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University of NORTH ALABAMA at the
Welcome Welcome
WE’RE GLAD
YOU’RE HERE! WE’RE GLAD YOU’RE HERE!
Dear Colleagues,
We extend the warmest of welcomes to you as we engage in our third annual Alabama Higher Education Science of Reading Symposium When we launched this event a few years ago, we hoped it would offer an important space in which we could collaborate across the state, exchanging ideas, sharing experiences and growing in our practice We are absolutely delighted by the impact of this Symposium and thrilled to see the ongoing collective conversations that continue today because of it
This year, we are excited to offer once again an incredible list of concurrent sessions covering a wide range of topics, including field-based experiences, special education, reading disorders and innovative science-based literacy instruction. We are so thankful to our colleagues across the state for presenting these sessions.
We are also so pleased that Bonnie Short, Director of the Alabama Reading Initiative, Dr. Alethea Hampton, Educator Preparation Administrator, Alabama State Department of Education, and Dr. Lauren Brannan, Regional Literacy Specialist, Alabama Reading Initiative, are offering our keynote presentations this year. We look forward to learning from them! We continue to be grateful for the tremendous work they each do to impact our state.
We extend our sincerest gratitude to our Symposium sponsors and vendors We are so grateful that you are willing to invest in this important work, and we could not offer this wonderful collaborative experience without you Thank you for supporting our endeavors to provide the highest quality science-based instruction to our pre-service teachers The result of your support will be felt for years to come as these teachers enter the field and powerfully impact student learning
Thank you to our UNA community who has worked so hard to bring this Symposium to life, to Gov Kay Ivey, our Alabama legislators and our Alabama State School Board for making reading a priority in our state, and most of all, thank you to each of you for not only joining us today but for the work you do every day to encourage, nurture and inspire our future teachers We know the countless hours and passionate service you pour into these young lives; you are making a difference that will impact generations to come
We invite each of you to enjoy an honest, sincere, collective conversation over these next two days as we share, learn, grow, encourage and inspire each other.
Sincerely,
Lisa Clayton and Lorie Johnson Symposium Co-Chairs
Keynote Speakers
Day 1 Sessions at-a-glance
Day 2 Sessions at-a-glance
Day 1 Session Descriptions
Day 2 Session Descriptions
Symposium Survey Welcome
Vendors
Sponsors
Keynote KeynoteSPEAKERS
Day 1 - Opening Session
Dr.LauraBrannan
Dr.AletheaHampton
Ms.BonnieShort
Dr Brannan has worn many hats during her 18 years in education, including paraprofessional, first grade teacher, technology teacher, Associate Professor, education preparation program evaluator, and National LETRS professional learning facilitator. She is now serving as a Regional Literacy Specialist for the Alabama Reading Initiative, where she serves full support schools and educator preparation programs around the state.
Dr. Alethea Hampton returned to the ALSDE as the administrator for educator preparation April 2023. She and her staff oversee the approval and accreditation process for Alabama’s 24 EPPs. Additionally, she supervises the mentoring program and Educator Assessment.
Day 2 - Luncheon
Bonnie Short began serving as the Director of the Alabama Reading Initiative in July of 2021 following her brief time as a Regional Literacy Leadership Specialist where she supported principals and central office personnel with implementing the Alabama Literacy Act Her previous work as a primary grade teacher, reading coach, school principal, and ARI regional greatly guides her state work Bonnie received her postgraduate degrees from Auburn University, the University of Alabama of Birmingham, and Troy University in addition to becoming a Nationally Certified teacher. As she navigates each role, she clings to two ultimate goals: (1) hang out with people who make you better and (2) leave things better than the way you found them.
8:00 8:30 11:00 10:15
WEDNESDAY, JANUARY 29, 2025
Registration and Continental Breakfast
Location Guillot University Center, Performance Center
Opening General Session
Welcome
Dr. Felecia Harris, Chair, Department of Teaching, Learning, and Leadership
University of North Alabama
Keynote Introductions
Dr. Lisa Clayton, Program Coordinator, Elementary and Early Childhood Education
University of North Alabama
Panel Session | EPP Connect: We Are Better Together
Dr. Lauren Brannan, Regional Literacy Specialist
Alabama Reading Initiative
Dr. Alethea Hampton, Educator Preparation Administrator
Alabama State Department of Education
Session 1 (Choice of 3 Presentations)
Bridging Theory and Practice: Integrating the Science of Reading in Early Childhood Education at a University-Run Child Development Center
Location Guillot University Center, Performance Center
A Multifaceted Approach to Using Children's Literature
Location Guillot University Center, The Loft
Supporting Teacher Candidates in their Literacy Field Placement
Location Guillot University Center, Room 200
Lunch
Location Guillot University Center, Banquet Hall
Greetings
Dr. Jean Ann Helm Allen, Associate Dean of Educator Preparation and Certification
University of North Alabama
12:45 1:45 2:45
WEDNESDAY, JANUARY 29, 2025
Session 2 (Choice of 3 Presentations)
Unpacking the Literacy Standards with Preservice Teachers Using Science of Reading Implementation Boxes
Location Guillot University Center, Performance Center
Scarborough’s Reading Rope Matters: A Longitudinal study of The Scarborough Reading Rope Actualized through the Literacy Factory Afterschool Program at Oakwood University
Location—Guillot University Center, The Loft
Reaching Students with Challenging Behaviors through Different Literacy Instruction Techniques
Location Guillot University, Room 200
Session 3 (Choice of 3 Presentations)
Planting Seeds and Meeting Needs: Cultivating Effective Practices Through Faculty Co-Teaching in Pre-Service Literacy Teacher Education
Location Guillot University Center, Performance Center
Merging Literacy and Science Pedagogy: Integrating and Enhancing Methods Courses Based on the Requirements of the Literacy Knowledge and Practice Standards
Location Guillot University Center, The Loft
Oh! The Places You Will Go….with Pleasantly Plump Plans
Location Guillot University Center, Room 200
Session 4 (Choice of 3 Presentations)
Not All Those Who Wander Are Lost: How One Upper Division University
Moved to Embrace The Journey of Integrating EPP Literacy Standards, the SOR, and Field Experience to Support Pre-Service Teachers
Location Guillot University Center, Performance Center
Empowering Learners: Embracing a Multimodal Approach to Enhance Education for Dyslexic Students
Location Guillot University Center, The Loft
The Comprehension Commitment
Location Guillot University Center, Room 200
8:15 8:30 11:30 1:45
THURSDAY, JANUARY 30, 2025
Continental Breakfast
Location Kilby Laboratory School
*General Session in the gymnasium followed by classroom visits
General Session
Welcome
Dr. Lorie Johnson, Associate Professor, Elementary Education University of North Alabama
Introduction and Tour of Kilby Laboratory School
Dr. Eric Kirkman, Director Kilby Laboratory School
Luncheon
Location Guillot University Center, Banquet Hall
Keynote Introduction
Dr. Katie Kinney, Dean, College of Education and Human Sciences University of North Alabama
Keynote: Can You Take Me Higher?
Bonnie Short, Director, Alabama Reading Initiative
Alabama State Department of Education
Session 5 (Choice of 3 Presentations)
LiteracyProgramDesignfromtheGroundUp:ACollaborationBetween theUniversityofMobileandtheAlabamaReadingInitiative
Location GuillotUniversityCenter,PerformanceCenter
AnSORRoundtablePresentationfeaturing: LiteracyasMirrorsandWindows EmpoweringPreserviceTeacherswithScienceofReadingand ReadingBetweenTheLines:TheIntersectionalityofAutism,
Community-Based Learning Experiences Inference, and Reading Comprehension
Location Guillot University Center, The Loft
Multisensory Literacy Instruction for Teacher Candidates
Location Guillot University Center, Room 200
THURSDAY, JANUARY 30, 2025
Location Guillot University Center, The Loft 2:45
Session 6 (Choice of 3 Presentations)
Teaching Reading in the Spirit: Making CRP a Reality
Location Guillot University Center, Performance Center
Setting them up for Success! Expecting and Upholding Academic Integrity in Online Reading Courses
I teach English Learners, what considerations must I have when I teach reading and writing?
Location Guillot University Center, Room 200
Opening Session - 8:30 am
EPP Connect: We Are Better Together
Presented By:
Dr. Lauren Brannan, Regional Literacy Specialist - Alabama Reading Initiative
Dr. Alethea Hampton, Educator Preparation Administrator - Alabama State Department of Education
Time: 8:30 am Location Guillot University Center, Performance Center
All educator preparation faculty and administrators are invited to connect and collaborate in an engaging work session in which we will plan our path forward for literacy teacher preparation in Alabama.
Session 1 - 10:15 am
Bridging Theory and Practice: Integrating the Science of Reading in Early Childhood Education at a University-Run
Child Development Center
Presented By:
Mrs. Kacey Weekley, Ed.S, Assistant Professor and COE Liaison - UWA Child Development Center
Mrs Tiffany Webb, M Ed, Director - UWA Child Development Center
Time: 10:15 am Location— Guillot University Center, Performance Center
This presentation explores the integration of the Science of Reading within a university-run child development center, emphasizing its role in preparing future educators By aligning the center's curriculum with evidencebased literacy practices such as phonemic awareness, phonics, vocabulary, fluency, and comprehension participants will learn how theoretical concepts are applied in real-world settings We will discuss professional development initiatives for staff and share insights from teacher candidates who have engaged in hands-on experiences, highlighting the practical applications of these strategies Additionally, the presentation will address the importance of family and community engagement in fostering literacy. Attendees will leave with actionable strategies to enhance literacy instruction and promote collaboration across educational settings.
A Multifaceted Approach to Using Children's Literature
Presented By:
Dr. Kate Scarborough, Assistant Professor Teacher Education - Samford University
Dr. Hannah Kennedy, Assistant Professor Teacher Education - Samford University
Dr. Tarsha Shepard, Associate Professor Teacher Education - Samford University
Time: 10:15am Location Guillot University Center, The Loft
As faculty members in Teacher Education, we sought a way to scaffold preservice teachers’ ability to effectively use questioning as a comprehension strategy and teach strong qualities of character to the future generations of children they teach Using high quality children’s literacy and questioning strategies, preservice teachers apply knowledge and skills to teach reading skills while addressing character development in children
Presenters will share this promising practice for use with preservice teachers as well as initial findings from a qualitative study. The practice suggested has multifaceted benefits to both children and preservice teachers in areas of reading development and character development. While this is shared within the teacher education setting, school districts and teachers can modify this idea to fit their schools
1
SESSION Descriptions Descriptions
Supporting Teacher Candidates in their Literacy Field Placement
Presented By: Dr. Kristin Zimbelman, Associate Professor - Huntingdon College
Time: 10:15am Location Guillot University Center, Room 200
Let us just refer to this as trial-and-error, or more like trial-and-many-errors Through a re-re-redesign of all four literacy courses so as to align with the Science of Reading, the new higher education literacy standards, and in the shadow of the Foundations of Reading exam, Dr Zimbelman has found some practical ways to make the field experience relevant for her teacher candidates. In this session she hopes to share what has worked in terms of relationships with cooperating teachers, visits to the field, assignments, materials, and lessons.
Session 2 - 12:45 pm
Unpacking the Literacy Standards with Preservice Teachers Using Science of Reading Implementation Boxes
Presented By:
Dr. Lisa Clayton, Professor - University of North Alabama
Mrs Chelsea Scott, Lecturer - University of North Alabama
Dr. Faith Kelley, Assistant Professor - University of North Alabama
Time: 12:45 pm Location Guillot University Center, Performance Center
This presentation will highlight how literacy materials are utilized in an early childhood literacy methods course The University of North Alabama applied for an Alabama Reading Initiative grant to support the creation of “Science of Reading Implementation Boxes” The materials support pre-service teachers in developing pedagogical content knowledge in preparing literacy lessons in the areas of phonological awareness, phonics, fluency, vocabulary, and comprehension. The presentation will include demonstration of the materials and how pre-service teachers engaged with them to increase their understanding. These materials will be used to help unpack the preservice literacy standards
Scarborough’s Reading Rope Matters: A Longitudinal study of The Scarborough Reading Rope Actualized through the Literacy Factory Afterschool Program at Oakwood University
Presented By:
Dr. Dana Wilchcombe, Associate Professor of Education - Oakwood University
Time: 12:45 pm Location Guillot University Center, The Loft
The Scarborough Reading Rope has two basic components: word recognition (decoding) and language comprehension Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known and remediated. Student achievement occurs when teacher candidates are acutely aware of the zone of proximal development (ZPD) of their students This investigation will determine if use of Scarborough’s Reading Rope will improve student reading achievement when teacher candidates are aware of the learner’s Zone of Proximal Development The Informal Reading Inventory (IRI) pretest and posttest data will provide evidence of the effective use of Scarborough’s Reading Rope Teacher candidate case studies will be used as the primary document to analyze the use of Scarborough’s Reading Rope
Reaching Students with Challenging Behaviors through Different Literacy Instruction Techniques
Presented By:
Dr Erica Lee, Assistant Professor, Special Education - University of Montevallo
Dr. Vicki Koslin Howell, Assistant Professor, Collaborative Education - University of North Alabama
Time: 12:45 pm Location Guillot University Center, Room 200
Students with Emotional Behavioral Disorders, EBD, often struggle with reading far more than their peers, with the gap widening from elementary through high school (Yakimowski et al, 2016; Benner et al, 2022) In fact, students with EBD display the slowest reading growth trajectory compared to their peers (Yakimowsky, 2016) Research shows that social emotional learning (SEL) efforts, when paired with academics, increase social, academic, and behavioral outcomes (Durlak et al, 2011) In this presentation, we will review three reading strategies that have helped improve literacy while also improving SEL: 4Rs, ILSG, and Dialogic Reading
Session 3 - 1:45 pm
Planting Seeds and Meeting Needs: Cultivating Effective Practices Through Faculty Co-Teaching in Pre-Service
Literacy Teacher Education
Presented By:
Mr Blake Hargett, Instructor of Early Childhood Education - Athens State University
Dr. Nicole Henderson, Assistant Professor of Special Education - Athens State University
Time: 1:45 pm Location Guillot University Center, Performance Center
Co-teaching is foundational to providing appropriate and effective accommodations and modifications for students with exceptional needs However, this critical partnership between general education and special education teachers remains largely unseen in pre-service teacher education Students who are not majoring in special education largely miss out on this experience. What would happen if we, as professors, modeled this approach for our pre-service teachers? This presentation will detail the experiences of two university professors who saw this as an opportunity to increase awareness and pedagogical knowledge in an undergraduate literacy course The foci for this presentation will include co-teaching models, multimodal instruction, EPP literacy standards, and promoting diversity through literacy instruction
A Merging Literacy and Science Pedagogy: Integrating and Enhancing Methods Courses Based on the Requirements of the Literacy Knowledge and Practice Standards
Presented By:
Dr Cortney Dilgard, Clinical Assistant Professor - The University of Alabama
Dr. Amanda Cramer, Clinical Assistant Professor of Early Childhood Education - The University of Alabama
Shradha Babu, Ph.D. Candidate, Educational Leadership, Policy Studies, and Technology - The University of Alabama
Deanna Poe, Ph.D. Candidate, STEM Literacies - The University of Alabama
Time: 1:45 pm Location Guillot University Center, The Loft
The newly adopted Alabama Literacy Knowledge and Practice Standards charge teacher preparation programs to not only educate teacher candidates in the science of reading but to provide practice opportunities for integrating literacy across the curriculum This presentation will share the results of an exploratory mixed methods study from a local Alabama university that investigated two approaches for integrating ELA writingfocused and science methods courses to prepare candidates for cross-curricular teaching. Presenters will provide session participants with a detailed course plan for how the two approaches integrated literacy and science course instruction, assignments, and field-based experiences to provide candidates with unique learning and teaching opportunities for K-3 integrated instruction The convergent parallel results will provide participants with information about two approaches’ effect on candidates’ self-efficacy for writing and science instruction as well as a thematic analysis of candidates’ perceptions of the integrated learning experience
SESSION Descriptions Descriptions
Oh! The Places You Will Go…. with Pleasantly Plump Plans
Presented By:
Rhonda Ayers - ABCs for Educators
Kayla Benak - ABCs for Educators
Time: 1:45 pm Location—Guillot University Center, Room 200
During this presentation, educators will engage in learning about and examining how consonant clusters can impact word meaning; thus, activating all four processors in the brain, as described by Seidenberg and McClelland Rhonda and Kayla will share practical tips and strategies on how to easily and quickly enrich lesson plans and classroom practice activities that intertwine the word recognition strands (phonological awareness, decoding, and sight word recognition) of Scarborough’s Reading Rope with the Vocabulary strand Educators will walk away with practical ideas for engagement strategies and how to create a high utility classroom anchor chart for new learning.
Session 4 - 2:45 pm
Not All Those Who Wander Are Lost: How One Upper Division University Moved to Embrace The Journey of Integrating EPP Literacy Standards, the SOR, and Field Experience to Support Pre-Service Teachers
Presented By:
Lourdes H. Smith, Ph.D., Assistant Professor of Elementary Education - Athens State University
Michele Wallace, Ed.D., Assistant Professor of Elementary Education Athens State University
Time: 2:45 pm Location Guillot University Center, Performance Center
Join us as we explain our process for revamping literacy courses, embracing EPP literacy standards, and developing field experience to meet the needs of students across North Alabama. This presentation will describe the thought processes, challenges, and solutions Athens State University undertook to develop a strong literacy program grounded in research on the Science of Reading
Empowering
Learners: Embracing a Multimodal Approach to Enhance Education for Dyslexic Students
Presented By:
Dr Matthew Pyeatt, National Literacy Consultant - Hand2Mind
Time: 2:45 pm Location—Guillot University Center, The Loft
Join us for an insightful session on effectively teaching students with dyslexia in the classroom. We'll begin by defining dyslexia and exploring effective teaching methods tailored specifically to dyslexic learners Grounded in the latest research and guidelines from the International Dyslexia Association (IDA), this session ensures that our approaches are both scientifically sound and empathetically designed
A key focus will be the multimodal approach to learning, which involves using multiple sensory modalities visual, auditory, kinesthetic, and tactile to present information This method accommodates diverse learning preferences and reinforces learning by engaging different parts of the brain simultaneously We'll discuss practical ways to implement multimodal instructional resources, such as visual aids, auditory support, and hands-on activities, to transform classrooms into inclusive environments
This session promises to equip educators with the tools, strategies, and insights needed to create a supportive and engaging learning atmosphere for students with dyslexia Join us to transform your teaching practices and make a lasting impact on the lives of dyslexic students
The Comprehension Commitment
Presented By:
Dr. Dana Skelley, Assistant Professor of Literacy Education - University of Alabama at Huntsville
Time: 2:45 pm Location Guillot University Center, Room 200
As literacy educators for higher education, we know the importance of not only building decoding and fluency skills, but also the skills involved with comprehension This presentation will begin with a short discussion on what the Science of Reading says about comprehension, its importance, and how to help children build those skills. Next, several engaging comprehension activities to help support comprehension in elementary classrooms will be discussed Attendees will have the opportunity to participate and links to materials will be shared
Luncheon - 11:30 am
Can You Take Me Higher?
Presented By:
Ms Bonnie Short, Director of the ARI - ALSDE
Time: 11:30 am Location—Guillot University Center, Banquet Hall
The implementation of the Alabama Literacy Act has resulted in many changes in the state of Alabama
None are any more important than the influence of higher education on our preservice students Join Bonnie Short, Director of the Alabama Literacy Initiative, as she connects our work with great leadership authors and how their knowledge can influence outcomes in Alabama, taking us to higher plains
Session 5 - 1:45 pm
Literacy Program Design from the Ground Up: A Collaboration Between the University of Mobile and the Alabama Reading Initiative
Presented By:
Dr. Lauren Brannan, Regional Literacy Specialist - Alabama Reading Initiative
Dr. Karen Dennis, Associate Professor of Education - University of Mobile
Dr. Kelly Lomax, Assistant Professor of Education - University of Mobile
Time: 1:45 pm Location Guillot University Center, Performance Center
The presentation will describe an ongoing collaboration between an Alabama university and the Alabama Reading Initiative (ARI) to redesign a literacy program from the ground up After deciding to transition away from the use of LETRS in its preservice program, the University of Mobile took on the enormous task of redesigning its literacy courses so that they are aligned to the science of reading and the new literacy standards for educator preparation programs Through the collaboration with the ARI, the faculty were able to align module learning objectives, practice opportunities, and assessments to the new standards, and design learning experiences that integrate high-quality instructional materials
Multisensory Literacy Instruction for Teacher Candidates
Presented By:
Dr. Julia-Kate Rabitaille, Assistant Professor of Elementary Education - Troy University
Dr. Holly Hilboldt Swain, Associate Professor of Elementary Education - Troy University
Dr. Lauren Berlingo-Tapp, Assistant Professor of Collaborative Education, Troy University
Time: 1:45 pm Location Guillot University Center, Room 200
Multisensory literacy instruction, which includes auditory, visual, and kinesthetic/tactile activities, is an effective strategy for improving PreK-12 students’ abilities in each area of the “Big 5” This approach, supported by SoR research, is one aspect of effective literacy interventions As EPP faculty seek to equip teacher candidates to meet the needs of their future students and the demands of the Alabama Literacy Act, literacy methods courses should include instruction in multisensory approaches. To move this knowledge from theoretical to practical, faculty can engage teacher candidates in both the student and teacher roles of multisensory lessons. This presentation will provide suggestions and demonstrations for integrating multisensory instruction into literacy coursework
An SOR Roundtable Presentation featuring:
Time: 1:45 pm Location Guillot University Center, The Loft
Literacy as Mirrors and Windows
Presented By:
Dr Monisha Moore, Assistant Professor of Early Childhood/Elementary Education - Alabama A&M University
Moderated By:
Dr Lorie Johnson, Associate Professor - University of North Alabama
This work centers on an on-going commitment to ensure equitable learning opportunities for all students
Employing literacy strategies and materials that mirror the students’ lived experiences and serve as windows to connect those experiences to larger contexts, I engage students in seeing, learning, and celebrating themselves and their culture As a critical component I also include the cultivation of joy in the learning The research asks educators how they center social learning, culturally responsive practices, and joy as pedagogical practices.
Empowering Preservice Teachers with Science of Reading and Community-Based Learning Experiences
Presented By:
Dr. William Harper-Hooper IV, Assistant Professor of Early Childhood Education - University of Montevallo
Dr. Cassie G. Raulston, Professor, Elementary Education & Instructional Technology - University of Montevallo
Dr Jennifer A Davis, Professor and Elementary Program Coordinator - University of Montevallo
Moderated By:
Dr. Lorie Johnson, Associate Professor - University of North Alabama
Teacher preparation programs play a pivotal role in shaping the effectiveness of future educators A key component of these programs is providing preservice teachers with a well-rounded blend of theoretical knowledge, practical classroom application, and community-based support. In this session presenters will discuss the significance of supporting preservice teachers through various collaborative initiatives, particularly focusing on science of reading training from the Alabama Reading Initiative (ARI), the RISE Literacy Workshop, and literacy-based field experiences
Reading Between The Lines: The Intersectionality of Autism, Inference, and Reading Comprehension
Presented By:
Dr. Vicki Howell, Assistant Professor of Collaborative Education - University of North Alabama
Moderated By:
Dr. Lorie Johnson, Associate Professor - University of North Alabama
Autism is a developmental disorder with documented struggles in the area of social inferences. Research, however, shows that the difficulties in inferencing also seems to translate to reading comprehension This presentation will focus on a few options for teachers to use with students with autism to increase inferencing abilities and, ultimately, reading comprehension
SESSION Descriptions Descriptions
Session 6 - 2:45 pm
Teaching Reading in the Spirit: Making CRP a reality
Presented By:
Dr. Kimberly White-Glenn, Assistant Professor of secondary Reading/Literacy - Alabama A&M University
Time: 2:45 pm Location Guillot University Center, Performance Center
This presentation examines culturally -relevant reading pedagogy implemented to reverse underachievement of African American students in rural Alabama districts and in urban school districts in New York, and Newark, New Jersey Irving Pressley McPhail (2001) posits that a new direction in reading instruction incorporates African American culture, critical thinking, the science of reading, and powerful instruction to teach students. By presenting historical and contemporary findings, this research presents the Teaching in the Spirit instructional methods which improved reading and academic outcomes Participants will leave with a concrete understanding and instructional reading/literacy strategies to reverse underachievement and engage all readers
Setting them up for Success! Expecting and Upholding Academic Integrity in Online Reading Courses
Presented By:
Dr. Brenda Fortson, Assistant Professor of Elementary Education, University of West Alabama
Ms Elise Dickerson, Adjunct Instructor - University of West Alabama
Time: 2:45 pm Location—Guillot University Center, The Loft
This presentation will begin with suggestions of practices that encourage honesty and integrity in online undergraduate foundational reading courses and will include topics such as ensuring expectations and rubrics are well-defined, recognizing ambiguous language in assignments, and using a course agreement Additional issues for discussion will be appropriate consequences of cheating, plagiarism, and use of AI technology We will explore strategies to prevent common offenses, as well as suggest practices that ensure appropriate documentation and/or verification of required work with elementary students. Finally, we will brainstorm with participants and share ideas of current successful practices.
I teach English Learners, what considerations must I have when I teach reading and writing?
Presented By:
Mrs Kelly Vaziri, English Learner Education Administrator - Alabama State Department of Education
Mrs. Maria Franco, English Learner Education Administrator - Alabama State Department of Education
Time: 2:45 pm Location Guillot University Center, Room 200
When teaching reading and writing to English learners, it is essential to adopt a thoughtful and integrated approach By combining principles from the science of learning, reading, and second language acquisition, and by addressing the individual needs of each student, we can create a supportive and effective learning environment. Our ultimate goal is ensuring every child succeeds and thrives in their educational journey.
Thank you for attending the third annual Alabama Higher Education Science of Reading Symposium.
We are grateful for your participation and hope you found the event valuable. As you return to your respective roles in education, we wish you safe travels. May the collaborations, inspirations, and growth fostered during the symposium continue to flourish throughout the year.
We hope you and your colleagues will make plans to join us in January 2026!
Please use the QR code to provide feedback for this symposium. We value your comments and suggestions!
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