EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/17/2019 | 10:45 AM - 12:00 PM | Increasing Literacy Learning through Teacher Clarity and Evidence-Based Instructional Delivery | Soldier Creek
Increasing Literacy Learning through Teacher Clarity and Evidence-Based Instructional Delivery
This presentation will focus on the qualities of explicit, systematic instruction including alignment with standards, scaffolding, specific monitoring and feedback, and opportunities to respond to increase student learning. The terms explicit and systematic are often used interchangeably but they are not the same thing.The attributes of effective instruction have been studied extensively in many disciplines since the mid-1960s. Examples shared in this presentation will be taken from the scientific research base in reading/literacy and effective schools and teachers.
- Efficacious v. Effective Instruction: What's the Difference?
- Using Three Levels of Metacognitive Learning: Declarative, Procedural, and Conditional
- Ways to Increase Positive Instructional Interactions (PIIs)
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Presenters/Authors
Rebecca Donaldson
(), Utah State Board of Education, Rebecca.Donaldson@schools.utah.gov;
Dr. Rebecca Donaldson earned a B.S. in Elementary Education at BYU. She completed a M.Ed. and Ph.D. at Utah State University with an emphasis in literacy. Becky currently serves as an educational coordinator for the Utah State Board of Education. She has been an enthusiastic educator for 39 years. In addition to spending 17 years as a classroom teacher in grades 1-5, she has also enjoyed working as a district and regional reading specialist, literacy coach, professional learning specialist, and adjunct professor at local universities. Becky served as the Reading First Director at the Utah State Office of Education and was the 2011-2012 President of the Utah Council of the International Reading Association. She was a Distinguished Finalist for the Dissertation of the Year Award from the International Literacy Association (ILA).
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