“I am in the process with my school team of drilling down the primary interventions and assessments that ALL teachers will use this year. This conference came at just the right moment to make final decisions.”
“This was an excellent training that provided many resources and recommendations. I learned a lot about the brain!”
“It was helpful to learn the data and evidence related to best practices in relation to struggling readers.”
Testimonials From Past Attendees
56% of 3rd grade students, 52% of 4th grade students, and 52% of 5th grade students in Massachusetts met or exceeded expectations on the 2019 Next-Generation English Language Arts (ELA) MCAS exam.
Join us for this 2-day virtual workshop to close the literacy achievement gap. Learn how language and reading development can be supported and optimized for elementary school-age children. You will identify common brain and behavior myths, differentiate types of reading challenges, and apply your learning to real-world teaching scenarios. Engage in case study analyses, small group problem-solving, and self-assessment of classroom practices.
The MGH Institute of Health Professions has been approved by the Massachusetts Department of Elementary and Secondary Education (DESE) to award professional development points (PDPs) for teachers. This workshop will align to the Massachusetts Standards for High Quality Professional Development (HQPD) as recommended by the DESE.
Credits: 14 PDPs
CLOSING THE LITERACY ACHIEVEMENT GAP IN ELEMENTARY EDUCATION: THE SCIENCE OF LANGUAGE & LITERACY
Dr. Christodoulou integrates roles as clinician, developmental cognitive neuroscientist, and educator, focusing her work on: 1) identifying risk factors from school and home contexts associated with learning challenges; 2) investigating effective identification of learning difficulties across clinical and research settings; and 3) optimizing intervention practices for struggling students. She teaches courses in the Language and Literacy Certificate and Master of Science in Speech-Language Pathology programs at the MGH Institute.
Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development. Her school-based research focuses on: 1) determining the multiple pathways that lead to poor comprehension and 2) creating evidence-based classroom interventions to improve comprehension. She teaches courses in the Language and Literacy certificate and Master of Science in Speech-Language Pathology programs at the MGH Institute.
Format: Virtual Program with Live-Stream on August 17-18, 2020
Continuing Education Credit:
The MGH Institute of Health Professions has been approval by the Massachusetts Department of Elementary and Secondary Education (DESE) to award professional development points (PDPs) for teachers. This workshop will align to the Massachusetts Standards for High Quality Professional Development (HQPD) as recommended by the DESE.
Credits: 14 PDPs
IHP educator micro-credentials (digital badges) awarded upon completion of workshop and online assessment.
This course is being offered for 0.85 ASHA CEUs (Intermediate level, Professional area)
Dr. Christodoulou will receive an honorarium for this presentation from the MGH Institute of Health Professions. She receives a salary for her role as Assistant Professor from the MGH Institute of Health Professions and lead of the Brain, Education and Mind (BEAM) Lab. Dr. Christodoulou receives a salary for her role as adjunct faculty from Harvard University. She receives a consulting fee from Boston Children’s Hospital. Dr. Christodoulou is principal investigator for a National Science Foundation grant for her research on brain bases of reading and math disabilities, and a Boston Public Schools Summer School Grant for her research on literacy.
Dr. Hogan will receive an honorarium for this presentation from the MGH Institute of Health Professions. She receives a salary for her role as Professor and Director of the Speech and Language (SAiL) Literacy Lab at MGH Institute of Health Professions. She is currently co-principal investigator for a NIH grant on orthography and phonology in word learning, co-investigator for an NIH grant on word learning and language impairments, and co-investigator for an American Speech-Language Hearing Foundation clinical research grant on orthographic and phonological processing.
Ms. Young will receive an honorarium for this presentation from the MGH Institute of Health Professions. She receives a salary for her role as Instructor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions.
Dr. Christodoulou is a board member for the Massachusetts Branch of the International Dyslexia Association Board, MA Department of Elementary and Secondary Education Literacy Advisory Group, and the Harvard-Kent Leadership and Scholarship Partnership Advisory Board. She also holds a designation as Research Affiliate with the Massachusetts Institute of Technology and Massachusetts General Hospital.
Dr. Hogan is an executive board member of the New England Research on Dyslexia Society, guest editor for Language, Speech and Hearing Services in Schools, publication board member for Society for the Scientific Study in Reading, a member of the editorial advisory group for the Journal of Research in Reading, and reviewer for the annual convention of the Society for the Scientific Study of Reading.
Ms. Young does not have any non-financial interests.