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Presented by Dr. Linda J. Dorn,
Professor of Reading Education and Director of the Center for Literacy at the University of Arkansas at Little Rock
August 4-5, 2014, 9:00 am – 3:00 pm
Wells Conference Center, University of Maine
Audience: PreK-8 School Teams
In school change, a change in practice provides evidence of a change in thinking, and these shifts are facilitated through meaningful interactions with others around a common goal. A theory of school change is viewed as a dynamic design for coordinating and aligning research-based practices for optimizing student learning. So, what would the design look like? And how do the parts work together to create a model for continuous literacy improvement? The first day will focus on creating a school-wide culture for implementing a rigorous literacy curriculum for all students. The second day will focus on aligning research-based reading interventions to high quality classroom instruction. School teams will share their experiences with comprehensive literacy improvement.
Dr. Linda J. Dorn is a Professor of Reading Education and Director of the Center for Literacy at the University of Arkansas at Little Rock. Her 30 years of experience in education include teaching, professional development, and support at all levels of the system from primary through tertiary. Her work also includes the development and implementation of the Partnerships in Comprehensive Literacy Model and the Comprehensive Intervention Model, which are widely implemented in states across the nation including Arkansas, California, Georgia, Iowa, Illinois, Indiana, Kentucky, Maine, Michigan, Missouri, Tennessee, Washington, Wisconsin and Wyoming. These initiatives are recognized as exemplary models for continuous school improvement in education.
Dr. Dorn is the co-author of Apprenticeship in Literacy (2nd ed., 2012), Scaffolding Young Writers (2001), Shaping Literate Minds (2001), Teaching for Deep Comprehension: A Reading Workshop Approach (2005), and Literacy Task Cards (2001), as well as the video staff development series Organizing for Literacy (1999), Results that Last (2003), Developing Independent Learners (2003), Collaborative Conferences (2007), Interventions that Work: Guided Reading Plus Group (2009), Interventions that Work: Comprehension Focus Group (2009), Small Group Intervention: Linking Word Study to Reading and Writing (2009), and Interventions that Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3 (2011).