LitCon hosts literacy luminaries, experts, researchers, authors, and advocates from around the globe. View the full session lineup!

If the greatest challenge historically faced by North American educators is serving all children equitably, how can a single approach to teaching reading be the solution for children from a vast range of cultural, linguistic, socioeconomic and experiential backgrounds? To explore this question, Compton-Lilly brings empirical research related to teaching reading together with scholarship that documents how differences matter. This scholarly review makes it clear that to serve all children well, it is essential that understandings of reading and teaching reading be broadened, becoming more inclusive, rather than increasingly narrow. One-size-fits-all solutions will only serve a small proportion of children. This presentation highlights not only how diversity affects learning to read, but also poses solutions that highlight the need for teacher responsiveness and sensitivity to all forms of difference.

Amid the noise of the politics of reading, the emotional, and challenging times we live in, and the clamor for purchased “programs,” students seem to be missing out on the love of reading. The solution to this sad reality is not to be found in new curriculum nor in harder working teachers. The solution, in part, lies in modeling. “Modeling is not one way of influencing people; it is the only way,” said Einstein. Too many educators and parents lack the love of reading. And getting adults to read is often a formidable task. However, when a love of reading is fostered, the results are remarkable! This keynote outlines our respective roles and responsibilities in ascertaining that all children under our care are given the gift of reading. It’s not magic. It’s a simple formula!

With the publication of the report of the National Reading Panel in 2000 and more recently with journalistic reports advocating for a science-based approach for teaching reading, schools and teachers have been mandated to follow instructional protocols that are based on scientific research. While not denying the need for scientifically validated approaches to teaching reading, it is important to note that teaching reading is also an art. Yet, the current emphasis on the science of reading has diminished and dismissed artful approaches to reading instruction. In his presentation, Dr. Rasinski will make the case that effective teaching reading is both art and science and explore actionable ways that critical reading competencies can be taught.