The Science of Teaching Reading in Action - Virtual Access & Zoom Link Structure

SCHEDULE AT A GLANCE

9:00–9:15 AM Kiva Auditorium: Room 1.510 Link: https://us02web.zoom.us/j/4902261210

Opening Remarks and Framing the Day

Lisa Baker, President, International Dyslexia Association – Austin Branch

Dr. Nathan Clemens, The University of Texas at Austin

🔹 9:15 – 10:15 Kiva Auditorium: Room 1.510 Link: https://us02web.zoom.us/j/4902261210

Keynote Address: Evidence-Based Reading Instruction: Translating Research into Classroom Impact

Dr. Sharon Vaughn, The University of Texas at Austin (1 CE)

The Science of Reading (SoR) has had a significant influence on policy and professional development throughout Texas and the United States. More than 44 states have passed laws regarding the SoR. As potentially advantageous as these policies are there are also opportunities for misunderstandings around the SoR therefore potentially derailing much of the success from SoR. In addition, SoR can only fully realize its potential if the Science of Teaching is integrated so that teacher practice, knowledge and effective instruction are integrated. This session details what we know and need to know about implementing SoR and science of teaching to improve decision-making and practice.

Transition & Break

10:15–10:30 AM – Please choose which session you will attend

Morning Breakout Sessions

10:30–11:30 AM

SZB 1.510 (Al Kiva)
Access Link: https://us02web.zoom.us/j/4902261210

Session Title: The Reading Brain: Cognitive Neuroscience of Language and Literacy Development

Jessica Church-Lang, Ph.D., Associate Professor, University of Texas at Austin (1CE)

This session discusses what brain science can and cannot (so far) tell us about the science of reading and how to improve academic skills across student abilities. Educators will learn the basics about the “reading brain” and how it develops over age, as well as a sense of exciting current directions in the educational neuroscience field. Results from MRI studies of elementary and middle school students before and after reading intervention,and before and after summer break, will be summarized. The studies span monolingual and bilingual (Spanish) students, as well as examining reading, math, and executive function skills. Findings support the role of control skills in both reading and math, as well as the impact of attention and reading difficulties on the brain.

SZB 2.624 – Cissy McDaniel Parker Dean’s Conference Room

Access Link: https://us02web.zoom.us/j/85795356900?pwd=itEohzgmzXOdAdTOPy8VtremOOZL75.1

(passcode if needed 083868)

Session Title: Raising Literacy Expectations for Students with Intensive Needs

Jill Allor, Ph.D., Distinguished Professor, Southern Methodist University (1CE)

Charlotte Gregor, M.Ed., CALT, Co-Presenter, Doctoral Student, Southern Methodist University

This session seeks to equip educators with practical strategies and renewed optimism for supporting students with intensive needs in accessing the Science of Reading. Results from a randomized control trial evaluating the efficacy of Friends on the Block, a comprehensive structured literacy curriculum, will be summarized. The study involved 132 elementary students with intensive needs, including students with intellectual and developmental disabilities (IDD). Findings provide evidence that higher literacy expectations are both warranted and achievable for students with varying disabilities who require intensive literacy support, including students with IDD. Key features of the program will be described, and case stories of selected participants will be highlighted to illustrate how research-based instruction can translate into meaningful literacy growth for students with intensive needs.

Lunch and Exhibitor Networking

11:30 AM–12:30 PM SZB 3.312

Afternoon Breakout Sessions

12:30–1:30 PM

SZB 1.510 (Al Kiva)
Access Link: https://us02web.zoom.us/j/4902261210

Session Title: Supplementary Intervention Aligned with Core Classroom Instruction

Elizabeth Stevens, Ph.D., Associate Professor, University of Texas at Austin (1CE)

In this session, we will briefly describe the (a) why nonaligned instruction is problematic, (b) the benefits of aligning reading comprehension instruction, and (c) recent research demonstrating students with reading difficulties benefit from aligned instruction across core and intervention settings (Stevens et al., 2020; 2024). Finally, we will discuss how school leaders and teachers can think about and plan for aligned instruction in schools. As part of this, we will provide concrete examples of aligning reading comprehension instruction across content areas (i.e., ELA/R, social studies, science, mathematics) and across settings (i.e., core and intervention). We will also describe ways for teachers intensify intervention instruction that is aligned to core instruction.

SZB 2.624 – Cissy McDaniel Parker Dean’s Conference Room
Access Link: https://us02web.zoom.us/j/85795356900?pwd=itEohzgmzXOdAdTOPy8VtremOOZL75.1

(passcode if needed: 083868)

Session Title: Essential Practices for Writing Success: Evidence-Based Interventions for Students with Dyslexia

Alyson Collins, Ph.D., CALT, Associate Professor, Texas State University (1CE)

This session will equip educators with evidence-based practices proven to improve writing outcomes for students with dyslexia. Participants will learn instructional approaches that make writing instruction more explicit and strategic for young writers with dyslexia. Further, the session will provide practical strategies that build students’ confidence and competence in essential writing skills. Educators will leave with resources they can implement in their everyday instructional practice to address individual student needs and support broader writing growth.

Transition & Break
1:30 – 1:45 PM

Featured Session

1:45–2:30 PM SZB 1.510 (Al Kiva)
Access Link https://us02web.zoom.us/j/4902261210

Session Title: Structured Literacy: Integrating The Who, The Why, The What, and The How of Evidence-Based Reading Instruction

Mary Murray Stowe, Ed.D., President, International Dyslexia Association – Virginia Branch (1CE)

During this session, we will explore Structured Literacy, the comprehensive, evidence-based approach to reading and writing instruction defined by the International Dyslexia Association (IDA). Grounded in decades of Science of Reading research and aligned with scientifically based reading research, Structured Literacy integrates all domains of language—phonology, morphology, syntax, semantics, and pragmatics—through explicit, systematic, cumulative, and mastery-oriented instruction.

Transition & Break
2:30 – 2:45 PM

Closing Session: Capstone Panel

2:45–3:45 PM SZB 1.510 (Al Kiva)
Access Link https://us02web.zoom.us/j/4902261210

Session Title: Advancing Structured Literacy Through Research, Preparation, and Policy

This session is a collaboration between a number of entities including the National Center for Improving Literacy, along with the IDA Austin Branches and colleagues in the field.

Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence-based practices around assessment and instruction of reading in school settings (Solari et al., 2020). Some researchers have taken steps to assure their research is directly received by practitioners via various formats – open-source articles, presenting at conference to share directly with practitioners, and others have published their research findings in formats that are easily available to practitioners.

Moderator:

Mary Murray Stowe, Ed.D., President, International Dyslexia Association – Virginia Branch

Panel Participants:

Nathan Clemens, Ph.D., Professor and Department Chair, Department of Special Education, The University of Texas at Austin

Alyson Collins, Ph.D., CALT, Associate Professor, Texas State University

Elizabeth Stevens, Ph.D., Associate Professor, University of Texas at Austin (1CE)

Jill Allor, Ph.D., Distinguished Professor, Southern Methodist University

Jessica Church-Lang, Ph.D., Associate Professor, University of Texas at Austin

Charlotte Gregor, M.Ed., CALT, Co-Presenter, Doctoral Student, Southern Methodist University

Q&A

3:45–4:00 PM

Final Remarks & Adjourn

4:00–4:15 PM SZB 1.510 (Al Kiva Auditorium)

🎓 Continuing Education (CEUs)

Each session includes a unique CEU survey and session code.

QR codes will be displayed at the end of each session
Links will also be shared in the Zoom chat
Please complete the survey for each session you attend to receive credit

🎥 Recordings

All sessions will be recorded and available to registered participants for 2 weeks following the event.