Reading Research Conference: Program

Keynote Address

Catherine E. Snow
Harvard Graduate School of Education
Improving Literacy Outcomes: A Time to Act

Conference Schedule

Registration and Continental Breakfast	8:00–8:45 a.m.
Welcome and Opening Announcements	8:55 a.m.
Keynote Address	9:00–10:15 a.m.
First set of breakout sessions	10:30–12:00 noon
Research Awards Luncheon	12:00–1:45 p.m.
Second set of breakout sessions	1:45–3:15 p.m.
Third set of breakout sessions	3:30–5:00 p.m.
Wine and Cheese Reception	5:00–6:00 p.m.

Program Strands

Reading Instruction Strand

Wendy Johnson Donnell, Kansas City, KS Public Schools
A Whole-Class Multisensory Word Study Approach

Janice A. Dole and Kristin Nelson, University of Utah
Vocabulary Instruction Among Primary-Grade Teachers in a School Reform Project

Gay Su Pinnell, Ohio State University
The Analysis of Teaching: Working for More Powerful Intervention for Struggling Readers

Assessment Strand

Peter P. Afflerbach, University of Maryland
Assessment and Accountability: From Teachable Moments to Tests

Irwin Kirsch, Educational Testing Service; and Juliette Mendelovits, Australian Council for Educational Research
TBA

Carol McDonald Connor, Florida State University and the Florida Center for Reading Research
Translating Assessment Results Into Effective Literacy Instruction

Adolescent Strand

Julie L. Coiro, University of Rhode Island
A Beginning Understanding of the Interplay Between Offline and Online Reading Comprehension Ability When Adolescents Read on the Internet

Cynthia L. Greenleaf, Strategic Literacy Initiative WestEd, California
Fostering Engaged Academic Literacy for Adolescents Through Literacy Apprenticeships in the Disciplines

Jill Feldman and Kelly Feighan, Research for Better Schools; Richard Potts, Memphis City Schools; J. Helen Perkins, University of Memphis
Will That Work for Us? Interpreting Research From the Memphis Striving Readers Project (MSRP) About Implementation Fidelity, Efficacy, and Effectiveness

Teacher Quality Strand

Russell M. Gersten and Joseph A. Dimino, Instructional Research Group, California
Teacher Study Groups in Vocabulary and Comprehension: Findings From Large Scale Randomized Controlled Trials

Brian Rowan, Burke A. Hinsdale Collegiate Professor in Education, and Research Professor, Institute for Social Research, University of Michigan
Looking Closely at Reading Instruction: Lessons From a Study of Instructional Improvement

Robert C. Pianta, Andrew J. Mashburn, and Lia I. Chomat-Mooney, University of Virginia
Improving Teachers’ Interactions With Young Children: Consequences for Early Literacy Skills