Improvisational Theater for
Reading Comprehension
Mr. Scott Field
LRC
101 Ses
sion
5
Middle Tennessee State University
3rd Annual Reading Conference
This very interactive workshop jumps right in to applying theater games to explore reading. After
we debrief the experience, we will work through several more short pieces to get a feel for how
to use improv comfortably and independently.
Reading on the Edge: Toward Independent
Reading of Complex Text
Ms. Katie Pattullo
LRC
221
Session 6
Practical, brain-compatible, learning strategies for use in the classroom and intervention groups,
that teach reading comprehension in the content areas for all elementary students. These
strategies involve high-level thinking, movement, creativity, writing, and group discussion and
collaboration. The strategies can be implemented in the classroom with little or no materials
preparation or purchase of additional materials. This session will be interactive, with opportunity
for discussion, participation, and learning the way the brain learns.
Let’s Get Moving
on the Road to
Better Reading
Cognitive and Neurobiological Correlates
of Decoding and Reading Comprehension:
Classroom Implications
Morning Keynote: Laurie Cutting, Ph.D
Vanderbilt University
Comprehension: Reading and Life Lessons
Afternoon Keynote: Jane Fisher, M.Ed.
Lincoln County Department of Education
Saturday, September 12, 2015
8:30 - Registration and Continental Breakfast
9:15 - Welcome and Introduction
Dr. Lana Seivers, Dean, College of Education
Dr. Jim Herman, Director, Center for Dyslexia
McWherter Learning Resource Center
LRC 221
Sponsored by the
Tennessee Center for the Study and Treatment of Dyslexia
http://www.mtsu.edu/dyslexia
Orton-Gillingham Reading Training
Ms. Lenise Moore
K E Y N O T E
LRC
221 Ses
sion
3
This training will center on the Orton-Gillingham (OG) approach to reading, which is language
based, multisensory, sequential, cumulative, cognitive, and flexible. It is intended primarily for
use with students who struggle with reading (particularly phonics, syllabication, morphology,
and fluency), spelling, and writing, but it is also an excellent multisensory tool for one and above
grade-level students. This instruction is designed for working with students individually, in small
groups, or in the large group setting.
9:00 - 10:30 a.m.
Cognitive and Neurobiological Correlates of Decoding
and Reading Comprehension: Classroom Implications
Laurie Cutting, Ph.D.
Individuals with dyslexia and other related difficulties face a broad array of
LUNCH 12:00- 1:00p.m.
challenges with regard to reading. Most predominantly, they have difficulty with
LRC 101
decoding and word recognition. This presentation will review findings regarding the
various levels of reading (word-level, comprehension), discuss the inter-relationships
between the two, and examine how neurobiological approaches inform and refine
our understanding of how to identify and treat reading difficulties. Classroom
K E Y N O T E
1:00 - 2:30 p.m.
implications will also be discussed.
BREAK 10:30-10:45a.m.
LRC 101
Comprehension: Reading & Life Lessons
Jane Fisher, M.Ed.
The elements of comprehension are not only crucial to all levels of educational
readiness, but create an individualized recipe for success in life. Do your students
CONCURRENT SESSIONS
10:45a.m. - 12:00 p.m.
combine the important ingredients of comprehension to create real meaning across
the curriculum? The level of engagement, tactics, critical thinking, and problem
solving become a model for life itself. Through the teaching of strategies, and by
Adolescent reading comprehension: Research,
Practices, and Interventions
Dr. Eric Oslund
LRC
201
building authentic and scaffolded comprehension experiences, we prepare students
1
ession
S
In this session, Dr. Oslund will present recent research findings on comprehension interventions
for adolescent readers. He will cover the theoretical underpinnings of reading comprehension
and provide attendees with potential interventions and practices aimed at increasing reading
comprehension in older students.
Using Learning Frameworks to Facilitate Content
Area Reading Instruction
Dr. Beverly Joan Boulware
to succeed not only as readers, but throughout their life.
LRC
101
Session 2
This session will present simple, logical and practical ways to teach units of study. Teachers can
integrate print materials into selected instructional designs commonly used in specific fields to
enable their students to discover concepts, ask questions, and make connections between the
content being learned and the text selections presented.
BREAK 2:30- 2:45p.m.
LRC 101
CONCURRENT SESSIONS
2:45p.m. -4:00 p.m.
Practical Standards-Based Classroom Strategies
to Help Students Make Meaning from Text
Dr. Carol Thigpin
LRC
201
Session 4
Building on the research presented in the morning session and focusing on both independent
and cooperative learning, Dr. Thigpin will present practical and specific classroom instructional
strategies that help all high school students, but particularly those who struggle with reading,
strengthen skills necessary to acquire and apply information gained from texts.