The Science of Reading and Teaching Reading in the 21st Century
Join Peter Dewitz and Michael F. Graves for a discussion on what the science of reading reveals about effective instruction on word recognition, vocabulary, reading comprehension, and motivation.
Peter Dewitz and Michael F. Graves
Concern with the science of reading is spreading in the popular press, in research journals, and on a Facebook forum that numbers 50,000 participants. The focus in the vast majority of popular press articles and on Facebook is phonics. However, the science of reading deals with much more than phonics. The National Council for Teacher Quality noted that Teaching Reading in the 21st Century was an exemplary text consistent with the science of reading and containing the essential elements of effective reading instruction. Join us in a webinar where we will discuss what the science of reading reveals about effective instruction on word recognition, vocabulary, reading comprehension, and motivation and offer suggestions on how to use our textbook in your reading methods courses.
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About the speakers
Peter Dewitz
Peter is an educational consultant and researcher who works with teachers and children in public schools. Peter has taught at the University of Toledo and the University of Virginia, and has worked as a visiting researcher at the Harvard Graduate School of Education. He taught in the upper elementary grades and his major research interests are educational materials—specifically the efficacy of reading programs—and the development and instruction of reading comprehension and the uses and abuses of assessments in our schools.
Michael F. Graves
Mike Graves is a professor emeritus of literacy education at the University of Minnesota and a member of the Reading Hall of Fame. Mike taught in the upper grades before completing his PhD at Stanford University. His research and writing focus on vocabulary learning and instruction, learning from text, instruction for English learners, and motivation. His current major research effort is an IES-funded research and development project on teaching word-learning strategies.