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Literacy is a complex relationship of sounds and symbols used to communicate meaning. It includes reading, writing, speaking, listening and analytical thinking. Literacy development begins at birth and continues throughout life. Ensuring that all learners have equitable access to literacy attainment is a collective community responsibility (ND Department of Public Instruction Literacy Plan definition).
Literacy gives a person the ability to navigate the world with dignity. The ability to read, write, and comprehend is critical to taking control of our own lives and advocating for ourselves, for our families, and for our communities. When people aren’t equipped with those skills, they’re left with limited options in life.
New technologies, such as fMRI brain scans, help us understand the science of how the brain learns to read and the instructional practices to support that learning. This emerging research is referred to as “the science of reading” (SoR). SoR offers educators, students, and families in North Dakota hope that 95% of students can read proficiently by the end of the decade.
The SEEC's belief in evidence-based research to inform and guide its work is very apparent when it comes to the Science of Reading (SoR). This page serves as a place to understand your knowledge base around SoR and how the SEEC is applying regarding professional development available to schools (ND Department of Public Instruction SoR).
We aim to increase the use of evidence-based methods in our state, so every student becomes a skilled and confident reader.
Starting the Conversation
Emily Hanford: CCSSO Reading Research Study | Education Week Spotlight
Learning to Read Part 1 | Learning to Read Part 2
Foundational Skills White Paper | Case for Background Knowledge
The Knowledge Gap | Know Better, Do Better
Sold a Story | The Right to Read Project – Podcast & Discussion Guide
Science of Reading: The Podcast | Melissa & Lori Love Literacy
Teaching, Reading, & Learning | At a Loss for Words + Discussion Guide
Hard Words + Discussion Guide | What the Words Say + Discussion Guide
The SEEDS of Early Literacy is an educational framework. The SEEDS acronym represents what matters most - quality interactions between children and adults. When children engage in SEEDS quality interactions, they are more likely to enjoy learning and continue on the road toward language and literacy.
Content area specialists are uniquely positioned to contribute to a student's literacy outcomes. This course will affirm the value of music educators, physical education educators, library media specialists, school counselors, and other educators who don't teach reading directly of their importance in a student learning to read. Intended audience: K-3 educators who do not teach reading directly (Art, PE, Library, Music, etc.)
North Dakota Reading Corps, a strategic initiative of South East Education Cooperative, demonstrates how national service and literacy science can accelerate improvement in both students and systems. By mobilizing the people power of AmeriCorps, Reading Corps provides evidence-based literacy interventions and data-based assessments to children from age three to grade three. Our goal is to help every child become a successful reader by the end of 3rd grade.
The project's goals are to familiarize with and implement research-based literacy strategies that will increase student achievement for ALL learners.
This course will provide participants with a framework for writing instruction that can be used in all grade levels and content areas—including elementary and middle/high school content area educators.
Because the approach taught in this course relies on mentor texts and explicit instruction, this will contrast with a writer's workshop and process model.
A three-part learning series designed to provide educators with the knowledge, skills, and tools necessary to address a variety of students' needs in reading. Sessions will focus on Reading Foundations, Assessment, and Intervention.
This course is designed for educators who are committed to learning about the connection between reading and research, theoretical models of reading, and best practices for language and literacy instruction in the classroom. Intended audience: K-3, reading, special education, and English learner teachers that teach reading directly; K-3 principals; and Instructional Coaches leading literacy work.
Good news - approximately 90-95% of all K-3 students can achieve literacy skills at or approaching grade level! Bad news - it takes approximately 17 years to turn 14% of original research into practice for the benefit of students. In this course, district and school-level instructional leaders will be provided with the scientifically based knowledge and tools needed to close the research-to-practice gap.
LETRS® provides K-12 educators with an in-depth understanding of the science behind teaching literacy and gives them the background and depth of knowledge to teach language and literacy skills to every student. Designed to be the cornerstone of a multiyear, systemic literacy improvement initiative, LETRS® is the most respected comprehensive professional development course for instructors of reading, spelling, and related language skills.
This opportunity consists of 3 parts: watching a pre-recorded informational video, attending a synchronous Zoom meeting, and an optional in-person browsing experience.