Equitable Literacy Instruction Part 2: Ensuring the Science of Reading Works for All Children

In January, CGLR hosted a session with our partners at the Children’s Literacy Initiative (CLI), exploring their assertions that the translation of the science of reading into classroom practice requires critical attention to ensure that instructional techniques are implemented in ways that are driven by a focus on equity. The January session engaged experts in elucidating the multiple sciences of reading and the extensive research that demonstrates how to best engage and instruct English language learners and honor the many assets of diverse learners. In this follow-on session, CGLR is excited to again convene our partners at CLI, along with other advocates and resource providers, to look at the federal, state, and local policies that need to be in place to ensure what actually happens in the classroom will lead to efficacy in the implementation of the science of reading. Panelists will discuss how policy can drive the instructional tactics that are applicable and absorbable by multiracial and multilingual students who, research demonstrates, gain literacy skills at higher rates when they have the opportunity to connect what they are learning with their home life and what is familiar to them. Join us as we build on our previous discussion by exploring the necessary policy and practice changes that will help make sure the sciences of reading are implemented in ways that are effective for the diverse range of students in America’s classrooms. 
Attendees will hear from:

• Melissa Castillo, formerly U.S. Department of Education
• Diana Greene, Children’s Literacy Initiative
• Susanne Nobels, ReadWorks
• Esther Quintero, Albert Shanker Institute
• Paula White, JerseyCAN.
• Ryan Lee-James, Atlanta Speech School, Moderator