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Child Reading Development
One of the first reading skills young children need to develop is phonemic awareness--the understanding that spoken language is made up of building blocks of sound. Many of the activities engaged in by preschoolers, such as rhyming and rhythm play, are ideal for helping children become aware of these building blocks, or phonemes. Phonemic awareness is just one of the skills underlying successful child reading development. Another is phonemic decoding--translating groups of letters back into the sounds that they represent in order to link them to one's verbal vocabulary and access their meaning. Vocabulary, fluency, and reading comprehension skills are also critical in learning how to read proficiently. Children who master these five foundational reading skills and become successful readers will be well equipped to succeed in school.
Showing posts with tag child reading development Show all posts >
Corey’s Story: My Son No Longer Needs Intervention After Using Fast ForWord
- December 8, 2011 by Norene Wiesen
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This post is the seventh in a series aimed at sharing the success stories, both personal and professional, that Scientific Learning employees witness every day.
“My son personally was identified in kindergarten as a struggling learner. He is a July baby and he started kindergarten at a very young age five. Right away, red flags were going up for the teacher. Emotionally, academically, developmentally, we realized that he might not have been ready to acquire the skills that were being taught in the kindergarten classroom.
We worked really hard over the summer to put Zack through [Fast ForWord] Language Basics and [Fast ForWord] Reading Prep*. These products are really appropriate for a kindergarten-aged learner.
When he returned to school in the fall and he was re-assessed for intervention, the teacher made a comment: ‘I don’t know what you’ve done with Zack over the summer, but his scores are now above where he needs to be and we no longer will need to provide him with any intervention support. We are just going to continue to monitor him and watch and make sure he continues to grow along the right pathway.’
It brought tears to my eyes knowing that we continued to do the right things and the only one variable that changed was using Fast ForWord with him. It built his confidence and built his self-esteem.”
*Note: Fast ForWord® Language Basics and Reading Prep are no longer available. Current Fast ForWord products for kindergarten-aged learners include Fast ForWord Language and Reading Readiness.
Related Reading:
Sara’s Story: From 6 Months Behind In Reading to the Accelerated Reading Class
Joel’s Story: My Nephew’s Reading Skills Improved 1.5 Years in 3 Months with Fast ForWord
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Family Focus, Fast ForWord, Reading & Learning
Sara’s Story: From 6 Months Behind In Reading to the Accelerated Reading Class
- November 17, 2011 by Norene Wiesen
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This post is the sixth in a series aimed at sharing the success stories, both personal and professional, that Scientific Learning employees witness every day.
Sara’s story:
"I was a Fast ForWord coach before I came to work for Scientific Learning and I absolutely loved the program, which is one of the reasons that I came to work here.
I have one story about a young man who was in first grade and was struggling a little bit with reading. He was about sixth months behind by the time he got through first grade and his mom recognized that immediately. She had always read to him, but there was just something he was missing and she couldn’t figure it out.
She came and talked to me one day and asked about the Fast ForWord program. We had just started working with the kids at school and I said, 'Put him in. We’ll see how he does.' He finished Fast ForWord Language and when back to the regular classroom, within two months he tested again with a reading test in his classroom and he was up to grade level, which was excellent. We were so excited and he was excited because school was easier.
The next year when he came back, he was a second grader. His mom said, 'I want him to do Fast ForWord again because I want him to stay with the rest of the class or even go a little bit above it.' He worked really hard, got through another two programs, finished for that year and the next year when he came back in for third grade, he tested into the gifted class.
Now this young man is a fifth grader and he’s been in the accelerated reading class ever since."
Related Reading:
Joel’s Story: My Nephew’s Reading Skills Improved 1½ Years in 3 Months with Fast ForWord
My Son Announced He Was Dropping Out of High School: Mary’s Story
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Brain Fitness, Family Focus, Fast ForWord, Reading & Learning
Joel’s Story: My Nephew’s Reading Skills Improved 1½ Years in 3 Months with Fast ForWord
- October 27, 2011 by Norene Wiesen
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This post is the fifth in a series aimed at sharing the success stories, both personal and professional, that Scientific Learning employees witness every day.
Joel’s Story:
“The story is about my nephew. He has moved around a bit because his father is in the military. He has had a little bit of a break up in his school experience and his first several years of school.
They could never quite pin down what wasn’t working for him, but he just wasn’t maximizing his potential. His mother knew that and my sister knew that but they couldn’t ever get him long enough in one place to ever nail down what was going on.
Finally they got a test done in the 4th grade that showed he was two years below reading level. He could read pretty well but he had a hard time comprehending what he was reading and understanding what it meant. We also uncovered that sometimes he struggled with unfamiliar words so we suspected that there might be some decoding issues as well. I said to put him on [Fast ForWord] Language v2. He ran through Language v2. His initial RPI scores indicated that he was two years below grade level and he was struggling with decoding and reading comprehension.
He finished Language v2 in just over 3 months and his RPI—Reading Progress Indicator—scores went up one and a half years. He finished his way through [Fast ForWord] Language to Reading v2 and he now is reading on grade level.
He is in a small, small school district in the Midwest and may not be there long because of the nature of his father’s job. Both his father and mother were amazed by the results of the Fast ForWord programs.”
Related Reading:
Building Fluent Readers: How Oral Reading Practice Helps Reading Comprehension
The Essential Nature of Developing Oral Reading Fluency
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Family Focus, Fast ForWord, Reading & Learning
Building Fluent Readers: How Oral Reading Practice Helps Reading Comprehension
- October 25, 2011 by Cory Armes
In my former work as a teacher, one of the best moments of the day in my classroom took place when I read aloud to my students. It was a magical time for all of us as the words on the page and the characters in the story seemed to come alive right before us as I used different voices and accents. Sometimes I read very fast and other times I created long pauses that kept my students hanging, wondering what would happen next. I wanted them to love reading as much as I did – to enjoy that excitement you feel when you solve a mystery, are saved from catastrophe, or discover a wild and wonderful new world. Sharing this gift with my students was possible only because I am a fluent reader.
In his book The Fluent Reader, Dr. Timothy Rasinski says that fluency is a critical but sometimes ignored link between the basic reading of words and achieving comprehension. With fluency, the foundational skills of phonics and word recognition have progressed to the point that only a minimal amount of cognitive energy is needed for decoding so that the reader can focus on understanding what is being read. When you are a fluent reader, you are able to read easily and efficiently with prosody, or meaningful expression, and that enhances your comprehension.
Students must have some degree of fluency in order to comprehend text, so if you have students who easily understand what is read to them but have difficulty when reading independently, fluency may be the source of that problem. A study of fourth graders sponsored by the US Department of Education demonstrated that the most fluent readers had the strongest comprehension scores. In addition, every decline in oral reading fluency in the study had a corresponding decline in reading comprehension.[i] The study was replicated ten years later with about 1,500 students and had similar results.[ii] In both studies, close to half of the students who were not adequately fluent in reading also demonstrated significant problems with comprehension.
Practice is essential to learning and mastering any skill – sports, music, cooking, etc. - so it makes sense that this also would apply to the skill of reading. By including consistent oral reading practice during the school day, the reading process becomes transparent so it can be observed, examined and supported until students become independent readers. Readers must transition from being tied to the individual words so they can achieve higher levels of comprehension as they read. A great way to encourage this is through repeated oral practice of the same reading selection, which helps students with word recognition, fluency and prosody as well as general reading and comprehension.
There is something special about reading aloud regardless of who does the reading. Oral reading is a powerful tool that can help students not only learn to read fluently but also to experience the joy of reading.
The transition from rote to rapture - that’s what fluency can do for you.
Want to learn more? Check out Dr. Rasinski’s free on-demand webinar on scilearn.com, Teaching Fluency: The Neglected Goal of the Reading Program.
[i] Gay S. Pinnell et al. Listening to Children Read Aloud: Data From NAEP’s Integrated Reading Performance Record (IRPR) at Grade 4, 1995. http://www.eric.ed.gov/ERICWebPortal/search/permalinkPopup.jsp?accno=ED378550
[ii]Mary C. Daane, Jay R. Campbell, Wendy S. Grigg, Madeline J. Goodman, and Andreas Oranje. Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading, October 2005. http://nces.ed.gov/nationsreportcard/pubs/studies/2006469.asp
Related Reading:
The Essential Nature of Developing Oral Reading Fluency
How Learning to Read Improves Brain Function
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Education Trends, Reading & Learning, Reading Assistant
Longitudinal Study Shows Significant Fast ForWord® Gains Endure Over Time
- October 6, 2011 by Melissa Agocs
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Every spring, the Criterion-Referenced Competency Tests, abbreviated CRCT, are administered to students in Georgia. The CRCT is designed to measure how well students acquire the skills and knowledge described in the Georgia Performance Standards.
Students are tested in reading, English/language arts and mathematics. This summary will concentrate on the reading results from the Clarke County School District in Georgia. The CRCT is given every spring to all students in grades 1-8, and the students included in this study were first through eighth graders during the time of the study.
A longitudinal study is a type of study that follows the same subjects over time. Clarke County students who used the Fast ForWord products generally started with the Fast ForWord® Language or Fast ForWord® Literacy series, with students then progressing through the Fast ForWord® Reading series. Students started on the products during different years, with some starting as early as the 2006-2007 school year, and others starting aslate as the 2010-2011 school year.
The first wave of Fast ForWord participants at Clarke County started using the products in the fall of 2006 and made statistically significant improvements on the spring 2007 CRCT with continued improvements in 2008 and the following years. Students in the second wave started using the products in the fall of 2007 and made statistically significant improvements on the spring 2008 CRCT.
After a third group started in 2008 school year, the group’s CRCT scores significantly increased and then continued to go up. Similarly, students who began using the products in 2009 and 2010 also started to show increases in their reading scores after Fast ForWord participation.
Each cohort exhibits a similar pattern in that after Fast ForWord participation started, on average, the group showed a steady increase in their CRCT reading scores with each passing year.
Looking at the students who started using Fast ForWord products in 2010, there was an increase in the percentage of students reaching reading proficiency, with 55% of students who were not proficient in 2010 crossing the proficiency threshold in 2011.
In addition to longitudinal results, data were also analyzed for certain demographic groups, including students who were receiving Special Education services and students with Limited English Proficiency. Both groups achieved statistically significant improvements on the CRCT Reading Test after Fast ForWord participation.
If you have questions on this study or any other Fast ForWord study, please feel free to contact our Customer Service Team.
Related Reading:
Fast ForWord® Language Series Has Greatest Impact of Any Intervention Listed by NCRTI
My Nephew Was a Struggling Learner (Not Anymore!): Carrie’s Story
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: English Language Learners, Fast ForWord, Reading & Learning, Scientific Learning Research, Special Education
Implementation Fidelity: Maximizing Your Fast ForWord® or Reading Assistant™ Investment
- August 11, 2011 by Andrew Ostarello
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What is Implementation Fidelity? It is Scientific Learning’s measure of how well Fast ForWord and Reading Assistant users are following product usage protocols.
In order to maximize a student’s benefit from Fast ForWord or Reading Assistant, users need to have an intensive and persistent experience. This means using the products regularly and according to protocol. The available Fast ForWord protocols are five days a week for 30, 40, 50, or 90 minutes per day. For Reading Assistant, the protocols are 20, 30, or 40 minutes per day (depending on the grade band) for three days per week. Adherence to these protocols helps students build on their daily successes.
This leads naturally to the following question: How do you know if a student is having an intensive and persistent Fast ForWord or Reading Assistant experience?
Our answer is a concept called Implementation Fidelity. Implementation Fidelity measures how closely users of Scientific Learning products are adhering to the recommended usage protocols.
There are three components to Implementation Fidelity:
- Completion Rate
- Attendance
- Participation
Each of these components can be measured at the individual student, classroom, or district level.
Implementation Fidelity components are measured on a scale from 0 to 100%. Scores in the top 20% are considered “Good,” scores in the middle 60% are considered “Fair,” and the remaining scores in the bottom 20% are considered “Poor.”
Scientific Learning Progress Tracker is an online tool to monitor and manage Fast ForWord and Reading Assistant success.
Progress Tracker has reports to help customers track the Implementation Fidelity of their students. For example, one Implementation Fidelity report shows the overall Completion Rate, Attendance, and Participation categories for a district as a whole and for each school in that district.
We have found that a good implementation, on average, leads to 50% more reading gain per year.
Related Reading:
Forecasting ROI from Fast ForWord® and Reading Assistant™ Products
Making Computerized Learning Work Takes WORK
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Fast ForWord, Progress Tracker, Reading & Learning, Reading Assistant, Scientific Learning Research
LearnFast Australia: “If only there were a way to get into their brains…”
- August 9, 2011 by Peter Carabi
Note: This post is the 3rd in a series on Scientific Learning Value Added Representatives (VARs)who provide our products around the world.
LearnFast Australia was founded by Devon Barnes, a speech language pathologist and audiologist. Devon has worked with children struggling with language, learning and reading difficulties for over 40 years. Many times during those decades when working with a learning disabled child she would remark to her colleagues, “If only there were some way to get into their brains and reorganize them, perhaps we could fix the problems.”
Devon had read about the work of Dr. Paula Tallal, a renowned neuroscientist. In 1997 she decided to travel to the University of York in England to hear Dr. Tallal present the results of the early trials of a set of exercises which were to become the foundation for the development of Fast ForWord®.
The results were so impressive, Devon realized she had found something that could potentially ‘re-wire’ the brains of learning disabled clients.
The following year Devon completed the Fast ForWord Professional Provider Training in New York and commenced offering the programs at her clinic, Lindfield Speech Pathology Learning Centre, in Sydney.
Today, LearnFast provides Fast ForWord to thousands of students and adults via schools, professional learning practitioners, and in homes.
LearnFast has offices in Sydney, Australia and in Auckland, New Zealand. The company has developed a staff of passionate learning experts who genuinely care about helping as many children and adults as possible overcome their learning and reading struggles, and to help every person achieve his or her potential. This passion is reflected in everything LearnFast does, from the people who work for the business, to the way the Fast ForWord programs are implemented and supported.
As well as providing Fast ForWord, LearnFast is active in supporting the development of innovative ways to improve education for all, and in bringing the latest research and knowledge to parents, educators and learning professionals.
LearnFast’s Facebook page was launched recently and has developed an active community of people who are interested in the science of learning and how the findings from the research can be applied to help all those who want to improve their ability to learn and to read.
There is also a valuable source of video content made available to the public (mostly free of charge) via LearnFast Education’s Video Store which provides information about Fast ForWord and learning and reading difficulties, including auditory processing disorders, attention deficit disorders and dyslexia, as well as adult literacy development, autism and other topics. For more about LearnFast and Fast ForWord, visit www.fastforword.com.au.
Related Reading:
Scientific Learning Around the World
Unlocking the Potential of English Language Learners
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Fast ForWord, Reading & Learning
Leigh Ann’s Story: Making a Difference in Children’s Lives
- August 4, 2011 by Norene Wiesen
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This post is the second in a series aimed at sharing the success stories, both personal and professional, that Scientific Learning employees witness every day.
Leigh Ann’s Story:
“Hi, my name is Leigh Ann. I’m a BrainPro Representative with Scientific Learning and I have a few stories I would like to tell today about some outcomes that have really touched my heart.
The first story I want to tell is about Henry. He’s eleven. He lives in Michigan and his mom was really very excited to tell me this story. At eleven, he couldn’t spend more than fifteen to twenty minutes reading, and a month after he started our software he spent three hours in the hammock in his backyard reading a book from cover to cover. And when he was finished he ran in the house and he goes, ‘That was fun!’ And his mom was just so thrilled when she told me that story.
There was a seventeen-year-old boy in Canada, and the Internet where they lived was not strong enough to deliver our software into the home. So he had to drive forty minutes one way to his dad’s office. So he drove an hour and twenty minutes each day. That boy’s life completely changed. His parents said he’s a different boy. He saw himself catching up to the smarter kids in class. It completely, totally changed his life.
And those are the stories, those are the things that help me get out of bed every morning and get to work with a big smile on my face and know that I’m make a big difference in children’s lives.”
Related Reading:
Jolene’s Story: “I Saw Tremendous Change”
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Family Focus, Reading & Learning
Reading in the Real World
- July 26, 2011 by Corey Fitzgerald
Reading is an active and complex task that requires the brain to use a multitude of cognitive skills and mental processes to develop meaning and comprehension from written text. Being able to read high-level text independently and fluently is essential for high achievement, not only in academia but also in the workplace and through numerous life tasks. However there is a serious gap between many high school seniors’ reading ability and the reading requirements they face after graduation.
Consider the chart below. The Lexile Measure for reading level of high school literature and textbooks falls short of the level typical of college, military and workplace material. And when you take into consideration the reading level of most standardized assessments for high school students, a Lexile range of 1000-1100, the gap becomes even more evident. Simply put, students are leaving high school with limited exposure to higher-level text and contact with reading standards and assessments that don’t adequately align to meet the real world conditions they’ll be confronted with.
Research conducted by ACT’s College Readiness Benchmark for Reading indicates that just over half of our nation’s students who are on a college preparatory track are able to meet the demands and rigor of postsecondary and workplace requirements. And if that isn’t daunting enough, data from the most recent reading assessment conducted by the National Assessment of Educational Progress (NAEP) reveals that only 38% of high school seniors tested at or above proficiency for 12th grade standards. This bodes ill for the ability of Americans to meet the demands and challenges of a highly competitive global marketplace and begs the question, “Why aren’t our schools’ reading standards higher?”
Studies show that aligning high school standards to college and workplace expectations is a critical step toward giving students a solid foundation in the academic, social and workplace skills needed for success in a postsecondary education or career. The American Diploma Project has found that there is a common core of knowledge and skills, particularly in English and math, that students must master to be prepared for both postsecondary education and well-paying jobs. The research shows that there is a strong correlation between scores in high school math and English and wages earned once in the workplace. Students who are taking below-average or functional/basic classes increase their likelihood of being employed in a low-paid or low-skill job, compared to students in the top quartile who earn significantly more in the decade following high school than their ‘average’ or low performing peers.
As we seek to curtail the disparity between what’s taught in K-12 classrooms and what’s expected in the real world, it’s important that we coordinate with our local and national education and business leaders, help them to provide a cohesive approach to improve the rigors of academic coursework, promote relevant and innovative learning opportunities for all students, and share information and resources that advance the coordination across the K-12 and postsecondary sectors of our society. And by all means if you can read this, thank a teacher!
References:
Malbert Smith III, Ph.D. Bridging the Readiness Gap: Demystifying Required Reading Levels for Postsecondary Pursuits. Lexile.com.
Related Reading:
The Essential Nature of Developing Oral Reading Fluency
Adolescence: What’s the Brain Got to Do with It?
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Education Trends, Reading & Learning
Inspiring Fluency: One School’s Journey to Improve Reading Skills
- July 21, 2011 by Jacqueline Egli
A focus on core reading skills has recently been promoted in college coursework for beginning teachers, statewide initiatives for student achievement, and professional development for teachers across the curriculum in all levels of education. One of the five core skills, fluency, is still being heavily debated among the researchers, but is gaining traction as an instructional skill that is necessary to the efficiency of reading. Differences in word reading or naming speed, two aspects of fluency, have been identified as early as kindergarten levels in struggling readers (Wolf, Bally, & Morris, 1986), and can continue to be tracked into middle and high school (Meyer, Wood, Hart, and Felton, 1999). Many students who struggle and are identified as having reading deficits have difficulty with reading speed and accuracy.
Although there seems to be a significant and growing body of research on reading skills, including fluency, there is still much to be learned about the impact of fluency on overall learning. The typical definition of fluency is “the ability to read connected text rapidly, smoothly, effortlessly and automatically with little conscious attention to the mechanics of reading, such as decoding” (Meyers and Felton, 1999). Reading fluency problems of children with reading difficulties, according to Torgeson (2006), are a result of students’ difficulties forming large vocabularies of words that they can recognize “by sight” or at a single glance. If students receive “powerful and appropriately focused interventions many of them can become accurate readers and their reading comprehension improves as a result of being able to correctly identify more of the words in text” (Torgeson, 2006).
Bridges Academy, located in Winter Springs Florida, serves students with specific learning disabilities. The overall purpose of the program is to remediate the learning gaps for the students and to “bridge” them back into mainstream schools with mainstream curriculum. Ninety-nine percent of the students who attend the school have an identified deficit in reading and many are considered to be dysfluent readers. Several years ago, Bridges Academy incorporated a computer-based instructional tool, Reading Assistant software, that provided a highly focused intervention for fluency to address the skill development of reading fluency, as a trial implementation.
For the pilot program, 10 middle school aged students were selected to try the Reading Assistant program. Each middle school student was invited to participate, if they desired to do so, during their homeroom time at the end of the day. Homeroom time, of course, is a very social time and many of the middle school students looked forward to spending some time connecting with their peers before leaving campus for the day. Each of the students was asked to commit to no more than 10 days, so they did not feel that they were giving up their social time for the rest of the school year.
To get familiar with the program and the process, each student was assigned a level of the computer program that was instructionally suited to their present independent reading level. The requirements were straightforward. Students were to listen to a selected story read aloud on the computer a total of three times. Then each student was required to review any words that were unfamiliar to them by selecting the word and seeing or hearing an example of that word in a picture or sentence. After this initial step the students were required to orally read the story selection. Words Correct Per Minute (WCPM) was tracked by the software and students were directed to complete a series of comprehension questions when done. One key component unique to this product was the requirement that the student listen to their own voice recording of the selection after each of the three required oral reading samples.
The interest and enthusiasm amongst these 10 middle school students as the project began was very exciting to the faculty and administration. All 10 students shared information with their parents and their classmates about the project and the way the program worked. During their lunch break, they discussed the various stories that they were reading amongst themselves and shared their present WCPM scores with their peers with tremendous pride! These students would celebrate their promotion to a new story with a “high five” and pored over their data reports at the end of the week to see what types of gains in fluency they were making. What was most encouraging? All 10 of the students chose to work on the program for the duration of the school year, a period of eight weeks. One student even elected to come back to the campus during summer vacation to complete the stories he was reading, so he could reach his own set goal of 200 WCPM!
The impact of this implementation of the Reading Assistant program is now being realized across the campus at Bridges Academy. All students who are reading above a second grade level are provided access to the Reading Assistant program two to three times a week, throughout the school year. Students who are preparing to “bridge” to a new school program are provided the opportunity to work four afternoons a week as an after school option, so that they may increase their proficiency rate with above grade level material in preparation for their move to the mainstream schools. Every January through April, 80% of the students eligible for bridging can be observed working in the afterschool program. What is most impressive is that these students have chosen to participate in this afterschool program!
The assessments, data analysis, and individual summary reports built into Reading Assistant track the overall impact of the program in improving reading skills for student participants. Bridges Academy staff and administration are pleased with the overall improvements in the students’ reading skills and confidence. The students perceive themselves as readers, and parents report that the students are now becoming more confident readers who enjoy reading--many for the first time!
References:
Meyer, M.A., & Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306.
Meyer, M.S., Wood, F.B., Hart, L.A. & Fenton, R. H. (1999) Longitudinal course of rapid naming in disabled and non disabled readers. Annals of Dyslexia, 48, 89-114.
Torgeson, J.K. & Hudson, R. (2006) Reading fluency: critical issues for struggling readers. In S.J. Samuels and A. Farstrup (Eds.). Reading Fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association
Wolf, M., Bally, H., & Morris, R. (1986) Automaticity, retrieval process and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1000.
Related Reading:
Truth in Numbers: School Achieves Statistically Significant Improvements on TAKS
The Essential Nature of Developing Oral Reading Fluency
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Reading & Learning, Reading Assistant, Special Education
