We have an exciting new professional development partnership with the MAIA Education Resource Center.

As we move out of January’s resolutions that we may or may not have kept, we move into February with wise words from Marc Parent, “If January is the month of change, February is the month of lasting change. January is for dreamers. February is for doers.” There is certainly a lot of “doing” at Everyone Reading right now!

• We have an exciting new professional development partnership with the MAIA Education Resource Center! Supporting Diverse Learners with Comorbidity: ADHD and Dyslexia, in Grades 6-8, will be held Monday, March 4th, from 6 p.m. to 7:30 p.m. on Zoom. The session is designed to equip educators with the knowledge and strategies to support students diagnosed with ADHD and Dyslexia effectively. Participants will leave this workshop with an understanding of how to address comorbidities and learn practical tools for creating inclusive and nurturing environments in middle school. It will be presented by Sharon Thomas, MAIA Founder and Director, Samantha Santiago-Gionet, MAIA Director of Executive Function Coaching and Tutoring, and Dr. Paul Yellin, MD. Dr. Yellin holds a medical degree and provides neuropsychological evaluations at the Yellin Center. He has expertise in diagnosing both dyslexia and ADHD (https://www.yellincenter.com/about-dr-yellin.html). The cost of this session is $35. You can register here!
• We are currently accepting applications for our next tutoring program, Catching Up and Getting Ahead, which will be held during mid-winter break at the Museum of the City of New York, and ten subsequent Saturdays on Zoom. Applications are due Monday, February 5th, and students will be accepted based on need and availability. The application is attached.

• The Right to Read, a film about the literacy crisis in America, is having a free all-day virtual screening on February 1st in honor of Black History Month. It is an extremely powerful film that highlights the “why” of so many of you who are reading this newsletter. To register for the screening, click here.

Phonic Books specializes in decodable books for beginner and catch-up readers. Each series is expertly designed to develop independent reading skills in children ages 4-14 and create lifelong readers, with over one million books sold worldwide. Find out more at www.phonicbooks.com.

We begin this month with the story written by Nicole, a current college Junior who was diagnosed with dyslexia during her freshman year of college:

I would sit in class, unable to read the words on the page. I had a lot memorized and worked hard at trying to memorize all that I could, but I depended a lot on my peers, teacher explanations, and my reasoning skills to get by. I could make connections through their talking, so it always seemed like I understood. The truth is, from 6th grade until my freshman year of college, I didn’t read anything. If I couldn’t find a way to listen to a book, I didn’t bother with it.

At some point in high school, I remember having to act out a play. I cut class that entire week to avoid having to read my part in front of the class. At that point, I didn’t know how to explain to my parents or teachers that I really couldn’t read. Instead, I suffered the consequences of cutting class.

When I was a senior in high school, I was shocked I had made it this far and was just looking forward to being free. I was 17, I still struggled to read. My self-worth was non-existent, and I just felt dumb. Why was I unable to do something that everyone else around me could do?

I never once considered that college was for me. But the summer after graduation, I felt like I had to do something. I found a local community college with an adult literacy program and enrolled. The teacher there was amazing, and for the first time in my life, she asked if I had ever been tested for dyslexia. It is cliche, but in that instant, my life changed. She walked me through the process of getting tested and cried with me when I got my diagnosis.

I cried because it felt like a weight had been lifted, and everything I had been through finally made sense. I also cried because I wasted so much time hiding and going unnoticed by those who should have helped me.

I enrolled in college the following year. I’m going to be a teacher. I am learning so much about how to teach reading in ways that were not available to me as a child. My goal is to make sure that no student makes it out of my classroom without being able to read or without the support to help them.

We all owe this to every single child.

Nicole’s story is not uncommon, but it is one that needs to be heard over and over again. Over the next 30 days, we’ll share stories, resources, and insights that will empower educators, parents, and communities to better support dyslexic students on their educational journeys.

If you have a story you’d like to share with our community, please reach out to Tamara at tamara.cella@everyonereading.org!

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Volunteer with Everyone Reading!

If you are interested in volunteering with Everyone Reading, please fill out the attached form: Tutor Interest Form

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Professional Development Opportunities

Wilson and Everyone Reading are offering a series of virtual workshops on:
Wilson Reading System, Fundations, and Just Words.
More information and registration links can be found at this link:

Wilson/Everyone Reading Courses

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Structured Literacy: The Science of Reading for All Readers (1.5 CTLE Hours)
Date/Time: Tuesday, October 10th, 6:30 – 8:00 p.m.
Cost: $25

In this 90-minute session, participants will learn students’ skills to become skilled readers, including practical ways to implement these evidence-based methods in the classroom.

This session is ideal for teachers of K-2 students and any teacher with struggling readers in their classroom. Parents can also benefit by learning literacy-based terminology and strategies for support at home.

Register here: Structured Literacy: The Science of Reading for All Readers

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Prescriptive Instruction: Using Assessments Strategically (1.5 CTLE Hours)

Date/Time: Tuesday, October 24th, 6:30 – 8:00 p.m.

Cost: $25

If a child struggles with phonics, is the issue really phonics – or do we need to look back at their phonemic awareness skills? If a student can’t comprehend, is it truly a comprehension issue, or do they struggle with word recognition or vocabulary? This 90-minute session looks deeply at how to use assessment to get to the root cause of our readers’ struggles to be able to provide them with targeted instruction that helps them soar. We’ll also talk about effective small grouping and how to support our secondary students.

This session is ideal for parents, teachers, administrators, tutors, and anyone who wants to give students the most effective support in their literacy acquisition.

Register here:  Prescriptive Instruction: Using Assessments Strategically

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What about Writing? (1.5 CTLE Hours)

Date/Time: Tuesday, November 14th, 6:30 -8:00  p.m.

Cost: $25

Do your children struggle to transfer their reading skills into their writing? Do you struggle to fit writing lessons into an already-packed literacy block as a teacher? Parents, do you struggle to get your child to sit down and start an essay or writing piece? In this 90-minute session, we’ll explore the three main skills required for students to be effective writers and how to develop these skills in an already full day (both in school and at home!)

Register here: What about Writing?

Over the last two weeks, we’ve focused on what teachers and parents can do to help support the acquisition of reading in dyslexic students. It would be remiss not to discuss the emotional support that can be provided in school and at home. As always, these suggestions simply scratch the surface to give a starting point for support.

The fact is difficulties in learning to read can lead to children feeling embarrassed, frustrated, or acting out inappropriately to avoid reading tasks.

One of the first things we should do is recognize their strengths. Are they great at math? Sports? A scientist? A wonderful helper? Celebrate it all to help build up that self-esteem.

We can also build self-esteem by listening to their concerns, even (and especially) when the feelings come from a negative place. I’m sure we’ve all heard, “I can’t do it.” “This is too hard!” Those feelings, even though they are negative, are valid. So we need to accept them and offer support. “This is really hard, but let’s take our time and figure out how to work on it together” is a great response. This way, we’re not diminishing their feelings. We’re validating and offering a solution.

Something else that helps children is realizing that they are not alone. The International Dyslexia Foundation of Ontario has a lot of great ideas here, including videos and books that might help children of different ages feel inspired and more secure.

The last thing we can do is become familiar with best practices in literacy instruction to learn to support our kids in school and at home. If you’re reading this post now – you’re already in the right place, as we will keep sharing information and strategies every week!

Professional Development Opportunities

ASPDP Course: Teaching Vocabulary All Day, Every Day (One P-credit via DOE for additional $45; 15 CTLE Hours)
Saturday & Sunday, August 5 and 6, 2023
9:00am – 5:00pm

This workshop will address this simple view of reading by providing instructional strategies in three of the five pillars of reading: phonological awareness, phonics, and vocabulary because mastery of those pillars leads to proficiency in fluency and comprehension as well. It will concentrate on building a foundation of word recognition skills and enabling teachers and students to build a large and varied working vocabulary and strategies for acquiring new words. It will specifically address the needs of culturally and linguistically diverse students whose language comprehension may not match the demands of the school system. Those needs include activities that include and validate the students’ language and experience, as English is constantly being enriched by language and experiences that are not “standard.” Participants will embrace the idea of expanding vocabulary, not substituting one word for another. They will discuss and practice strategies for using students’ vocabulary to enhance their own.

Participants will learn a variety of quick and easy activities and drills to teach phonological awareness and phonics effectively and efficiently. They will also learn to teach vocabulary formally and informally, using morphology, syntax, and context clues, explicit instruction, and correct practice in targeted words, and by embedding vocabulary development into every activity during the school day.

Participants will also practice designing quick and effective assessments, which, instead of diagnosing students’ deficiencies, will reinforce skills taught and measure the impact of that instruction on students. To learn more and register, please click here!

IMSE’s Comprehensive Orton-Gillingham Plus

Tuition: $1,500

August 14 – 18, 2023 (virtual)

More dates are available at IMSE.com

Course Description: The IMSE Comprehensive Orton-Gillingham Plus Course and Program is 30 hours of a hands-on, interactive, and personalized class that provides a complete understanding of IMSE’s enhanced Orton-Gillingham method, the essential five components to literacy, and the tools necessary to apply it in the classroom. After participating in this accredited Structured Literacy course, teachers will understand the structure and foundation of the English language and the research behind the science of reading. Educators will have a basic knowledge of how to assess and teach students in all three tiers of RTI, as well as students with dyslexia. Participants will evaluate and teach students in phonological skills, phonics/word recognition, spelling, writing, fluency, vocabulary, and comprehension. This course includes an asynchronous component for fluency, vocabulary, and comprehension. The Comprehensive OG Plus course is appropriate for teachers whose students are emergent and beginning readers and readers struggling with word recognition. This course also includes an asynchronous component that shares research and strategies for teaching and assessing fluency, vocabulary, and comprehension. Upon completing this course, teachers can purchase two graduate credits.

CLICK HERE TO LEARN MORE!

This week I had a conversation with a few teachers about what support looks like in the classroom for students with Dyslexia. They were familiar with Tier 2 and 3 supports, but they wanted specific strategies to do with the whole class to help students feel supported. These strategies are dependent on grade level and are by NO means exhaustive, but they are a good starting point:

Phonemic Awareness Activities: Phonemic awareness involves the ability to identify, isolate, manipulate, and blend individual phonemes — the smallest units of sound — in words. When starting out, having students identify rhyming words, having students break up words into their smallest units of sound (What are the sounds in cat?) and then moving towards phoneme deletion (say cat, now say cat without the /c/), addition (say cat, now add /s/ at the beginning), and substitution (say cat, change the /c/ to a /b/.)

Dyslexia Reading Well has a great resource on the 44 phonemes of the English language.

Alphabetic Principle: Letter-sound correspondence, or the relationship of the letters in the alphabet to the sounds they produce is a key component of learning to read. To teach letter-sound correspondence, work with a few sounds at a time by teaching each letter of the alphabet and its corresponding sound. For each letter-sound relationship, instruction should include naming the letter or letters that represent the sound, and it should associate a picture cue of an object with the target sound to help students remember the relationship between the letter and the sound (i.e., apple A /a/).

The Florida University Literacy Institute has a great resource on the sequence to teach phonics.

Syllable Types: Teaching students syllables is a great strategy for helping students chunk long words into more manageable parts. There are six main types of syllables, and this article from Reading Rockets is a great starting point.

Morphological Awareness: Morphemes are the smallest units of meaning in language. These units include root words that can stand alone as words, prefixes, suffixes, and bound roots, which are roots that must have a prefix or suffix added to become a word. A few different ways to teach morphemes across grade levels are through word sorts and word building.

The University of Western Ontario has lots of info here!

In the fall, Everyone Reading will be offering professional development sessions on these strategies and more – to help you and your students this year!

Professional Development Opportunities

thinkSRSD “How to Teach Writing” – August Session

This course will enhance how you teach writing (and close reading) based on the latest advances in the science of writing. thinkSRSD equips students with the strategies and discrete skills (word and sentence level) needed to write independently and effectively. It demystifies what effective writing looks like and how to produce it with its comprehensive, easy-to-use system. The approach has been proven to work in studies that meet the most rigorous research quality and outcomes. You’ll learn to help your students write better at the word choice, sentence formation, and paragraph genre levels so they can use their voice to share their messages with the world and improve it.

The course costs $395 and consists of 3 online classes from 10 a.m. to 11:30 a.m. on Aug 3, 10 & 18. You will have access to eLearning modules that you will complete over 6 hours between the course meeting dates. You will also receive a book with a step-by-step lesson plan. The registration deadline for the June course is Wednesday, July 26. This course is also eligible for CTLE credit. To learn more and to register, please click here.

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ASPDP Course: Teaching Vocabulary All Day, Every Day

This workshop will address this simple view of reading by providing instructional strategies in three of the five pillars of reading: phonological awareness, phonics, and vocabulary because mastery of those pillars leads to proficiency in fluency and comprehension as well. It will concentrate on building a foundation of word recognition skills and enabling teachers and students to build a large and varied working vocabulary and strategies for acquiring new words. It will specifically address the needs of culturally and linguistically diverse students whose language comprehension may not match the demands of the school system. Those needs include activities that include and validate the students’ language and experience, as English is constantly being enriched by language and experiences that are not “standard.” Participants will embrace the idea of expanding vocabulary, not substituting one word for another. They will discuss and practice strategies for using students’ vocabulary to enhance their own.

Participants will learn a variety of quick and easy activities and drills to teach phonological awareness and phonics effectively and efficiently. They will also learn to teach vocabulary formally and informally, using morphology, syntax, and context clues, explicit instruction, and correct practice in targeted words, and by embedding vocabulary development into every activity during the school day.

Participants will also practice designing quick and effective assessments, which, instead of diagnosing students’ deficiencies, will reinforce skills taught and measure the impact of that instruction on students. To learn more and register, please click here.

——–

IMSE’s Comprehensive Orton-Gillingham Plus

Tuition: $1,500

August 14 – 18, 2023 (virtual)

More dates are available at IMSE.com

Course Description: The IMSE Comprehensive Orton-Gillingham Plus Course and Program is 30 hours of a hands-on, interactive, and personalized class that provides a complete understanding of IMSE’s enhanced Orton-Gillingham method, the essential five components to literacy, and the tools necessary to apply it in the classroom. After participating in this accredited Structured Literacy course, teachers will understand the structure and foundation of the English language and the research behind the science of reading. Educators will have a basic knowledge of how to assess and teach students in all three tiers of RTI, as well as students with dyslexia. Participants will evaluate and teach students in phonological skills, phonics/word recognition, spelling, writing, fluency, vocabulary, and comprehension. This course includes an asynchronous component for fluency, vocabulary, and comprehension. The Comprehensive OG Plus course is appropriate for teachers whose students are emergent and beginning readers and readers struggling with word recognition. This course also includes an asynchronous component that shares research and strategies for teaching and assessing fluency, vocabulary, and comprehension. Upon completing this course, teachers can purchase two graduate credits.

CLICK HERE TO LEARN MORE!

I always thought that the art of teaching was to make complex material simple enough for students to understand.

I recently flashed back to Ms. Oliva, my junior high school French teacher, who, without the use of technology, enabled us to confront our new  language. She did this by speaking very little English and having a test every Friday. She told us exactly what would be on the test: the exact vocabulary; the words and tenses to be conjugated; the passage to be dictated. We thought she was an idiot for doing so, but we hung onto her every word, did our French homework first and memorized the dictée down to the last circonflexe. We aced those Friday tests, the citywide test, and, using Ms. Oliva’s practice techniques, our high school tests and the  Regents exam.

I liked French so much that I majored in it and briefly thought I might want to be a French teacher. That notion lasted through my observation semester, when, every week, I would visit a different “good” school to see a different “good” teacher attempt to teach French. What I saw every week was a teacher explaining in English one or more of the rules of French grammar to a few students at the front of the class. The savvier students would ask questions to delay any actual engagement with the French language. The rest of the students were doing their math* homework. At the end of each class, a nearby homework doer would ask me why I would even think of becoming a French teacher.

At my old high school, the French teacher bemoaned her students’ lack of preparation, with one exception. Ms. Oliva’s former students seemed to know what they were doing.

We have all had a Ms. Oliva, a teacher who, by making instruction  comprehensible and predictable, was able to turn that scary mountain of French or calculus into a series of little molehills that we could leap over.  Why are we doing the reverse these days?

*Math in those days involved the manipulation of numbers to get the correct answer, not the writing of essays to justify the wrong ones. It was an easy subject to do discreetly in French class.

$$$$$$$$$$$$$

In the interest of basic instruction, we are again offering SPIRE and Sounds Sensible workshops in August. I suggest you sign up right away. They fill up immediately.

For a more intense plunge into the Orton-Gillingham approach, try Institute for Multi-Sensory Education in July or August or Max Scholar in June or August.

It is cruel and unusual to ask students to assign symbols to language they do not have. To that end, we are again offering Tell Me about It: Oral Language Development through Phonological Awareness, Visual Literacy and Storytelling, at the National Museum of the American Indian, and Teaching Vocabulary All Day Every Day at Everyone Reading in July.  Both have been approved by the NYCDOE for one P Credit towards a salary differential.

Don’t forget those rising fourth graders, born in 2010, who, despite four long years of schooling, still can’t read well.

For them we have  Catching Up and Getting Ahead

Catching Up and Getting Ahead will again take place at the  Museum of the City of New York, from July 8 through July 26, 2019, Monday through Friday, from 12:30 to 3:30 pm. There will be a pre-testing/grouping day on June 27^th.   Each afternoon combines 90 minutes of explicit small group tutoring in phonics and other foundational skills and 90 minutes of hands-on museum education activities explicitly related to New York City history and geography.  The premise of the program is that students will catch up in reading and get ahead in the fourth grade social studies curriculum for September.

Participants must be rising fourth graders, born in 2010, who are still struggling with basic reading skills.  CATCHING UP AND GETTING AHEAD IS FREE, BUT WE PROVIDE NO TRANSPORTATION OR REFRESHMENTS.  The instruction is intense and produces excellent results.  Good attendance is paramount.  Students who are late and/or absent will be dismissed from the program.

The first step is filling out the attached application and returning it to Laura Guerrero, Lguerrero@everyonereading.org. She will set up a brief screening appointment to see if your child will benefit from the program.

All Everyone Reading events are approved for
New York State Education Department CTLE
(Continuing Teacher and Leader Education) hours.

Except for Max Scholar, all registrations are done through our  website or the Registration button below. Information on Max Scholar is attached.

PS: Decoding Dyslexia, a national grassroots movement to raise awareness and provide support to parents, will have an open meeting to discuss effective ways of teaching reading and provide a list of resources.

The meeting will take place May 30, 2019 at 7:00 pm at the Sterling School, 134 Atlantic Avenue, Brooklyn (LICH Medical Arts Building)      RSVP to Mary Beth Crosby Carroll: marybethcc@aol.com

I had an interesting conversation with a teacher who grew up in the district where I worked. Since I thought I knew the answer, I asked her how she learned to read. She thought she just did it!

I reminded her that in our district, in every school except one, all kindergarteners learned phonological awareness and beginning phonics from the Open Court Gold Book. In first grade, they solidified their decoding and encoding with the Open Court Blue Book. By 9:00 am every day, except in one school, every child in grades K-2 was chanting the Open Court wall sound cards. With this memory jog, the teacher remembered not only those books but explicit penmanship and grammar instruction as well.

Not every child in our district became a good reader. We had to do lots of additional work with vocabulary and comprehension, but most kids could decode.

All the literacy experts seem to agree that an explicit dose of phonics is good for everyone. The “wired” will learn it faster. Others need more instruction and lots more correct practice.

Let’s not hold children to the standards of our imaginary selves. Let’s just do the job.

If you need help with that, or just a refresher, please take one of our workshops or courses. If you know rising fourth graders who were born in 2010 and are still struggling with reading, please send them to our summer tutoring program, Catching Up and Getting Ahead

Catching Up and Getting Ahead will again take place at the  Museum of the City of New York, from July 8 through July 26, 2019, Monday through Friday, from 12:30 to 3:30 pm. There will be a pre-testing/grouping day on June 27^th.   Each afternoon combines 90 minutes of small group tutoring in phonics and other foundational skills and 90 minutes of hands-on museum education activities related to New York City history and geography.  The premise of the program is that students will catch up in reading and get ahead in the fourth grade social studies curriculum for September.

Participants must be rising fourth graders, born in 2010, who are still struggling with basic reading skills.  CATCHING UP AND GETTING AHEAD IS FREE, BUT WE PROVIDE NO TRANSPORTATION OR REFRESHMENTS.  The instruction is intense and produces excellent results.  Good attendance is paramount.  Students who are late and/or absent will be dismissed from the program.

The first step is filling out the attached application and returning it to Laura Guerrero, Lguerrero@everyonereading.org. She will set up a brief screening appointment to see if your child will benefit from the program.

If you would like to teach basic reading skills, we have many workshops you can attend.  Click below to view and register:

Why then do we expect students to do “deep reading” before they know how to read? There are reading programs that suggest students use context clues to “guess” at unknown words. That is like starting to climb a mountain from the top. You have to be a pretty good reader to do that. Otherwise you collapse in fear and confusion.

Common sense and the research of Sharon Vaughn confirm that the most reliable predictor in kindergarten for future reading proficiency is phonological awareness. The best predictor of good reading in grades 1-4 is the ability to read the words.

Fortunately, both these skills can be taught, and Everyone Reading can help you do that. The best thing about all our workshops is that they are self-contained. They are not Part 1 of anything. You will learn techniques and get materials that will enable you to start teaching those basic skills the very next day.

During July, we practice what we preach with our Catching Up and Getting Ahead program for rising fourth graders who are still struggling with reading.

Catching Up and Getting Ahead will again take place at the  Museum of the City of New York, from July 8 through July 26, 2019, Monday through Friday, from 12:30 to 3:30 pm. There will be a pre-testing/grouping day on June 27^th.   Each afternoon combines 90 minutes of small group tutoring in phonics and other foundational skills and 90 minutes of hands-on museum education activities related to New York City history and geography.  The premise of the program is that students will catch up in reading and get ahead in the fourth grade social studies curriculum for September.

Participants must be rising fourth graders, born in 2010, who are still struggling with basic reading skills.  CATCHING UP AND GETTING AHEAD IS FREE, BUT WE PROVIDE NO TRANSPORTATION OR REFRESHMENTS.  The instruction is intense and produces excellent results.  Good attendance is paramount.  Students who are late and/or absent will be dismissed from the program.

The first step is filling out the attached application and returning it to Laura Guerrero, Lguerrero@everyonereading.org. She will set up a brief screening appointment to see if your child will benefit from the program.

For adults who want to teach basic skills, we have:

Institute for Multi-Sensory Education – Orton-Gillingham Training   WHEN: Comprehensive – July 8-12 OR August 5-9,2019
TIME: 8:00 am to 4:00 pm (30 Hours)
WHERE: Everyone Reading – 11 Broadway- Ste 868, NY, NY 10004

These institutes provide participants with an in-depth understanding of IMSE’s Orton-Gillingham methodology over the course of 30 hours. This course is a more traditional OG approach that focuses primarily on phonological awareness and phonics (along with encoding/decoding). Participants will also discuss how to teach fluency, vocabulary, and comprehension using the OG philosophy of multi-sensory, sequential, direct instruction.   

Tell Me about It: Oral Language Development through Phonological Awareness, Visual Literacy and Storytelling 

WHEN: April 24 and 25, 2019 TIME: 9:00 am – 4:00 pm (12 CTLE Hours; 1 NYCDOE P Credit*)
WHERE: The National Museum of the American Indian –
1 Bowling Green, NY, NY 10004
TUITION: $100*

Participants will learn the importance of oral language to foster vocabulary development, receptive and productive language, correct articulation, knowledge acquisition, auditory memory, and social skills. Participants will learn simple and more complex oral language activities, such as tongue twisters, nursery rhymes, dramatization, active listening and participating in stories read aloud. They will also become familiar with the powerful oral language traditions of American Indian cultures with strong visual and oral storytelling traditions.*The price is $100 to Everyone Reading and $45 to the New York City Department of Education through the ASPDP website. All participants will receive 12 CTLE hours. Those registered with ASPDP will also receive one P-Credit towards a salary differential. 

Kendore Learning – Multisensory Strategies for the Classroom WHEN: Saturday, May 4, 2019  TIME: 9am-4pm
(6.5 NYSED CTLE hours)
TUITION: $225
WHERE:  Everyone Reading, Inc.,
                     11 Broadway – Ste 868, NY, NY 10004

In this lively one-day workshop, Kendore Learning will provide practical ideas, multisensory games, and activities to make instruction efficient and effective. You will learn unforgettable visual, auditory, and kinesthetic strategies you can put into place immediately to meet each child where they are and bring instruction to life. Kendore Learning’s multisensory strategies and games can easily be layered onto your existing teaching platform to make learning memorable and efficient for your students.

SRSD (Self-Regulated Strategy Development)
Two-Day Workshop
Power Routines for Writing Instruction that Work for ALL Students!

WHEN: May 15 and 16, 2019 
TIME: 9:00 am – 3:30 pm (12 NYSED CTLE Hours)
TUITION: $495 (including materials)
WHERE: Everyone Reading, Inc.,
11 Broadway – Ste 868, NY, NY 10004
INSTRUCTORS: Pooja Patel and Amanda Rhea

Make writing your students favorite time of day! Learn latest, cutting-edge, evidence-based practices known to help all writers, particularly those who struggle. Discover how key elements of Self-Regulated Strategy Development, along with the wider research on how to effectively teach all aspects of writing, can enable every student to succeed in expressing ideas and then to seamlessly transfer it to other settings. Equip your writers with a powerful tool kit, clear strategies, and the self-regulation that strong writers possess. While lessons and full unit plans are available, this is not a separate program but a pedagogy meant to be combined with however you already teach writing.

S.P.I.R.E One-Day Training
WHEN: May 28 OR May 30, 2019
TIME: 9:00 am to 3:00 pm.
TUITION $269
Includes the S.P.I.R.E.® Workshop Training Manual, one each of the following S.P.I.R.E.® 3rd edition: Level 1 Reader, Workbook, Teacher’s Guide, Blackline Masters, Phonogram cards and related ancillary materials.

WHERE: Everyone Reading, Inc.,
11 Broadway – Ste 868, NY, NY 10004
INSTRUCTOR: JoAnn Lense   

Attend this hands-on, one-day S.P.I.R.E. workshop to learn about language-based learning disabilities and dyslexia, and the explicit, systematic instruction needed to develop skilled readers. S.P.I.R.E., along with its digital version iSPIRE, is an Orton-Gillingham based reading intervention program designed to help students build reading success through an intensive, structured, and spiraling curriculum.

Sounds Sensible

WHEN: May 29, 2019 TIME: 9:00 am – 3:00 pm
(5 NYSED hours)
TUITION: $269, includes the complete Sounds Sensible kit.
WHERE: Everyone Reading, Inc.,
11 Broadway – Ste 868, NY, NY 10004
INSTRUCTOR: JoAnn Lense

Some students struggle with phonics, because their phonological awareness skills are poor. Sounds Sensible will help teachers train their students to hear and say sounds clearly and distinctly, to manipulate them in interesting ways, and eventually to assign letters to them.

All Everyone Reading events are approved for
New York State Education Department CTLE
(Continuing Teacher and Leader Education) hours.

]]> https://everyonereading.org/when-everybody-plays Wed, 27 Feb 2019 21:56:44 +0000 https://everyonereading.org/?p=5917 …we all win!

That was the Microsoft Super Bowl commercial for their Xbox adaptive controller for children with disabilities.

That is the gist of our conference.  We hope that we have provided enough depth and variety in our presentations that everyone can find information that interests and energizes them.

Most important, our goal at Everyone Reading is to get everyone in the game of reading, so that we will all win.

Please follow your bliss to sessions on neuroscience, data, assistive technology, methodology, social-emotional learning, evaluation, parental involvement and advocacy.  Be sure to take time between sessions to visit the vendors and hang out with like-minded individuals who truly want everyone to win.

The program for the 46^th Everyone Reading Conference on Dyslexia and Related Learning Disabilities, March 4 and 5, 2019 at the CUNY Graduate Center, 365 Fifth Avenue at 34^th Street, New York, NY 10016, is attached. Registration is through our website or the link below.

MARCH 4 IS MONDAY.  SIGN UP NOW!

Please also attend one or more of our free-standing workshops on basic literacy skills. Let data show you where the problems lie, and make good, appropriate instruction be the solution.

•  IMSE Institutes April 1-5 OR July 8-12 OR August 5-9
• Anita Archer on March 9   
• Tell Me about It: Oral Language Development through Phonological Awareness, Visual Literacy and Story Telling- April 24 and 25 NOTE CHANGE OF DATE (ASPDP P Credit Course)
• Kendore Multi-Sensory Strategies for the Classroom on May 4         
• SRSD (Self-Regulated Strategy Development) Writing Workshop – May 15 and 16

All Everyone Reading events are approved for New York State Education Department CTLE (Continuing Teacher and Leader Education) hours.

For more information and to REGISTER for any of our workshops and
Annual Conference click the button below.

  ]]> https://everyonereading.org/data Sat, 23 Feb 2019 22:30:27 +0000 https://everyonereading.org/?p=5912 What information should we collect? About whom? By whom? Why are we collecting it? Is it descriptive or predictive? Who is analyzing it? How does this analysis impact instruction? Are screenings used to identify students problems or to identify areas in need of teaching or both?

These are not new questions, but they are ever more relevant as collecting and manipulating data become easier and more common. These eternal questions will be addressed, but not always answered, in the several data-focused sessions at the 46^th Everyone Reading Conference on Dyslexia and Related Learning Disabilities, March 4 and 5, 2019 at the CUNY Graduate Center.

Learn the latest news on data collecting, interpretation and data-based individualization.  Ask questions and draw your own conclusions.

Among our two keynote addresses and 79 breakout sessions, you will also find presentations on instruction, intervention, assistive technology, social emotional learning, reading, writing and math, policy and advocacy, executive function and resilience. On Monday evening, you can celebrate Esther Klein Friedman’s lifelong determination to get everyone reading.

Take a look at the attached program. Come for one day or two. Registration is through our website or the Register Now button. Take advantage of group, student and CUNY discounts.

Hope to see you at the CUNY Graduate Center, Fifth Avenue at 34^th Street on March 4 and/or 5!

Please also attend one or more of our free-standing workshops on basic literacy skills. Let data show you where the problems lie, and make good, appropriate instruction be the solution.

•  IMSE Institutes April 1-5 OR July 8-12 OR August 5-9
• Anita Archer on March 9   
• Tell Me about It: Oral Language Development through Phonological Awareness, Visual Literacy and Story Telling- April 24 and 25 NOTE CHANGE OF DATE (ASPDP P Credit Course)
• Kendore Multi-Sensory Strategies for the Classroom on May 4         
• SRSD (Self-Regulated Strategy Development) Writing Workshop – May 15 and 16

All Everyone Reading events are approved for New York State Education Department CTLE (Continuing Teacher and Leader Education) hours.

Click here to attend any of our workshops and Annual Conference. ]]>