Struggling readers, specifically those who have not mastered the code, often lack access to the very resources that they need to build vocabulary and background knowledge - complex, grade-level texts. Instead, they are given less rigorous (leveled) texts in core instruction, reducing instruction in grade-level standards. The instructional conundrum for educators is this. How can students comprehend complex texts that are challenging for them to read? The answer lies in instructional scaffolds. This session will model teacher practices that can be implemented immediately to help struggling readers read and learn from rigorous texts. It’s time to stop differentiating the text and instead differentiate the instructional scaffolds to ensure equitable access to challenging content.
Target audience: educators, leaders in grades 3-12
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Participant Objectives:- Examine common misconceptions, assumptions, or barriers related to the topic and their impact on instructional practice and student outcomes.
- Explore the research, cognitive science, instructional frameworks, or implementation practices connected to effective teaching and learning.
- Reflect on current practices and identify opportunities to strengthen instructional alignment, implementation, and learner outcomes.
- Apply research-informed strategies and practical approaches to support meaningful learning experiences and improve outcomes across educational settings.
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Credit Reflection Questions: Applying Learning to Practice- What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
- In what ways did the presentation deepen or enhance your understanding of the topic?
- How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
