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Strategies for Helping the Secondary Struggling Reader

Date: June 6, 2016
Time: 8:30am-4:00pm

The second session will provide guidance regarding a limited set of evidence-based practices secondary teachers can use to enhance students’ comprehension of text. These strategies can be integrated into content area instruction or implemented in supplemental reading classes.

Participants will enhance their:
• Understanding of selected research-based instructional practices associated with positive effects for adolescent struggling readers and students with disabilities.
• Knowledge of how to implement these research-based practices.
 


Important Information:

COST:
$185. $150 if two or more register from the same school or school district. Payment is made to The Reading Institute.

PDPs:
7.5 Professional Development Points

MASSACHUSETTS PDP REQUIREMENT:
MA teachers are now required to receive 15 PDP’s related to teaching Special Education and English Language Learners. Participants attending two days (April 4 and June 6) will receive 15 MA PDP’s related to this general education certification requirement.

ENROLLMENT:
Register Early - Limited Enrollment

LOCATION:
The Reading Institute
430 Main Street
Williamstown, MA 01267

REGISTRATION DEADLINE:
May 23, 2016

REFUND/CANCELLATION POLICY:
Cancel 10 days prior to training and receive a refund minus a $50 service charge. No refund for cancellations made within 10 days of the training.

SUBSTITUTIONS:
Substitutions may be made. Please notify The Reading Institute, Inc. with the name of the alternate participant in advance.

CONFIRMATION/DIRECTIONS:
Confirmation and directions will be mailed to each participant. You are not registered unless you receive a confirmation letter.

ACCOMMODATIONS:
Reservations need to be made directly with the hotels. A lodging list will be sent with your confirmation. Specify you are with The Reading Institute when making reservations. Be sure to make lodging reservations early for best selection.


THE PRESENTER:
Jade Wexler, Ph.D., is currently an Assistant Professor in the Department of Counseling, Higher Education, and Special Education at the University of Maryland. She teaches courses on adolescent literacy, secondary special education curriculum and instruction, and special education assessment. A former high school special education reading and English teacher, Dr. Wexler’s research interests include investigating effective methods to improve reading instruction across the content areas and in the supplemental intervention settings for adolescents with reading disabilities and behavior disorders. She is also interested in designing effective professional development for these students’ teachers. Dr. Wexler has published numerous articles in peer-reviewed journals, as well as two books on adolescent literacy and related topics. She is currently the Principal Investigator and Co-Principal Investigator on two federally funded grants related to adolescent literacy.