dr. John J. Russell, EdD

The Simple View of Reading: Advancements and False Impressions

By Hugh W. Catts, PhD

Yes, And...A Comprehensive Model for Understanding Reading Disabilities

By Danielle Scorrano

Why Reading Aloud Is Not Just for Early Readers

By Molly Ness, PhD and Kate Sullivan

Jamaica Partnership Spotlight and Windward/Haskins Study Year 1 Data

This article was originally published in Remedial and Special Education, vol. 39, No. 5, September/October 2018. pp. 317-323, copyright © 2018 by Hammill Institute on Disabilities. Reprinted by Permission of SAGE Publications, Inc.

T

he simple view of reading (SVR) was introduced by Gough and Tunmer over 30 years ago in a short paper in this journal (Gough & Tunmer, 1986). At the time, it was unlikely that the authors had any appreciation of the impact their rather simple but insightful conceptualization would have on the field of reading. Most of this impact has been positive and has led to significant advancements in our understanding of reading comprehension (RC). In this commentary, I will highlight these advancements as well as the contributions of the other research papers in this issue. I will also raise the possibility that the impact of the SVR has not been completely positive. I will argue that the simplicity of its presentation has unintentionally contributed to some false impressions about comprehension, and in doing so, has led us astray in important ways.

A Framework for Reading Comprehension

Read The Beacon, a biannual journal publication for educators and families, featuring the latest research and articles of interest at thewindwardschool.org/thebeacon

Since the introduction of the SVR, hundreds of studies have used this model to guide their investigation and/or interpret their results. Many investigations have directly examined the main premise of the model; that is, RC is the product of decoding and language comprehension.1 This work has confirmed that much of the variance in RC can be accounted for by individual differences in decoding and language comprehension (Catts, Hogan, & Adlof, 2005; de Jong & van der Leij, 2002; Hoover & Gough, 1990).

This has been shown to be the case in English readers as well as readers of other alphabetic orthographies including Greek (Protopapas, Simos, Sideridis, & Mouzaki,

If you have a name or address change or wish to update your subscription, please email us at wi@thewindwardschool.org