Session Overviews
Session One: Science of Learning Overview – Paige Pullen
This presentation explores the intersection of the Science of Reading—a body of evidence-based practices focused on how individuals learn to read—and the Science of Learning, which emphasizes cognitive principles and how the brain acquires knowledge. By synthesizing these two fields, we can create instruction that is both research-informed and practical for educators. Participants will examine key theories, such as orthographic mapping and explicit instruction, and learn strategies for implementing structured literacy practices that align with cognitive principles like reducing cognitive load, providing immediate feedback, and fostering long-term retention. Through real-world examples and actionable insights, attendees will leave with a toolkit for applying these sciences to support diverse learners effectively.
Session Two: You Can’t Lead What You Haven’t Learned – Justin Browning
In the session, “Leveraging Leadership Knowledge to Transform Literacy Practices” participants will learn from leaders that have built their own knowledge around the Science of Reading and evidence-based literacy practices. (Spoiler: It was more than one training or taking an online course!) They will explain how their knowledge led them to reimagine their roles as instructional leaders and how they successfully implemented new practices that empowered teachers and improved student outcomes.
Session Three: Early Learning Success Story – Christine Ramirez & Meredith Crittenden
Oral Language is instrumental in all forms of communication. Within the Science of Reading framework, Oral Language is identified as a critical skill for young students to develop the reading brain. When intentional strategies are implemented in an environment, the results are positive for all children. For our youngest learners, it is critical and will help define a clear path of communication. Strategies that will be discussed are the TALK strategy, Tier 2 Vocabulary integration, START reads, and the integration of Social Emotional Learning with oral language.
Session Four: “7 Mighty Moves” – Lindsay Kemeny
Join teacher and author, Lindsay Kemeny, on an inspiring journey to unlock effective reading instruction! She will share seven ways teachers can modify what they are currently doing to transform their reading instruction. Each “mighty move” focuses on a critical area of foundational reading-from the most efficient ways to teach phonemic awareness and phonics to how to boost comprehension. Lindsay will briefly discuss each move and offer up a specific strategy for each one that you can implement right away.
Session Five: Elementary Success Story: Using Data and Optimizing Systems – Margaret Goldberg & Jamie Allardice
In this session, Nystrom Elementary's principal and coach will share how we've built a school-wide model for literacy instruction that fosters adult collaboration, prioritizes data-driven decision making, and has deepened our staff's commitment to students' success. We'll share how our model for instruction has evolved over the years and the steps we've taken as leaders to sustain the work.
Join us for a discussion about our big picture vision—'At Nystrom we believe reading is a civil right'—and the concrete steps we take to make that vision a reality.
Session Six: Language as the Missing Link – Emily Rubin
In this session, the relationship between language development and the development of literacy will be highlighted. While language development dramatically and positively impacts life outcomes, it is often overlooked. Language as a Missing Link provides a set of freely accessible resources that are designed for individuals, practitioners, and policymakers to integrate and sustain a proactive approach that employs language as a well-being indicator. This is foundational for learning, literacy, and well-being. Participants will take-away several freely accessible tools for measuring engagement, noticing language indicators of well-being, and providing developmental scaffolding that fuels learning.
Session Seven: LML Educator Prep Success Story – April Hopson
The Language as a Missing Link (LML) training program has been seamlessly integrated into the Early Childhood Care and Education curriculum at Columbus Technical College. This initiative aims to enhance students' understanding of language development within the context of cognitive and social-emotional growth from infancy to age 12. The LML training video serves as a valuable resource, reinforcing key learning outcomes and providing students with practical insights into language development.
The Early Childhood Care and Education class, ECCE 1103-Growth and Development of Young Children, provides students with a comprehensive understanding of physical, cognitive, and social-emotional development across various age groups. Cognitive development is closely examined at each age level, with a focus on language and its integral role in brain development.
During the course, students explore the importance of language and social interaction with primary caregivers in infancy and toddlerhood, highlighting indicators of growth and development. As students’ progress through the curriculum, they analyze engagement levels in preschool settings at ages 2, 3, and 4, recognizing the significance of language development in cognitive and social-emotional domains.
The LML training video serves to reinforce these student learning outcomes by providing practical insights and real-world examples of language development's impact on cognitive growth. The instructor utilizes the video as a teaching tool, facilitating discussions and highlighting its relevance to cognitive development.
By integrating the LML training program into the Early Childhood Care and Education curriculum, Columbus Technical College enhances students' knowledge and skills in understanding language development within the broader context of child development. This holistic approach equips students with valuable insights and practical strategies to support children's cognitive and social-emotional growth from infancy to age 12.
Session Eight: Stumbling Blocks in Science of Reading Implementation – Paige Pullen
Many teachers have learned that practices such as text leveling, the three-cueing system, and traditional running records are not supported by the Science of Reading, but they are often left without actionable alternatives. This session bridges the gap between understanding and application by exploring why these practices are ineffective and providing evidence-based replacements. Teachers will leave equipped with practical strategies for explicit instruction, orthographic mapping, and data-driven decision-making to enhance student outcomes and align their practices with research.
Dr. Paige C. Pullen is a nationally recognized leader in literacy and education, specializing in the science of reading, dyslexia, and teacher professional development. She pioneered the Literacy Matrix, a statewide learning system in Florida, improving educators’ reading instruction competencies by 82% and earning the Florida Reading Endorsement. Dr. Pullen has secured over $600 million in funding for literacy initiatives and designed micro-credentials and coach endorsements for thousands of educators. Known for simplifying complex concepts, she inspires audiences with practical, evidence-based strategies. Dr. Pullen holds a Ph.D. from the University of Florida and is a sought-after thought leader in literacy education.
Justin Browning is a national literacy consultant and an implementation specialist that partners with leaders and educators to rethink systems and structures that improve reading instruction. He is the founder and lead consultant with SoR for More, a consulting and professional development organization that helps schools achieve more by moving knowledge into action.