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Teacher Training Resources
Resources for evidence-based reading instruction and intervention for struggling readers and students with dyslexia

Teacher Training Resources

All students — but especially struggling readers and students with dyslexia — benefit from structured literacy instruction that explicitly teaches language skills and the essential components of reading. It is also important that all teachers be able to recognize characteristics of dyslexia and know strategies that will help their students.

Profile

Samantha Durrance
Policy Analyst

Samantha Durrance joined the Southern Regional Education Board in 2017 as a policy analyst for early childhood through middle grades. Her experience includes teaching middle school mathematics and leading the student support team at an elementary school. Samantha holds a Master of Arts in Teaching from Emory University and a Master of Public Policy from Georgia State University.

Spotlight

Alabama Science Teacher Sets Higher Expectations Using Literacy Strategies

Reese Woytek Why did the deer cross the road? The usual answer to the joke is “to get to the other side.”

That question serves as a prompt for seventh-grade science students to start looking for answers through data-driven research and in-depth writing. Their teacher, Reese Woytek at Slocomb Middle School in Geneva County, Alabama, is using the instructional framework of the Literacy Design Collaborative (LDC). He received his LDC training in 2015. The Southern Regional Education Board is training teachers across Alabama, and Woytek’s experience is a perfect example of how LDC strategies can change teacher focus and impact students.

Blog post Quinton Granville Originally posted on the LDC.org blog.

Building Life Skills in a Middle School Classroom

Quinton A. Granville was a seventh-grade social studies and reading teacher for Atlanta Public Schools when this blog entry was written. He is now a literacy consultant at SREB. 

Quinton Granville has been using the Literacy Design Collaboration framework in his seventh-grade classroom for nearly a year. He says he’s come a long way since he was introduced to LDC through a districtwide initiative.

Blog post Anna Hasenkamp, Guest Blogger

Raise the Rigor
Strategies to Promote Reading Comprehension

Q-Chart

Anna Hasenkamp

As a middle grades social studies teacher in Florence School District 1 — an area of South Carolina along I-95 known as the “Corridor of Shame” for its poverty and low-performing students — I have a theory. I believe all students benefit from rigorous, literacy-based classroom instruction, and students from poverty benefit the most. The ability to read and understand complex texts is the best way to distinguish students who are college and career ready from those who are not.

Blog post Dave Madden, Guest Blogger

Seven Literacy-Based Assignments for Social Studies Classrooms

Bodies of Water graphic

Dave Madden

Last year, while teaching at Lakeside Middle School in Anderson County, South Carolina, my colleague Keri Compton and I came up with seven strategies specifically for social studies teachers. These mini-tasks, based on our Literacy Design Collaborative (LDC) training, use hands-on activities to build confidence and help students reflect on their learning while they’re improving their reading and writing skills. Here they are:

People, Objects, Settings, Engagement and Relationships

Blog post Samantha Durrance, SREB Policy Analyst

Diverse needs create a challenge for kindergarten teachers
How can states help their kindergarten teachers meet students where they are and boost learning for all?

Kindergarten is an important transition to the early grades. In fact, more and more teachers say kindergarten is the new first grade. Recent research by Bassok, Latham and Rorem backs this up. In 2016, these researchers examined differences in kindergarten expectations and teaching practices between 1998 and 2010.

Publication May 20184 pages

Repeating a Grade: How Well Does It Work?
Research Snapshot

This research snapshot on retention policies examines what we know about retaining young students, from research on outcomes to how much states spend on additional years of schooling. The brief lists intervention policies in the nine SREB states that require third graders to show reading proficiency to be promoted to fourth grade.

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