Evidence-Based Strategies for Teaching                       Foundational Reading Skills

                   Part 1 Overview

                 August 3, 2020                  8:30-4:00

                Shodair Childrens Hospital, Helena

This is Part 1 of a 3 Part Series. Each of the 3 workshops may be attended individually or as a series of 3 for pending credit.

Teaching reading effectively, especially to students experiencing difficulty, requires considerable knowledge and skill. But what type of classroom instruction benefits beginning readers and/or struggling readers the most?

 This training will provide an overview of proven instructional methods that explicitly and systematically teach foundational reading skills to children in ways that are engaging and multisensory.  Connections will be made to the latest research, including the science of teaching reading, assessment, and how this information relates to current dyslexia legislation.  

Carrie began her education career in the classroom as an elementary teacher and secondary reading teacher. She holds a master’s degree in literacy and is a contributing author for CORE’s Teaching Reading Sourcebook (2nd Edition). She is known for her ability to not only effectively communicate best instructional practices, but also demonstrate how to put the latest research into practice in the “real world” classroom. She is especially passionate about serving children living in poverty. She has worked with and advised state officials, district leaders, school administrators, instructional coaches, and teachers across the country, as well as written and delivered on-site professional development at the state, district, and school levels that is centered around fundamental knowledge in evidence-based literacy practices. Prior to consulting, Ms. Cole was a professional development specialist for the Idaho State Department of Education, adjunct professor in literacy at Idaho State University, regional educational consultant for a major publishing company, and a classroom teacher.