3rd Annual
National
Reading First
Conference
Presentations
Conference
Program
Plenary
Sessions
The View From
Washington, DC: The National Implementation of Reading First
Christopher J. Doherty, Reading First
Office of
Elementary and Secondary Education, U.S. Department of Education
Sandi Jacobs, Reading First
Office of
Elementary and Secondary Education, U.S. Department of Education
We
Are Part of Something Great: Reading First in Washington State
Lexie Domaradzki,
Reading First Administrator
Washington
Office of Superintendent of Public Instruction
Jessica Vavrus,
Reading First Assistant Administrator
Washington Office of Superintendent of Public Instruction
Breakout Sessions - Introductory (early
implementation phases)
Managing the Reading
First Classroom
Elizabeth Swanson, University
of Texas at Austin
Jade Wexier, University of
Texas at Austin
Lynn Locson, Central
Regional Reading
First Technical
Assistance Center
Saro Mohammed, Central
Regional Reading
First Technical
Assistance Center
Using
Progress Monitoring Data and Program Assessments to Form Instructional Groups
Christie Cavanaugh, University of Texas at Austin
Building
a Powerful Instructional Framework to Support All Learners
Regina Blair, Central Regional Reading First Technical Assistance
Center
Katie Wood Rodriquez, Central
Regional Reading
First Technical
Assistance Center
Holly McKeag, Central Regional Reading
First Technical Assistance Center
Foundations
for Successful Reading: Overview of Reading First and Scientifically Based
Reading Research
Juin Liu, Central Regional Reading First
Technical Assistance Center
Highlighting
Instruction in the Core Reading Program that Aligns with Research-Based
Guidelines for
Instruction
for English Language Learners
Lupina Vela, Educational Consultant
Reading
First Coaching
Caroline Wilkinson, RMC Research Corporation
Kim Rodriguez, University
of Texas at Austin
Planning,
Scheduling, and Supporting Intensive Interventions for Struggling Readers
Stuart Greenberg, Eastern Regional Reading First Technical
Assistance Center
The
Role of the Principal in High Quality Reading First Implementation
Ed Radigan, Eastern Regional Reading First Technical Assistance
Center
Building
Effective Instructional Leadership Teams
Ann Fiala, Central Regional Reading First
Technical Assistance Center
High
Quality Professional Development at the School Level
Jane Granger, Florida Center for Reading Research
Luanne Nelson, University of Central Florida
90
Minutes Plus: The Reading Block -- Is 90 Minutes Enough?
Ruth Gumm,
Eastern Regional Reading First
Technical Assistance
Center
Breakout Sessions - Advanced (later implementation phases)
Positive
and Effective Classroom Management Strategies for Reading Groups
Annemieke Golly, University of Oregon
When the
Principal Leads, the School Succeeds: Leadership for Results in Reading First
Carl Cole, Western Regional Reading First
Technical Assistance Center
Strategies
for Advanced Reading First Coaching: Beyond Observing and Demonstrating
Jan Hasbrouck, J. H. Consulting
Implementation
Considerations for Years 2 and 3
Vicki LaRock, RMC Research Corporation
Explicit
Listening Comprehension Instruction in Kindergarten and Early First Grade
Erica Simon, Central Regional Reading
First Technical Assistance Center
Using
Data to Inform Instruction: Next Steps
Trudy Hensley, RMC Research Corporation
Charlotte Johnson-Davis, Eastern
Regional Reading First
Technical Assistance
Center
Leadership for Literacy
Sandra Jones, Hanson
Initiative for Language & Literacy (HILL)
Darci Burns,
Hanson Initiative for Language & Literacy (HILL)
Reading
First Implementation Beyond Year 4: Building Capacity and Moving Toward
Sustainability
at
the School and District Levels
Shari Levy Butler, Central Regional Reading First Technical Center
Denise Bradley, Central Regional Reading
First Technical
Center
Continuing
the Commitment: Sustaining Reading First Results Beyond Reading First Funding
Stan Paine, Western Regional Reading First Technical Assistance
Center
Successful
Reading Instruction Strategies for English Language Learners
Alejandra Rodriguez-Galindo, University of Texas at Austin
Lee Wright, Center for Academic and Reading Skills (CARS)
University of Texas-Houston
Components
of Systematic and Explicit Oral Language Development Instruction in
Kindergarten and
First Grade
Corinne Eisenhart, Eastern Regional Reading
First Technical
Assistance Center
Running
Effective Grade-Level Team Meetings to Improve Student Achievement
Linda Carnine, Western Regional Reading First Technical Assistance
Center
Jan
Silverstein, Western
Regional Reading First Technical Assistance Center
Breakout Sessions - General Audience
Differentiating
Reading Instruction for All Students, Grades K-3
Kathryn
Prater, University of North Carolina at Greensboro
Creating Action Plans to
Improve Student Performance
Kathryn Howe, Western Regional
Reading First
Technical Assistance
Center
Jerry Silbert,
Western Regional Reading First Technical Assistance Center
Using
Effective Teaching Strategies to Increase Intensity of Instruction
Alterable Variables To Intensify Instruction
David Howe, Western Regional
Reading First
Technical Assistance
Center
Improving
Comprehension: Fine-Tuning Comprehension Strategy Instruction to Promote a
Deeper
Understanding
of Text
Martha Smith, Education Consultant
Monitoring Comprehension
Michael Krezmien, University of Maryland
Supporting Vocabulary
Development
Carrie Nagel, RMC Research Corporation
Influences
on Text Comprehension: The Role of Reading Fluency
Holly Lane, University of Florida
Extended Learning Time
Colleen Reutebuch, University of Texas
at Austin
Getting More
Out of Your Core Reading Program
Jo Robinson, Educational Consultant
Observing the
Reading First Classroom: How to Use Brief, Drop-In Observations to Build the
Big Picture
Mo Anderson, Morrine
Anderson Consulting
Ready-to-Use Center
Activities
Marcia Kosanovich, Florida Center
for Reading Research
Using
Repeated Reading and Readers Theater to Increase Fluency
Roxanne Hudson, Florida
Center for Reading Research
Effective
Techniques for Teaching with Decodable Text
Thea Woodruff, University of Texas at
Austin
Jennifer
Wick, University of Texas at
Austin
Monitoring
School Progress Towards Reading First Goals
Pam Bell Morris, University of Texas at
Austin
Theresa Clarke, University of
Texas at Austin
Sound
Instruction: Phonemic Awareness in Kindergarten and First Grade
Jan
Rauth, Educational Consultant
Roxanne
Stuart, RMSx2 Consulting, Inc.
Building
Reading Fluency in Struggling Readers: Effective Classroom Interventions
Marcia Davidson, University
of Maine at Orono
The Use
of Centers Within the Continuum of Instruction
Phonics
Sheryl Turner, Eastern Regional Reading First
Technical Assistance
Center
Scientifically
Based Reading Research and English Language Learners: The Big Picture
Doris Baker, University of Oregon
Making
Instruction Explicit and Interactive in Large and Small Groups
Suzanne Carreker, Neuhaus Education
Center
Phonics
and Word Study for Second and Third Grade: Evidence Based Practices
Word
Building Strategy
Chris Lemons, Peabody College
of Vanderbilt University
Reading First and Special
Education
Patricia Mathes, Southern Methodist University
