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Student Alphabet Video

Elsa Cárdenas-Hagan, Ed.D., CCC-SLP, CDT, CALT-QI discusses how teachers can adjust their phonemic awareness instruction to help English learners make connections between their home language and English oral language.

Tiffany Hogan, Ph.D., CCC-SLP defines developmental language disorder, DLD, as difficulty using and understanding language. Dr. Hogan discusses the need to support the needs of children with DLD through systematic and explicit instruction and intervention focused on language comprehension.

Julie Wolter, Ph.D., CCC-SLP discusses implications of Gough & Tunmer's (1990) Simple View of Reading for students with dyslexia and developmental language disorder (DLD).

Dr. Washington's video begins at 1:31:07

In this video, Dr. Melinda Hirschmann breaks down the instructional approach known as structured literacy. She explains the instructional content included in a structured literacy approach, evidence-based instructional practices, and the type of students that benefit from structured literacy instruction.

In this video, Erin Alexander offers helpful suggestions for providing accommodations to support students with dyslexia in the classroom. Erin Alexander, Ed.S., NCSP, CALT is the Assistant Director for Clinical Services at the Tennessee Center for the Study and Treatment of Dyslexia at Middle Tennessee State University.

In this video, Dr. Tim Odegard answers the Internet's most commonly asked questions about Structured Literacy.

In this video, Dr. Odegard answers some of the most common questions people ask Google about dyslexia.

Dr. Tim Odegard of the Tennessee Center for Dyslexia at Middle Tennessee State University addresses myths around dyslexia and shares his lived reality as a person with dyslexia.

Reading success for all should be a human right, regardless of where we come from, or how our brain is uniquely wired. The stakes are incredibly high for children with dyslexia. We will back load from what happens to adults who leave schools systems as functionally illiterate to understand what awaits children who do not receive dyslexia intervention or therapy. What should the new social contr...

Full title: Advanced Orthographic Mapping: How the Science of Reading Informs Foundational Reading Instruction Beyond Phonemic Awareness and Phonics Skilled readers must establish sufficient word-level proficiency so that words are recognized automatically. In this session, Barbara Wilson will draw on the science of reading that forms the underlying basis for all reading instruction to discuss ...

The purpose of this presentation will be to describe ways to support effective interventions from both a school systems and classroom level. Response to intervention approaches focus specifically on academics, such as reading, whereas Multi-tiered systems of support are broader and include supports not only for academics, but for behavior and social emotional learning. There are several shared ...

Spelling with Regular Words, Rule Words, and Irregular Words

Spelling Instruction for English Language Learners

Phonemes and Morphemes: Building Blocks for Decoding and Spelling

2018 0317 1 Fox Reading Conference Welcome and The History and Structure of English Words 1080p

2019 1025 Comprehension Construction Zone 3 PM Session 1 720p

2019 1025 Comprehension Construction Zone 4 PM Session 2 720p

2019 1025 Comprehension Construction Zone 1 AM Session 1 720p

2019 1025 Comprehension Construction Zone 2 AM Session 2 720p

Building Knowledge and Confidence as Your Child’s Advocate Client

Thinking About Comprehension

Realities of Dyslexia and Reading

An Overview of Dyslexia

An Overview of Structured Literacy

Why Explicit Instruction?

Reading Instruction for Students with Intellectual Disabilities

Using Technology to Practice Reading and Spelling