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Equity & Text Complexity: Why It Matters Now More Than Ever!
Current research on our literacy crisis suggests educators need to rethink instructional and assessment practices. How should early childhood educators implement equitable practices to close reading gaps? The New Teacher Project (2018) published a study, The Opportunity Myth, in which researchers examined class expectations and student outcomes. The study highlighted the inequity issue and further suggests students need opportunities to successfully engage with complex, grade-level text. Some practitioners argue students will become frustrated trying to read text above their instructional reading level, and research suggests otherwise. Dr. Kulich will discuss the science of reading, data, scaffolding, and evidence-based fluency instruction. Attendees will review national reading data, understand how the science of reading aligns with equitable reading practices, and how to develop reading fluency skills.

May 31, 2022 03:00 PM in Eastern Time (US and Canada)

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Dr. Lynne Kulich
Director of Early Learning @NWEA
Dr. Lynne Kulich is the Director of Early Learning with NWEA and former professor, teacher, data coach, and curriculum and instruction director from Ohio. She holds a doctoral degree in Curriculum and Instruction and a master’s degree in elementary education from the University of Akron, and a bachelor’s degree in Foreign Language Education from The Ohio State University. Early childhood literacy and ELs are her passion. Lynne has presented at national, state, and local education conferences. Before joining NWEA, Lynne worked with the Georgia Department of Education FLES Program and the Ohio Principal Mentoring Program.