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September 2007 Calendar

1.  Overview of Reading is the Bridge Online Plan

2.  Click here for Posting #1

  • What is one strategy or material shown at the Reading is the Bridge conference that you have tried? 
  • Would you use it again? 
  • How would you modify it?

Directions:

Email your thoughts for Posting 1 in the following manner:

To:  norenehp@bresnan.net

Subject:   MT LINCS RB Posting 1

3.  Webcast:  9/28/07  11:30 AM - 12:45 PM Mountain Time

From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adult

This webcast will present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Dr. John Kruideiner, Dr.Rosalind Davidson, and Ms. Susan McShane will use two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific assessment and instructional strategies derived from the research. Participants will learn about the direct link between research and evidence-based practice. The presenters also will explain how all four major components of reading provide a framework for assessing students' reading ability and how assessment results can lead to a program of instruction that improve students' reading.

Go to http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html to register.

Montana Note:  Questions for Montana ABLE

The exciting part of this webinar is that Dr. Davidson and Dr. Kruidenier have both presented reading workshops for the Montana ABLE community within the past three years.  In addition, Susan McShane's text was one of the resources distributed to Reading is the Bridge participants.

The following questions have been provided by both Dr. Davidson and Dr. Kruidenier in order to set the stage for Montana ABLE!  Thank you, Ros and John!

  1. Why is reading broken down into its component parts for research, assessment, and instruction in reading?

  2. What is the most important conclusion that can be drawn from the assessment profiles research?

  3. What does the research say about adult beginning readers’ phonemic awareness and word analysis abilities?

  4. If you can't do a comprehensive assessment of your learner's reading abilities, which reading sub-skills do you think are the most important to assess before planning instruction? 

  5. Would knowing what formal research has found out about adult readers influence how you teach?

4.  Discussion of Webcast:  Refer to October