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OVERVIEW

“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.”

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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. Additionally, we will address how the pandemic has contributed to this gap and provide updates in research and practice throughout the workshop. 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

WHAT YOU WILL LEARN

At the end of this workshop, you will:  
 
Day 1
  • Describe the role of language processes in word reading and reading comprehension.
  • List the multiple pathways underlying reading difficulties.
  • Discuss the relevance of major findings from cognitive neuroscience research for literacy education.
  • Discuss the needs of diverse learners by addressing bias in instructional material in order to create inclusive literacy learning environments.

Day 2

  • Distinguish between common educationally relevant neuro- and behavioral-myths and their counter-evidence.
  • Demonstrate evidence-based assessments and interventions for reading difficulties based on an individual differences model.
  • Describe how brain plasticity is related to reading intervention.
  • Discuss research on reading trajectories in the context of COVID-19.

WHO SHOULD ATTEND

  • K-4 teachers
  • Reading and Literacy Specialists
  • Special Education Teachers
  • Librarians
  • Principals and other school administrators
  • Speech-Language Pathologists

REGISTRATION

CLOSING THE LITERACY ACHIEVEMENT GAP IN ELEMENTARY EDUCATION: THE SCIENCE OF LANGUAGE & LITERACY

Registration

 

 

Individual

$225/person

$

Includes course materials, curated resources, and live-stream activities.

Register Now

Group

$175/person

$

For groups of 3 or more from the same organization.

Apply for group rate by submitting a brief form with enrollment details.

Apply for Group Rate

IHP Preceptors

$0/person

$

IHP Vouchers will be accepted for this workshop.

If you have an IHP voucher for precepting our students, click the link below to apply for a special rate to cover your full registration fee.

Apply for Preceptor Rate

FACULTY

Joanna A. Christodoulou, EdD

Associate Professor, Communication Sciences and Disorders, Director of the Brain, Education, and Mind (BEAM) Team, MGH Institute of Health Professions

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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.

Read more about Dr. Christodoulou.

Tiffany Hogan, PhD, CCC-SLP

Professor, Communication Sciences and Disorders, Director of the Speech and Language (SAiL) Literacy Lab, MGH Institute of Health Professions

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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.

Read more about Dr. Hogan.

Indigo Young, MS, CCC-SLP

Assistant Professor, Communication Sciences and Disorders, MGH Institute of Health Professions

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Professor Young teaches and supervises graduate clinicians in the interdisciplinary Impact Practice Center. Indigo specializes in pediatric speech and language disorders. She is an ASHA-certified Speech Language Pathologist. She also holds a Massachusetts state license in addition to holding an initial teaching license in Massachusetts for Speech Language Pathology.

Professor Young's experience includes school-based speech, language, and literacy intervention. She is particularly interested in providing culturally proficient care to diverse children and families.

In addition to developing curriculum and guest lecturing about Anti-Oppressive Intervention in various Department of Communication Sciences and Disorders courses, Indigo teaches in CD761 and CD762: CSD Clinical Practicum (Spoken and Written Communication Disorders) and CD 828: Teaching Language and Literacy to English Language Learners (Co-taught with Dr. Charles Haynes).

Read more about Professor Young.

Rouzana Komesidou, PhD

Postdoctoral Research Fellow, Communication Sciences and Disorders, SAiL Literacy Lab, MGH Institute of Health Professions

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Rouzana Komesidou is a postdoctoral fellow and a project director on a longitudinal study funded by the NIH on children with Developmental Language Disorder (DLD) and Dyslexia, a collaboration between Tiffany Hogan, PhD, CCC-SLP, at the SAiL Literacy Lab at the MGH Institute, Julie Wolter, PhD, CCC-SLP, at the University of Montana, Jessie Ricketts, BSc, MSc, DPhil, at the Royal Holloway, University of London, and Yaacov Petscher, PhD, at Florida State University.

Dr. Komesidou completed her PhD at the University of Kansas. Her research focuses on the intersections between language and literacy development and using implementation science to improve educational practices.

Read more about Dr. Komesidou.

ACCREDITATION

Format: Virtual Program with Live-Stream on August 16-17, 2021

Continuing Education Credit:

Teachers

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


Speech-Language Pathologists

This course is being offered for 0.95 ASHA CEUs (Intermediate Level)

Program Completion Requirements: Participants are expected to be present for the entire program. Individuals who are not present for the full program will not be recommended for ASHA CEUs. No partial credit will be provided.


Financial Disclosure
Dr. Christodoulou will receive an honorarium for this presentation from the MGH Institute of Health Professions. She receives a salary for her role asAssociate 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.

Professor Young will receive an honorarium for this presentation from the MGH Institute of Health Professions. She receives a salary for her role as Associate Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions.

Dr. Komesidou receives a salary for her role as Postdoctoral Research Fellow at the Speech and Language (SAiL) Literacy Lab at MGH Institute of Health Professions. She receives a salary for her role as Lecturer at the Department of Communication Sciences and Disorders at MGH Institute of Health Professions. Dr. Komesidou is currently principal investigator for a Tewksbury Public Schools Grant on implementation science and interprofessional collaborative practice, and co-principal investigator for an RSM-funded Harvard-Kent Elementary Grant on language and reading intervention.

Non-Financial Disclosure
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.

Professor Young does not have any relevant non-financial interests to disclose.

Dr. Komesidou does not have any relevant non-financial interests to disclose.

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