The Science of Reading: Bridging the Gap Between Research & Classroom Instruction - HELD VIRTUALLY

The Science of Reading: Bridging the Gap Between Research & Classroom Instruction

HELD VIRTUALLY

One workshop over two dates:

Saturday, September 13, 2025

&

Saturday, September 20, 205

7:00 AM - 3:00 PM

A 30 minute lunch break will be provided

Those repeating this workshop each new school year WILL RECEIVE CREDIT AGAIN as there is new content!

***School years go from July 1 - June 30***

$50 for Support Staff

$80 for NASA Members

$100 for Non-NASA Members

Kate Borrows

Kate Barrows is a Strobel Education consultant with extensive experience in a variety of diverse settings and roles.  She served in reading and English classrooms as a teacher and instructional leader for fifteen years and  a library media specialist for four years.  She recently completed the ESL endorsement program at University of Louisville and has presented at local, state, and national conferences about best practice in literacy for struggling adolescents. She is active in many facets of education including curriculum and standards development, assessment writing, PBL, and Inquiry Design. Specializing in at-risk populations, Kate brings both a sense of urgency and a great attitude to the table. Always rooting for the underdog, Kate isn’t afraid of a challenge.

ALL are welcome, including anyone in a non-administrative position!

Participants will earn 1 credit (15 hours) toward license renewal!

This workshop ALSO counts for step advancement in Clark and most Nevada School Districts!

&

In CCSD, those in non-administrative licensed positions may count this workshop for license renewal AND ALSO 5 CUs - THOSE IN NON-ADMINISTRATIVE POSITIONS EARN BOTH!

In CCSD, administrators and professional-technical administrators may count this workshop for license renewal OR 5 hours toward step-advancement - not both for administrators.

Washoe County participants will be required to also register for this course in "MyPGS" in order to receive in-service credit toward salary advancement.

Washoe County School District (WCSD) participants are required to submit a 300-word essay on how they will implement this professional learning to increase student achievement before a certificate is issued.

Workshop Summary:

With research from the National Assessment of Educational Progress (NAEP) indicating that 4th, 8th, and 12th-grade reading scores are once again abysmally low, particularly among disadvantaged students, it’s time to reflect on our teaching practices to evaluate how to support learning.

When we understand how the brain functions as it learns and develops, we are better equipped to provide instruction that guides students to acquire reading and language skills. In The Science Of Reading Course, you’ll learn the science behind how our brains learn to read and the research behind evidence-based practices that support literacy skills. You’ll walk away with the step-by-step strategies, tools, and resources you need to meet the learning needs of all students.

Together, we unpack research-based instructional practices that incorporate multiple components of literacy including word recognition, orthographic mapping, phonics decoding, and language comprehension. We package these practices in lessons that we model for you so you can see in real time how to apply scientific reading instruction in your classroom and integrate science-based instruction with ease.

In this workshop, you’ll learn how to:

• Support students at all reading levels
• Create proficient readers
• Plan literacy instruction by incorporating multiple reading components
• Support reading comprehension & development through the use of word recognition and language comprehension

All participants will delve into the intricate workings of the brain during the learning and developmental processes, and gain a deeper understanding that empowers all educators to deliver effective instruction for the acquisition of reading and language skills. Through this workshop, all Pre K- 12 educators will be able to develop assignments, for all content areas, with diverse learning activities requiring significant cognitive effort from learners with the understanding of how students learn to read. Using research-backed methodologies that bolster literacy skills, participants will gain access to systematic strategies, tools, and resources essential for addressing the diverse learning needs of students. With the understanding that typically, a first-grade student reads for approximately 15 minutes daily, accumulating about 5.7 million words by high school graduation. However, increasing daily reading time to 30 minutes could expose them to over 13.7 million words. Building reading strategies and recognizing that vocabulary expands with greater reading exposure, the substantial impact of an additional eight million words underscores the importance of incorporating dedicated reading time into the school day to facilitate such gains for students.