Making Reading Support Work: Connecting Core and Intervention for Struggling Readers
Date: May 18th, 5:00- 6 pm ET
Instructor: Elizabeth Stevens, PhD
Grades: 3 – 8
Location: Virtual Webinar; 1 session
Credentials: 1 Approved CTLE Hour
Students with reading difficulties often work twice as hard, moving between core instruction and intervention, yet the two experiences rarely connect. Different skills, materials, pacing, language, and even different teachers can leave students confused and unable to apply what they’ve learned across classes. Aligned instruction changes that by giving students a consistent set of comprehension strategies, shared vocabulary, and a clear progression of skills no matter where they are or what they’re reading. This boosts practice, reduces cognitive overload, and helps students actually transfer their learning. In this session, we’ll unpack why misalignment gets in students’ way, look at research showing how alignment improves comprehension, and explore practical examples across ELA, social studies, science, math, and intervention. Participants will walk away with concrete ways to strengthen alignment in their own classrooms and time to plan simple, high‑impact next steps they can put into action right away.
Learning Objectives:
- Explain the benefits of aligned instruction to support students’ reading comprehension
- Identify ways to align reading comprehension instruction across settings (e.g., core and supplemental instruction; content-area instruction)
- Plan two action steps to increase instructional alignment for students with reading difficulty in your classroom and/or school
