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Penn State Summer Institute 2010
Keynote Speakers

Dorothy Strickland: The Essentials of Early Literacy: Making a Difference through Policy and Practice This session will focus on research applications to improve literacy instruction in the early years - pre kindergarten through the early primary grades. Both the research base and classroom applications, as reflected in the reading literature, will be explored. Suggestions that focus on the use of literature, fostering comprehension, fluency, vocabulary, word study, and writing will be offered. Ideas for assessing children’s progress and making home/school connections will be given.

Doug Fisher and Diane Lapp: Supporting Every Student’s Comprehension While too little comprehension instruction occurs in schools, research supported instructional insights exist that illustrate how literacy learning for all students across all content areas could be a reality. This will be the focus of the keynote that Doug Fisher and Diane Lapp present. www.fisherandfrey.com and http://edweb.sdsu.edu/people/DLapp/DLapp.html

Tim Rasinski: Effective Teaching of Fluency -Still the Neglected (and Abused) Goal of the Reading Curriculum Fluency in reading has been found to be a critical element of any successful reading program (National Reading Panel). Despite its importance many students fail to achieve sufficiently in this area and many teachers do not feel completely competent in their knowledge and teaching of this reading component. In this presentation, Dr. Timothy Rasinski will provide theoretical and research background and definition to fluency. He will share approaches to assessing and monitoring progress in this key aspects of reading. Finally, he will share effective and engaging strategies for teaching this all-important reading component that will move students toward better comprehension and greater proficiency in reading. www.timrasinski.com

Michael Graves: Teaching 50,000 Words and Erasing a 30 Million Word Deficit Michael Graves will provide participants with an overview of a practical, research-based, multi-faceted approach designed to build powerful vocabularies in students in grades K-12. The approach—described in detail in The Vocabulary Book (2006) and used as the framework for Essential Readings on Vocabulary (2009)—is specifically designed to be broad and flexible enough to fit the needs of all learners, including struggling readers, special education students, English language learners, average readers, and gifted readers. The session will also provide participants with information on additional resources for designing powerful vocabulary instruction.

Richard Allington: Will RTI Benefit Struggling Readers? We know a lot about effective reading instruction but most of what we know is not reflected in remedial reading or special education reading lessons. If we want RTI to achieve its goal of substantially reducing the numbers of struggling readers then we must create supplemental reading programs that actually reflect what we know about effective teaching. Six principles for the design of RTI will be presented. www.teachersread.net

Linda Gambrell, Jackie Malloy, Barb Marinak: Creating Classroom Cultures that Foster Reading Motivation This session will focus on creating classroom cultures that support and nurture students in becoming motivated, engaged readers. The major question to be addressed is, "How do we motivate reluctant readers and help them develop into motivated and strategic readers?"Evidence-based insights about reading motivation and comprehension, drawn from recent research, will be presented. Motivational strategies and techniques for promoting strategic reading will be shared.

Dixie Winters: Teaching Critical Thinking Skills and Metacognitive Awareness: The Key to Increased Student Achievement Teachers should be teaching students how to think, not just what to think. Teaching critical thinking and metacognitive skills provides students with the skills necessary to make judgments about their own learning and adjust their behavior accordingly. In this interactive, multi-media session, participants will learn how to (1) use critical thinking skills instruction to differentiate lesson for all students, (2) incorporate the eight characteristics of critical thinking that help to identify when students are thinking critically, and (3) teach metacognitive skills to make students aware of the way they process their thoughts so that they become self-directed, self-disciplined, self-monitored, and self-corrective.

BethAnn Pratte: Mind, Brain, and Education Medical research is unlocking doors to understanding learning, memory, behavior, and learning differences. Dr. Pratte provides current medical research in a language that educators can understand and in a way that is applicable to immediate implementation in the areas of classroom management, interventions, and instructional design and engagement. www.engagingtheirminds.com

Charles Fay: Practical Strategies for Success with Difficult Students Dr. Charles Fay provides plenty of practical techniques for avoiding power-struggles, gaining cooperation and staying sane around the most challenging students. Known around the world for his humorous, story-based teaching style, you’ll hear solutions for: putting an end to arguing and manipulation, preventing and managing student disruptions, getting kids excited about what you’re teaching, lowering your blood pressure, and much more!www.loveandlogic.com


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