Time in Text: Differentiating Instruction for Intermediate Students Struggling With Word Recognition
Join speaker Heidi Anne Mesmer for an insightful webinar that translates the research on one of the most pressing challenges in education: supporting intermediate grade students who have below–grade-level word recognitions skills. When helping students who have significant challenges with word recognition, teachers are caught between two goals: (a) keeping text complexity high for comprehension instruction and (b) ensuring students are spending time in text and recognizing words themselves. This webinar provides practical, research-based strategies to help educators effectively mediate word recognition in grade-level texts or differentiate texts to ensure decoding practice.
Participants will gain the following:
- An Understanding of the Challenge: Gain insights into the dilemma faced by teachers who must provide grade-level content to students who are challenged by the word recognition demands of such content.
- Research-Based Mediation Techniques: Learn about various approaches to mediate word recognition in challenging texts, including when and how to scaffold decoding to maximize student benefits.
- Research-Based Text Differentiation Methods: Learn about methods for differentiating texts to ensure that all students spend substantive time in text and recognizing words themselves.
- Practical Applications: Explore research-based instructional routines such as fluency-oriented reading instruction (FORi) and the use of text sets to support struggling readers.
Who should register: School-based educators, administrators, teacher educators, and preservice teachers
Your registration gives you access to both the live event and the on-demand recording, which will be available to you through February 27, 2025.
Registration: $29.00 for members | $69.00 nonmembers (includes annual membership)
Special pricing is available for groups of 5+, students, and individuals in countries with developing economies. Contact customerservice@reading.org for details.
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