Program

Event Title

Reading Intervention as Recommended for Parents and Guardians by Literacy Specialists in Rural Schools

Presenter Information

Toby Centerwall, SUNY CortlandFollow

Location

122 Hartwell

Description

This presentation will give elementary education teachers, literacy specialists, and school administrators insight into the methods and materials that are most effective in supporting students with reading vulnerabilities. Attendees will gain perspective on some of the more effective techniques that have developed within literacy instruction, and how these developments have helped bridge the gap between the classrooms and homes of students in need of reading intervention. This presentation will focus on the unique challenges that rural communities and schools face that are often not shared with either urban or more affluent schools. Research will be specific to poor, rural school districts in the upstate region of New York. Background information will be provided through personal interviews, focus groups, and surveys with literacy specialists, as well as through recent statistics regarding any trends in reading intervention within the past few years.

Start Date

20-4-2013 10:30 AM

Comments

Education panel

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Apr 20th, 10:30 AM

Reading Intervention as Recommended for Parents and Guardians by Literacy Specialists in Rural Schools

122 Hartwell

This presentation will give elementary education teachers, literacy specialists, and school administrators insight into the methods and materials that are most effective in supporting students with reading vulnerabilities. Attendees will gain perspective on some of the more effective techniques that have developed within literacy instruction, and how these developments have helped bridge the gap between the classrooms and homes of students in need of reading intervention. This presentation will focus on the unique challenges that rural communities and schools face that are often not shared with either urban or more affluent schools. Research will be specific to poor, rural school districts in the upstate region of New York. Background information will be provided through personal interviews, focus groups, and surveys with literacy specialists, as well as through recent statistics regarding any trends in reading intervention within the past few years.