Literacy Now

The International Reading Association has a tradition of research-based professional development resources for literacy educators. This tradition continues with this year’s series of research sessions at the IRA 58th Annual Convention from April 19 to 22 in San Antonio, Texas.

Research Address & Awards with Brian Cambourne and Carrice Cummins

The Research Address & Awards on Saturday, April 20 feature Brian Cambourne from the University of Wollongong in Australia presenting Doin' What Comes Naturally: Using Nature's Best Biological Ideas to Inform Classroom Practice. Research into the teaching of reading accumulates in ever-increasing bulk—with all manner of contradictory and confusing results—culminating in the so-called "Reading Wars."  Battle lines have been drawn around what the concepts of "evidence" and "good science" are supposed to look  like,especially when it comes teaching and learning. Cambourne intends to explore the proposition that scientifically based evidence, which can inform classroom pedagogy has been around for millions of years. Event Chair Carrice Cummins, President of the International Reading Association, will celebrate the 2013 research award and grant recipients during this session.

Saturday Sessions with the IRA Literacy Research Panel

Literacy Research Panel members will share their ideas on promising new literacy initiatives and important research priorities in the U.S. and around the world in a session entitled The IRA Literacy Research Panel: Big Ideas, Literacy Needs, and National Priorities on Saturday, April 20. IRA Director of Government Relations Rich Long and Panel members P. David Pearson, Peter Afflerbach, Carrice Cummins, Nell Duke, Peter Freebody, Virginia Goatley, John Guthrie, Kris Gutierrez, Kenji Hakuta, Peter Johnston, Gloria Ladson-Billings, Nonie Lesaux, Elizabeth Moje, Annemarie Sullivan Palincsar, Linda Phillips, Timothy Shanahan, Catherine Snow, William Teale, and Karen Wixson will discuss hot topics and ideas to assist educators with literacy implementation. Presenters will use an interactive format to respond to questions from the audience to provide insights into current literacy policy and practice.

The Panel continues its discussion in The IRA Literacy Research Panel: Policy Issues and Impact later on Saturday the 20th. With national and state policy having a daily impact on school practices and classroom literacy instruction, the Literacy Research Panel is focusing on policy issues in their discussions. In this session, IRA Director of Government Relations Rich Long and Panel members P. David Pearson, Peter Afflerbach, Nell Duke, Virginia Goatley, Kris Gutierrez, Gloria Ladson-Billings, Annemarie Sullivan Palincsar, Timothy Shanahan, Catherine Snow, and Karen Wixson will share recent policy developments and potential responses to new initiatives, intended to help educators navigate and articulate research-based responses to policymakers. In addition, audience/IRA members will be invited to suggest possible policy questions for consideration.

Featured Research Sessions on Saturday

The Project READI: Teaching adolescents to read and write arguments in science, English, and History presentation with Cynthia Greenleaf, Carol Lee, and Cynthia Shanahan will showcase the ongoing work of READI, a Reading for Understanding project funded through IES. This project focuses on a definition of reading for understanding that recognizes the role of disciplinary practices in reading comprehension and focuses on argumentation within the disciplines as the avenue towards deep understanding of text. Three disciplinary teams have been designing and studying instruction aimed at helping middle and high school students comprehend and write arguments, drawing on the help of exemplary teachers and teacher networks. The three team leaders will share what they have learned from this work.

In the “Research Into Practice” session entitled The Common Core's Three Sources for Text Complexity: What We Know, What We Need to Know presenter Elfrieda H. Hiebert will discuss the Common Core State Standards’ identified three-part model for establishing the complexity of texts. This presentation will examine existing scholarship for each source—quantitative, qualitative, and reader-task—with the goal of identifying support for educators in selecting and teaching texts in ways that increase students' capacity with complex text (Standard 10). Ways in which practitioners and researchers can work together to bolster text assessment systems will be identified in the final section of the presentation.

In Meeting the Challenges of the Changing Demographics: Assessment and instruction that makes a positive difference in ELs' Success presenter Kathleen Mohr will identify ways to meet ELs' linguistic challenges and provide paths to increase students' success. Paul Boyd-Batstone presents CALL as a formative assessment tool and Mayra Daniel discusses informal reading inventories for Spanish/English bilinguals. Joyce Nutta and Kouider Mokhtari focus on critical considerations for instruction in the mainstream content area classroom. Louise C. Wilkinson presents a tool to assist teachers in comparing and contrasting English with many of the other languages spoken by ELs in US schools. David Schwarzer addresses translingual education in this country's multilingual and transnational learning communities.

Saturday’s Teacher as Researcher Workshop

The Becoming a Teacher Researcher: Exploring IRA's Teacher as Researcher Grant workshop will explore IRA's Teacher as Researcher grant and provide information on what it means to be a teacher researcher and how to conduct action research. Award winners from previous years Eric Claravall, Joanna Kaiser, Michele Cacioppo, and Nakeiha Primus will be present to talk about their work. Committee members will address particular aspects of teacher research and answer questions.

Research Sessions on Sunday, April 21

Nell K. Duke presents the Project-based Integrated Social Studies and Literacy Instruction featured research session on April 21. To meet the CCSS, students need to be deeply engaged in complex reading and writing. Standards-aligned project-based instruction is a promising means of achieving that engagement. In one study, Duke and colleagues found that students in high poverty settings who experienced two project-based integrated social studies and literacy units ended the year with the same level of achievement as children from wealthy settings on standards-based measures. In other words, project-based instruction closed the SES achievement gap in social studies and content literacy. Duke will describe the units involved in that study as well as others she and colleagues have developed.

Also on April 21, Jim Anderson leads a Research Into Practice session entitled Promoting and Supporting Families' First Languages and Cultures in a Bilingual Family Literacy Program: A Project with Immigrant and Refugee Families. In this session, Anderson reports on a three-year project in which his team implemented a bilingual family literacy project with 500 immigrant and refugee families from four linguistic groups in five different communities. He briefly traces the development of the program, describes the contexts in which it was implemented, and reports the results. Findings include: the four- and five-year-old children made significant gains in emergent literacy knowledge in English; families understood and supported home language maintenance; and families indicated they felt welcomed and comfortable in school and better understood the North American education system.

Diane Lapp and Douglas Fisher—along with numerous other authors—lead roundtable discussions in What's New in Language Arts Research? Looking Inside The Handbook of Research On Teaching of the Language Arts, Vol. 3. Authors will share the research supported current issues addressed in their chapters. Audience interaction will be greatly encouraged.

Research Into Practice Session on Monday, April 22

Melanie R. Kuhn and Paula J. Schwanenflugel present Rethinking Fluency: Instruction for the Common Core State Standards (CCSS) on Monday, April 22. They say that, if students are to become fluent readers, they need extensive opportunities to read a range of materials, from selections at their independent level to "stretch" texts. Yet it is often the case that students need scaffolding to experience success with challenging texts. Fortunately, research has identified several easy-to-implement approaches for fluency instruction that provide learners with the support necessary to read such selections. Given the integral role of challenging material in the CCSS, these approaches can play an important role in your literacy curriculum while allowing your learners access to the expanded vocabulary and conceptual knowledge such texts provide.

Research Poster Sessions

Poster sessions give Convention attendees the chance to interact with researchers in a more informal, intimate setting. At these open sessions, researchers answer questions and referring to their displays of photographs and charts. This year there will be poster session on Outstanding Dissertations; Interdisciplinary Units for Literacy Education; Meet the Researchers; Looking Inside the Classroom; Teacher Preparation, Teaching, and Coaching; Culturally Relevant Teaching: Language, Families, and Communities Focusing on Learners: Curriculum, Assessment, and Interventions; and Multiple Paths to Literacy in the 21st Century.

The IRA 58th Annual Convention runs from April 19 to 22, 2013, in San Antonio, Texas. Visit www.iraconvention.org and the iPlanner Program Grid and Event Search for details.

 

 

 

by Marja Kivihall and Kadi Lukanenok

The International Reading Association, the International Federation of Library Associations (IFLA), and the International Board for Books for Young People (IBBY) acknowledge the intrinsic value and importance of literacy in the widest sense, which is a prerequisite for seeking and accessing information of any kind, understanding it, and making use of it. Education (formal, non-formal, and informal), availability of books in the readers’ languages, support for local publishing, and library programming are complementary sources and enablers of knowledge. They are central pillars to aims, goals, and values of each named organisation, which makes close cooperation between them natural and needed.

At the 14th European Conference on Reading in Zagreb, Croatia, in August 2005, a Memorandum of Understanding (MoU) between participating organizations was signed by IFLA president Kay Raseroka, IRA president Richard Allington, and IBBY president Peter Schneck.

They agreed to work on practical modalities including exchange of expertise (joint statements, declarations, manifestos, etc.), joint advocacy and support for each others’ advocacy activities, joint research activities, workshops and/or training sessions, projects, and publications. The MoU paid special attention to cooperation at each others’ conferences. Following is a good example of realisation of the MoU at the root level between associations and institutions in a country.

The IFLA WLIC 2012 Preconference “Let’s Read! Reading and Print Disabilities in Young People” was held on 8-9 August 2012 in Tallinn, Estonia. The conference was organized by IFLA Libraries Serving Persons with Print Disabilities Section (LPD) in cooperation with the Estonian Reading Association and the Estonian Library for the Blind.

The aim of the conference was to highlight the importance of delivering special library services for children and youngsters with print disabilities (e.g. visual impairment) or reading difficulties (e.g. dyslexia) and show how to improve the services through co-operation and partnership with schools and reading associations.

Target groups included: 

• librarians (specialized library services and public libraries) 
• teachers 
• national organizations working with dyslexia and other interest groups 
• other professionals working with persons with print disabilities 
• children’s librarians from the Nordic libraries for the print disabled

It took more than a year to organize the conference with active e-mailing and having Skype and eye-to-eye meetings. The first meeting with IFLA LPD Section’s members in Oslo took place in May 2011. It was followed by the second meeting in Tallinn at the Estonian Library for the Blind in November 2011 which was also attended by Kadi Lukanenok from the Estonian Reading Association and Tallinn University.

The active preparations culminated with the conference in August 2012 which turned out to be a success with a good program and interesting visits to the Estonian Children’s Literature Centre and the Estonian Library for the Blind. Participants of the conference came to Tallinn from 18 countries to acquire information and enrich their knowledge.

Kadi Lukanenok and Meeli Pandis represented the Estonian Reading Association at the conference. KadiLukanenok gave a presentation “Dyslexia 3-level Framework by U. Frith. Implication for Society.”

During the conference the dinner was arranged at the Estonian Open Air Museum, and visits to the Estonian Library for the Blind and the Estonian Children’s Literature Centre were organized.

Further cooperation between the Estonian Library for the Blind, Estonian Reading Association, and Tallinn University Department of Special Education was discussed. The inclusion of reading/print disabled people is still problematic in Estonia. All partners looked ahead for problem solving ideas engaging special education and teacher training students. Many useful contacts were established.

Information about the preconference is available at www.nlb.no/en/ifla-preconference-2012/.

Marja Kivihall is from the Estonian Library of the Blind, marja@epr.ee. 

Kadi Lukanenok is from the Estonian Reading Association, Kadi.lukanenok@tlu.ee.

Pre-conference institutes at the International Reading Association’s upcoming Annual Convention in San Antonio offer valuable opportunities to delve into literacy education topics in depth. The 19 full-day institutes and the special session for council leaders scheduled for Friday, April 19, 2013 feature hands-on professional development from panels of field experts as well as chances to network and learn from fellow educators from across the country and around the world.

Institutes are scheduled for 9:00 a.m. to 5:00 p.m. at the Henry B. Gonzalez Convention Center and the Grand Hyatt San Antonio. Interested educators can register for an institute in conjunction with full-conference registration or can register for just the one-day institute. Below is the list of available institutes as of January 9, 2013. For more information about the institutes, including cancellations, visit the iPlanner program grid for Friday, April 19. Visit www.iraconvention.org for details on registration, housing, the convention program, and more.

The Institutes

Institute 1: Reading Research 2013: Next Steps in the Implementation of Common Standards

This Institute will feature key issues in the implementation of the Common Core. There will be sessions on text complexity, at-risk populations, and the focus and importance of collaboration and discussion. Presenters: Susan B. Neuman, University of Michigan; Laura Justice, Ohio State University; Linda Gambrell, Clemson University; Peter Afflerbach, University of Maryland; Stephanie Al Otaiba; Janice F. Almasi, University of Kentucky; Camille Blachowicz, National Louis University; Gina Cervetti, University of Colorado; Anne Cunningham, University of California, Berkeley; Virginia Goatley, University at Albany; John Guthrie, University of Maryland; Peter Johnston, University at Albany, State University of New York; Nonie Lesaux, Harvard University; Annemarie Sullivan Palincsar, University of Michigan; Kathleen Roskos, John Carroll University.

Institute 2: Focus on Engagement: Celebrating an Active Stance with Literacy

Participants will be actively engaged with six dynamic and interactive keynote presenters who will focus on key points in increasing student engagement while reaching for Common Core Standards and deep thinking. In addition, we highlight famed children’s authors Seymour Simon and Doreen Rappaport as they focus on using high-quality informational texts to lift engagement. Presentations will include audience engagement, video, analysis of student work, and ready-to-apply instructional strategies. Presenters: Linda Hoyt, author/consultant; Ellin Oliver Keene, author/consultant; Harvey "Smokey" Daniels, author/consultant; Debbie Miller, author/consultant; Sharon Taberski, author/consultant; Seymour Simon, author/consultant; Doreen Rappaport, author/consultant; Sara Holbrook; Michael Salinger, author/consultant.

Institute 3: Understanding Language: Common Core and English Language Learners

The Understanding Language Institute will be divided into three parts: 1, An overview of the critical role language plays in the new Common Core State Standards and the opportunities these new Standards afford to English Language Learners (ELLs); 2, A workshop of lesson components of an exemplar middle school English Language Arts unit, developed by the team that highlights specific strategies that support ELLs’ access and success with authentic Common Core aligned complex texts; and 3, Unpacking the metacognitive processes for teachers and students that support teacher professional development and processes that support student learning. Presenter: Lydia Stack, SFUSD.

Institute 4: Steps to Comprehending Literature: A Breakthrough

A six-step metacognitive framework that miraculously develops automaticity of comprehension of literature for K–12 children, from struggling learners to gifted ones, will be introduced through exhibits of children’s responses. “How to do it” breakout sessions will follow. Presenters: Susan M. Glazer, Rider University; Phyllis D. Fantauzzo, Rider University; Kristina Fico, Student Success Center, Rider University; Johanna Allen, Hopewell Valley Central High School; Robin Carver, Alexander Batcho Intermediate School; David M. Hassine, Crossoads North Middle School; Stephanie Madden, Waldwick Middle School; Evangelos P. Malakates, Pond Road Middle School; Elyse Willey, Riverfront School; Shannon Carlson, Orchard Hill Elementary School; Lindsay Csogi, Hedgepeth Williams School; Karen Lurie, Reading-Flemington Intermediate School.

Institute 5: Vocabulary Instruction That Makes a Difference (MCVIP) Grades 4–9

This Institute shares research-based instruction for comprehensive vocabulary development. Presenters: Camille Blachowicz, National Louis University; James Baumann, University of Missouri-Columbia; Patrick Manyak, University of Wyoming; Michael Graves, University of Minnesota, Emeritus; Justin Arner, University of Missouri; Ann Bates, National Louis University; Char Cieply, National Louis University; Jeni R. Davis, University of Missouri; Heather Peterson, University of Wyoming; MCVIP Teachers Washington School, Evanston 
MCVIP Teachers Irish Elementary School, University of Wyoming; MCVIP Teachers, University of Missouri.

Institute 6: Implications of the CCSS & PARCC Assessments for Teaching & Learning

Participants will be invited to choose from three workshops within the Institute. All will make use of the CCSS and select PARCC prototype performance assessment and instructional task models to first engage participants in the kinds of CCSS aligned work that will be expected of students. Next, participants will try their own hands at developing CCSS-aligned performance assessments and instructional tasks. Finally, participants will step back to study the implications of their learning for teaching. The elementary/middle workshop will focus on Grades 3 and 6. The high school workshop will focus on Grade 10. The English Language Learner workshop will focus on Grades 3, 6, and 10. Presenters (all from University of Pittsburgh): Anthony Petrosky; Stephanie McConachie; Vivian Mihalakis; Sara DeMartino; Tabetha Bernstein-Danis. 

Institute 7: Adolescent Literacy in the 21st Century

This Institute explores the many achievements and challenges of working with adolescents in the 21st century. Presenters: Heather Casey, Rider University; Carol Hryniuk-Adamov, Chilod Guidance Clinic; Maureen McLaughlin, East Stroudsburg University of PA; Cynthia Shanahan, University of Illinois; Gay Ivey, James Madison University; Leigh A. Hall, University of North Carolina at Chapel Hill; Deborah Ellis, Groundwood Books; Doug Buehl, Edgewood College; Penny Kittle, Conway School District; Karen Bromley, Binghamton University; Cris Tovani, Overland High School; William G. Brozo, George Mason University; Cynthia Greenleaf, West Ed; Jill Lewis Spector, New Jersey City University; Donna Alvermann, University of Georgia.

Institute 8: IRA/CAEP: A Partnership for Reading Professional Quality and Performance

The IRA/CAEP Institute helps to make a difference for reading specialist/literacy coach candidates nationwide. Presenters: Diane Kern, University of Rhode Island and IRA SPA Coordinator; Beverly DeVries, Southern Nazarene University; Angela Rutherford, University of Mississippi.

Institute 9: Best Practices in Literacy Leadership: Nurturing Development Through Sustainable Learning and Creative Change

Best Practices in Literacy Leadership celebrates educators as literacy leaders, adult learners, and agents of social change. This Institute will change how literacy leaders conceptualize, approach, and engage literacy leadership as participants fold new tools and strategies into their developing repertoire. A variety of practical leadership strategies to create responsive, respectful, and sustainable learning communities that nurture growth, development, and transformation, and celebrate literacy leadership, will be offered. Presenters: Kristine Tucker, Long Hill Township Public School District; Cindy Lassonde, SUNY College at Oneonta; Richard L Allington, University of Tennessee; Janet Richards, University of South Florida; Sherry Dismuke, Boise State University; Mary Roe, Arizona State University; Shelly Terrell, Teacher Trainer and Author; Krislynn Dengler, State University of New York College at Oneonta; Hanfu Mi, State University of New York-Oneonta; Kasey Errico, Ridge and Valley Charter School; Lisa Masi, Ridge and Valley Charter School; Traci Pannullo, Ridge and Valley Charter School; Sandra K. Athans, LeMoyne College & Chittenango Central School District; Kathleen Muir, John D. Long Middle School; Katie Stover, Furman University.

Institute 10: The Common Core Literacy Block: What Will It Look Like in My Classroom?

Participants will gain theoretical and practical insights into balancing the competing components of a literacy block while meeting the demands of the Common Core State Standards. From scheduling to close readings to developing student independence, participants will leave with deeper understandings and some solutions to Common Core instructional dilemmas. Presenters: Jan Miller Burkins, Jan Miller Burkins Consulting & Literacyhead.com; Kim Yaris, Burkins & Yaris, Literacy-builders.com. 

Institute 11: Fluency and the Common Core

This Institute will explore the importance of fluent reading in meeting the literacy standards presented by the Common Core and the important role that teachers play in helping students become fluent readers. Presenters will assist teachers in connecting the expectation for being a fluent reader to the requirement for the reading of complex text. Attendees will benefit as they learn instructional strategies that will assist them with encouraging fluent reading behavior in their students across the elementary, middle, and high school grade continuum. Presenters: David Paige, Bellarmine; Jessica Broady, Jefferson County Public Schools; Seth Pollitt, Jefferson County Public Schools; Stan Taylor, Taylor & Associates; Timothy Rasinski, Kent State University; Theresa Magpuri-Lavell; Meredith Liben, Student Achievement Partners; David Liben, Student Achievement Partners.

Institute 12: Meeting the Differentiated Needs in Early Childhood

The presenters of this Institute will update participants about research, theory, and instructional practices that support the role of early literacy development in the lives of young children. Models and strategies, rationales, and evidence for the importance of the topics will be shared. Issues related to word study, language development, comprehension, fluency, writing, and the role of the family in literacy development will be emphasized and tied to the Common Core State Standards. The presentation will include the three D's of literacy—that is, recognizing diversity, differentiating of instruction, and the delight of reading, writing, and language. Presenters: Lesley Mandel Morrow, Rutgers University; Lester Laminack, Western Carolina University; Jeanne Paratore, Boston University; Susan Dougherty, Rutgers University; D. Ray Reutzel, Utah State University; Billie Enz, Arizona State University; Maria E. Franquiz, University of Texas; Richard L Allington, University of Tennessee; Judith Schickedanz, Boston University; Diane Barone, University of Nevada, Reno; Diane Lapp, San Diego State University; William Teale, University of Illinois at Chicago; Anne McGill Franzen, University of Tennessee.

Institute 13: Making a Difference through Writing

This Institute includes four keynotes and two breakout series, all presented by prominent authors/scholars/researchers. Two keynotes are planned for the morning, along with one breakout series; the afternoon uses the same structure. Keynotes focus on the following important areas: 10 principles of writing (this sets the stage by integrating the day's focus areas); learning through writing; practical implications of the CCSS for literacy, social studies, and science curricula; engaging boy writers; and “growing” readers and writers who love poetry. Breakouts address varying grade ranges, struggling writers, genres, technology, and the use of mentor texts. Presenters: Kathy Ganske, Vanderbilt University; Rosemary Cappelli, West Chester Area School District; Lynne Dorfman, Upper Moreland School District; Ralph Fletcher, Author and Consultant, Sponsored by Stenhouse; Matt Glover, Author and Consultant; Steve Graham, Vanderbilt University; Karen R. Harris, Arizona State University; Georgia Heard, Author and Independent Consultant, Sponsored by Scholastic; Susan Kolwicz; Lisa C. Miller, University of New Hampshire; Timothy Shanahan, University of Illinois; Thomas DeVere Wolsey, Walden University. 

Institute 14: What Struggling Readers and Writers Want Educators to Know

Many students are challenged by the literacy processes that others access with relative ease. What are the factors that contribute to these difficulties? What are the realities of the school experience for these students? How can educators create an environment that builds on the strengths of struggling students and makes a difference in their academic and emotional lives? This Institute will celebrate teaching ideas and strategies that provide solutions to this issue with presentations by literacy scholars, panels with experienced teachers, interactive small group discussions, and workshop activities with literacy professionals. Presenters: Joan Williams, Sam Houston State University; Richard L. Allington, University of Tennessee; Sally Frances Heineke, Sam Houston State University; Hannah Gerber, Sam Houston State University; Jennifer Brock, Region 4 Education Service Center; Donna Cox, Sam Houston State University; Melinda S. Miller, Sam Houston State University; Debbie Price, Sam Houston State University; Barbara Greybeck, Sam Houston State University; Nancy Votteler, Sam Houston State University; Helen Berg, Sam Houston State University; Patricia Durham, Texas A& M University, Corpus Christi; Kim Bellini, Learning RX; Alida Schumacher, Spring Independent School District; Holly McBlane, Austin Independent School District.

Institute 15: Students Make the Difference in Word Study

This Institute shares research, theory, and instructional strategies to effectively implement word study instruction at the classroom, school, and district level. The presenters will provide an overview of the developmental model, the assessment process, and the basic components of word study instruction. The participants will learn how to assess and monitor students' phonics, spelling, and vocabulary development and plan developmentally appropriate literacy instruction that meets the individual needs of all learners and foundational skills of the Common Core State Standards. Practical, hands-on activities for examining and discovering critical features of words will be modeled. Presenter: Karen Carpenter, Coker College.

Institute 16: Engaging Books, Engaging Talk, and Engaged Readers: Exceeding the CCSS

Literacy engagement is typically viewed as independent, deep involvement with a text. To help students not only meet, but also exceed curriculum demands (e.g., CCSS), we must explore the potential of engagement to help students become deeply involved in ideas (through, across, beyond texts) and with each other. We will share—through video, teacher perspectives, and research—examples of K-12 instruction that prioritizes engaged reading and talk, and produces outcomes that transcend conventional achievement standards. Presenters: Peter Johnston, University at Albany, State University of New York; Gay Ivey, James Madison University; Maria Nichols, San Diego Unified School District; Susie Althof, San Diego Unified School District; Amy Faulkner, Waynesboro Public Schools; Katie Ford, Waynesboro Public Schools; Jeralyn Johnson, San Diego Unified School District; Elizabeth Hill, Waynesboro Public Schools; Beth Teachey, Waynesboro Public Schools; Brian Lundstrom, Waynesboro Public Schools.

Institute 17: Empowering All Teachers to Create a Meaning-Making Schoolhouse

The effective schoolhouse is replete with individuals who celebrate the knowledge that teachers, learners, and their families bring to the classroom. This Institute is for teachers who want to make a difference in the lives of their students. Presentations address the funds of knowledge of all who contribute to learning and highlight avenues to promote critical thinking and citizenship in ELLs. Presenters will describe innovative instructional paradigms that creative teachers can implement to give ELLs access to the curriculum at levels K–12. Presentations will offer insightful concrete ideas differentiated to target new and experienced teachers who yearn to know more. Presenters: Mayra Daniel, Northern Illinois University; Kouider Mokhtari, University of Texas at Tyler; James Cohen, Northern Illinois University; Shelley K. Taylor, University of Western Ontario; David Schwarzer, Montclair State University; Paul Boyd-Batstone, California State University at Long Beach; Louise Wilkinson, Syracuse University; Guofang Li, Michigan State University; Melina Porto, National University of La Plata and CONICET; Joyce Nutta, University of Central Florida; Chris Liska Carger, Northern Illinois University; John Evar Strid, Northern Illinois University.

Institute 18: Using New Technologies to Engage Readers and Encourage Student Voices

This Institute demonstrates research-based techniques and strategies for integrating literacy and technology in Grades K–12, while showcasing instructional practices and Web 2.0 technologies that promote inquiry-based reading, digital storytelling, personal reflection, literary analysis, and creative response. Each session is designed to provide theoretical foundations, demonstrations of strategies, opportunities for hands‐on practice, connections to authentic learning activities, Internet resources and tools, and tips for successful lessons. Each session presenter is an active researcher and/or teacher invited to participate based upon his or her expertise with new technologies. Presenters: Julie Coiro, University of Rhode Island; Troy Hicks, Central Michigan University; Linda Eleftheri, Jackson Elementary School; Jennifer Gates, Randolph Elementary School; Jennifer Boyle, Benchmark Education Company; Alexandra Panos, Immaculate Conception St. Joseph School; Amie Potter, Randolph Elementary School; Nicole Renner, East Nashville Magnet School; Blaine Smith, Vanderbilt University; Denise Johnson, College of William & Mary; Sara Kajder, University of Pittsburgh; Bridget Dalton, Vanderbilt University; Kimberly Kimbell-Lopez, Louisiana Tech University; Carrice Cummins, Louisiana Tech University; Julie B. Wise, Penn State York.

Institute 19: Assessment in the Era of the Common Core State Standards

This session gives educators insight into assessments that support the goals of the Common Core State Standards (CCSS). Speakers include leaders in the development of the CCSS and related assessments, researchers of assessment practices and issues, and leaders in state agencies and teacher education who are working on implementation of the CCSS. Articles and presentations of presenters and opportunities to ask questions of presenters will be available prior to the Institute to support shared background for dialogue and presentations. Participants will also be able to ask questions of speakers digitally during the Institute which will be addressed in summary sessions. Presenters: Elfrieda "Freddy" H. Hiebert, TextProject & University of California, Santa Cruz; David Coleman, College Board; David Francis, University of Houston; Heidi Anne Mesmer, Virginia Tech; Melanie Kuhn, Boston University; P. David Pearson, University of California, Berkeley; Victoria Risko, Vanderbilt University; Barbara Kapinus, National Education Association; Karen Wixson, University of North Carolina, Greensboro; Peter Afflerbach, University of Maryland; Pamela Mason, Harvard University; Lori DiGisi, Framingham Public Schools; Kenji Hakuta, Stanford University; Bonnie Hain, Achieve; Cindy Parker, Kentucky Department of Education.

For Council Leaders

The Council Leadership Institute – Celebrating the Leader in You session for state and provincial council leaders on Friday, April 19 concentrates on developing and improving leadership skills. The half-day session will focus on teambuilding, networking, and strategic planning to help council leaders be more effective in their roles. Included mini-sessions will cover governance and council finance.

The IRA 58th Annual Convention runs from April 19 to 22, 2013, in San Antonio, Texas. Visit www.iraconvention.org for details.

 

 

 

by Elizabeth Bleacher

Well-known teacher, author, and humorist Dr. Debbie Silver will be speaking during the Sunday, April 21 General Session at the International Reading Association’s 58th Annual Convention in San Antonio, Texas. Silver has spent more than 30 years in education as a teacher, staff development instructor, and a university professor. In addition to her time spent in the classroom, the former Louisiana Teacher of the Year has published a number of well-respected books, including the best-selling Drumming to the Beat of Different Marchers: Finding the Rhythm for Differentiated Learning. Her extensive teaching and research experience makes Silver uniquely equipped to address the most pressing issues currently challenging educators.

During the general session, Silver will pay special attention to the role that teachers play in the success of their students. Silver strongly believes that teachers must stay driven and passionate to have a true impact on their students. She highlights both learning theory and tools for communication as evidence of the impact of informed, motivated teachers in the lives of children. On Education Week's “Finding Common Ground” blog Silver suggests, “We need to be supportive but honest with our charges; we should give them effective feedback that avoids labels.” The session will explore Silver’s findings about the fundamental changes that can be made to help children become self-motivated and proactive learners as well as specific strategies that help children develop internal motivation and resiliency.

The findings of Silver’s newest release, Fall Down 7 Times, Get Up 8: Teaching Kids to Succeed, serve as the basis for much of her sessions content. Silver explains that, “The Japanese have a proverb that says, ‘Fall down seven times, get up eight.’ I think that is a wonderful metaphor for what most of us want for our children.” The book provides an in-depth explanation of her motivational theory and provides practical examples of concrete solutions for helping students overcome setbacks. The book’s suggested guidelines put a special emphasis on turning failures into lifelong successes and empowering teachers to motivate their students.

More information about the speaker session can be found at the International Reading Association’s Annual Convention website, and Silver’s website provides more information about her career and available publications.

Reference: 

Silver, D. (2012, February 4). Helping kids learn to succeed [Guest blog post]. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2012/02/helping_kids_learn_to_succeed.html

Elizabeth Bleacher is the strategic communications intern at the International Reading Association.

 

 

The recent Reading Association of the Philippines (RAP) Conference in Manila was a great success. IRA Board Member Jay Blanchard and Past IRA Board Member Sally Labanda convinced Secretary of Education Bro. Armin Luistro to purchase International Reading Association (IRA) memberships for over 80 public school teachers. Visit the RAP website for conference presentations, more photos, and information about this IRA international affiliate. 

Sally Labanda, Bro. Armin Luistro, Dina Ocampo (RAP President), and Jay Blanchard

Dina Ocampo, Bro. Armin Luistro, Jay Blanchard, and Sally Labanda

Jay Blanchard, Dina Ocampo, and Bro. Armin Luistro

Jay Blanchard, Daniel Churchill (Head of the Division of Information and Technology at the Hongkong University), Dina Ocampo, Bro. Armin Luistro, and Sally Labanda

Sally Labanda, Jay Blanchard, Bro. Armin Luistro, and Dina Ocampo with RAP Conference attendees