International Literacy Educators Coalition
for more ILEC information:
Phone: (507) 469-4521
Mission: ILEC advocates for educators and families to make responsive, research-informed decisions for literacy learning that realize the potential of diverse learners to be literate, critical thinkers.
We are limited to 500 participants. CEU certificates from Minnesota State University are available. Register in advance for this free webinar:
Free Webinar
Tuesday, December 10, 2024, 7:00 PM EST, 6:00 PM CST, 4:00 PM PST
Dr. Louisa Moats, author of LETRS professional development, claims that teachers of reading must have knowledge of linguistics and orthographic mapping to successfully teach reading. If this were true, one would expect to find research that identifies a causal link between LETRS professional development and (a) teachers’ ability to teach reading effectively or (b) reading achievement. One would also expect to be able to find at least one controlled experimental research study comparing LETRS to other forms of professional development. Finally, one would expect all research used to support LETRS would meet basic SoR research standards. One would expect. As this webinar will show, this is not the case.
Uniting to Save our Schools
The Journal of Equity and Social Justice in Education
The purpose of the study is to understand how state reading policies based on the Science of Reading are impacting teachers, literacy coaches and other educators who work directly with emergent bilinguals and English learners (EB/EL) in schools and classroom contexts. The study reports findings and Recommendations for policymakers, state departments of education, school districts, teachers and publishers.
An important study from the National Committee for Effective Literacy