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Readicide: How Schools are Killing Reading and What You Can Do About It
Kelly Gallagher
April 3, 2013; 9:00am‐3:00pm
Hilton Garden Inn, Bangor, Maine
Kelly Gallagher is a full-time English teacher at Magnolia High School in Anaheim, California, where he has taught twenty-seven years. He is the former co-director of the South Basin Writing Project at California State University, Long Beach, and the author of Reading Reasons: Motivational Mini-Lessons for the Middle and High School, Deeper Reading: Comprehending Challenging Texts, 4-12, Teaching Adolescent Writers and Readicide: How Schools Are Killing Reading and What You Can Do About It. He is also a principal author of Writing Coach (Prentice Hall, 2010). Kelly’s latest book is Write Like This (Stenhouse). Follow Kelly on Twitter @KellyGToGo, and visit him at www.kellygallagher.org.
Workshop description:
It is no secret that with each passing year students are reading less. Beyond the list of the usual causes (print-poor environment, low parental education- level, mindless electronic entertainment), this workshop will focus on another major contributor to the death of young readers: our schools. More importantly, specific steps to avoid “readicide” in our classrooms will be shared. Kelly will model strategies proven to raise both academic and recreational readers.
Click to download registration flyer
Selecting and Introducing Texts at Higher Levels in Support of the Child’s Literacy Processing System
Dr. Mary K. Lose, Oakland University
April 4, 2013; 9:00am‐3:00pm
Hilton Garden Inn, Bangor, Maine
Mary K. Lose, Ed.D., is Associate Professor in the Department of Reading and Language Arts and Director of the Reading Recovery Center of Michigan at Oakland University, in Rochester, Michigan. Dr. Lose’s research interests focus on dissemination and implementation of early literacy intervention policies, teachers’ professional development, and contingent teaching. She has published in professional journals including The Elementary School Journal, The Reading Teacher, The Clearinghouse, Principal, Teaching PreK – 8, The Journal of Reading Recovery, and Reading Research Quarterly. Dr. Lose’s article, “A child’s ‘Response to Intervention’ requires a responsive teacher of reading”, was reprinted in two books published in 2010 by the International Reading Association. In spring 2010, she received the Research Award for the School of Education and Human Services at Oakland University. Also since fall 2010, Dr. Lose has served as Principal Investigator at Oakland University on the Investing in Innovation (i3) federal grant to scale up Reading Recovery in the United States in collaboration with Ohio State University and 19 partner universities. In 2002, Mary was a Fellow of the Marie Clay Literacy Trust, observing literacy teaching and learning in New Zealand Schools. She finds working with teachers and their students among the most interesting and rewarding work of all.
Workshop description:
Reading Recovery teachers must preview and analyze texts to prepare a particular child for correct responding and to advance his literacy processing system. In this session we will examine the challenges a child might encounter in texts as he uses several sources of information, constructs meaning, and problem-solves while maintaining fluency. Emphasis will be placed on the unique demands of texts at higher levels and the supportive role of the teacher.
