Researchers in medicine and education have been researching how the brain acquires the ability to read since the 1800s. During those decades, many theories were developed. Recently, technology that allows noninvasive tracking of neurological processes has dramatically changed our thinking about how we learn to read and what are the most effective ways to provide instruction and intervention. We now understand that approximately 95% of students can be taught to read, especially if we start the process early. We know that the most effective instruction is provided by teachers who are both well-informed and well-supported.
Participants in the full workshop will:
1. Know about the current research on reading.
2. Understand why we can now conclude that approximately 95% of students can be taught to read, write, and spell successfully.
3. Learn the definition of “structured literacy” and its essential components: Comprehensive, systematic, explicit, and intensive instruction that provides multi-modal engagement for students that is informed by data.
4. Learn ways to effectively implement “structured literacy” in real-world classrooms for all students. The newest research supports using “structured literacy”, systematic and explicit instruction that involves multi-modality and active engagement from students. This session reviews the current research from medicine, psychology, and education. The implications for how to use this newest, research-based science to design and provide the most effective instruction for all students will be discussed.
Dr. Jan Hasbrouck is a researcher, educational consultant, and author. She served as Executive Consultant to the Washington State Reading Initiative and as an advisor to the Texas Reading Initiative. Dr. Hasbrouck was a reading specialist and literacy coach for 15 years before teaching at the University of Oregon and later became a professor at Texas A&M University. Dr. Hasbrouck has provided educational consulting to individual schools across the United States as well as in Mexico, Peru, Guatemala, Honduras, Jamaica, and Germany, helping teachers, specialists, and administrators design and implement effective assessment and instructional programs targeted to help low-performing readers.
Dr. Hasbrouck earned her B.A. and M.A. from the University of Oregon, and completed her Ph.D. at Texas A&M. Her research in areas of reading fluency, reading assessment, coaching, and English Learners has been published in numerous professional books and journals. She is the author and co-author of several books including “Conquering Dyslexia”, “Reading Fluency”, “The Reading Coach: A How-to Manual for Success”, and “Educators as Physicians”, along with several assessment tools. Dr. Hasbrouck works with the McGraw Hill publishers as an author of their “Wonders” and “Wonder Works” reading and intervention programs. In 2019 she helped found Read Washington, a 501(c3) nonprofit organization with the mission to “provide professional development opportunities, based on the science of reading, so every student becomes a skilled and confident reader.” She also enjoys volunteering at her grandson’s K–8 school in Seattle.