Video of Bill James’ CRL Learns guest lecture, Battling Expertise with the Power of Ignorance, is now available.

Battling Expertise with the Power of Ignorance
CRL Learns Guest Lecture – April 13, 2010

Bill James
2010 Distinguished Alumnus

Videos:
[See post to watch Flash video] [See post to watch Flash video] [See post to watch Flash video] ]]> http://crllearns.kucrl.org/2010/07/bill-james-guest-lecture-video/feed/ 0 http://crllearns.kucrl.org/2010/05/linnea-ehri-video-online/ http://crllearns.kucrl.org/2010/05/linnea-ehri-video-online/#comments Thu, 13 May 2010 19:53:55 +0000 Ramsey http://crllearns.kucrl.org/?p=675 Video of Linnea Ehri’s CRL Learns guest lecture, Helping Students Learn Vocabulary Words: The Contribution of Spelling, is now available. ]]>

Video of Linnea Ehri’s CRL Learns guest lecture, Helping Students Learn Vocabulary Words: The Contribution of Spelling, is now available.

Helping Students Learn Vocabulary Words: The Contribution of Spelling
CRL Learns Guest Lecture – May 11, 2010

Linnea C. Ehri
Distinguished Professor, CUNY Graduate Center

Vocabulary learning is central to reading ability and academic achievement. Vocabulary researchers and educators have viewed its essence as a process of associating the pronunciations and meanings of words in memory, and they have paid little attention to the contribution of spelling. Dr. Ehri reviewed theory and evidence showing that once children become literate, they retain the spellings of words bonded to their pronunciations and meanings in memory when they learn to read words. She presented two studies that address whether exposing second- and fifth-graders to the spellings of vocabulary words enhances their memory for pronunciations and meanings of the words and whether those with better spelling ability benefit more. Also, she mentioned a study examining whether having students read new vocabulary words aloud helps them learn the words better than reading the words silently. Implications for enhancing vocabulary learning and instruction were explained.

ABOUT OUR GUEST SPEAKER

Linnea Ehri received her Ph.D. in educational psychology from the University of California, Berkeley. She was a professor at the University of California, Davis, for many years before moving to the Graduate Center of the City University of New York as a distinguished professor. She holds appointments in the Educational Psychology and the Speech Language and Hearing Sciences programs. She has received research awards from the American Educational Research Association, the International Reading Association, the National Reading Conference, and the Society for the Scientific Study of Reading. She has held elective offices in AERA, NRC, and SSSR. She is a member of the Reading Hall of Fame. Dr. Ehri served on the National Reading Panel, which was commissioned by the U.S. Congress to report on research-based methods of teaching reading effectively to elementary students. She has received federal research grants from NICHD and the Office of Education. Her research and teaching are focused on the cognitive and linguistic processes involved in learning to read and spell words, to read and comprehend text, early precursors of success, sources of difficulty in acquiring these processes, and the forms of instruction that facilitate learning. She has written more than 120 scholarly publications on language learning and literacy.

Helping Students Learn Vocabulary Words: The Contribution of Spelling
Linnea C. Ehri, Distinguished Professor, CUNY Graduate Center
10 a.m. May 11, 2010
Room 150 JRP

Vocabulary learning is central to reading ability and academic achievement. Vocabulary researchers and educators have viewed its essence as a process of associating the pronunciations and meanings of words in memory, and they have paid little attention to the contribution of spelling. Dr. Ehri will review theory and evidence showing that once children become literate, they retain the spellings of words bonded to their pronunciations and meanings in memory when they learn to read words. She will present two studies that address whether exposing second- and fifth-graders to the spellings of vocabulary words enhances their memory for pronunciations and meanings of the words and whether those with better spelling ability benefit more. Also, she will mention a study examining whether having students read new vocabulary words aloud helps them learn the words better than reading the words silently. Implications for enhancing vocabulary learning and instruction will be explained.

Linnea Ehri received her Ph.D. in educational psychology from the University of California, Berkeley. She was a professor at the University of California, Davis, for many years before moving to the Graduate Center of the City University of New York as a distinguished professor. She holds appointments in the Educational Psychology and the Speech Language and Hearing Sciences programs. She has received research awards from the American Educational Research Association, the International Reading Association, the National Reading Conference, and the Society for the Scientific Study of Reading. She has held elective offices in AERA, NRC, and SSSR. She is a member of the Reading Hall of Fame. Dr. Ehri served on the National Reading Panel, which was commissioned by the U.S. Congress to report on research-based methods of teaching reading effectively to elementary students. She has received federal research grants from NICHD and the Office of Education. Her research and teaching are focused on the cognitive and linguistic processes involved in learning to read and spell words, to read and comprehend text, early precursors of success, sources of difficulty in acquiring these processes, and the forms of instruction that facilitate learning. She has written more than 120 scholarly publications on language learning and literacy.

Legislation and Leadership: A Behind-the-Scenes Look at Policy Development
Laura Kaloi
Public Policy Director for the National Center for Learning Disabilities
10:30 a.m.-Noon, Tuesday, April 13 – Room 522 JRP

Laura Kaloi has spearheaded legislative initiatives focused on every major education and disability law since assuming leadership of NCLD’s policy office in 1999. In this behind-the-scenes look at policy development, Laura will join us by teleconference to give us insight into how deals are made and how legislation in education is put together. Not only will she talk about the current status of educational legislation, but she will also provide her projections for the future of LEARN, ESEA, and IDEA legislation. Finally, she will discuss with participants a handful of principles regarding how professionals can play a meaningful role in policy development.

Video of Doug Fuchs’ CRL Learns guest lecture, The “Blurring” of Special Education: Redefining the Role of Special Education in an RTI Framework, is now available.

The “Blurring” of Special Education: Redefining the Role of Special Education in an RTI Framework
CRL Learns Guest Lecture – March 23, 2010

Doug Fuchs
Professor and Nicholas Hobbs Chair in Special Education and Human Development, Peabody College, Vanderbilt University

In recent years, the role of special educators as experts who work with the most difficult to teach students has become blurred as schools move toward a new continuum of general education placements and services. Dr. Fuchs led a discussion (via video conference) about response to intervention, the role of special education, and the need for the profession to return to its historic mission.

ABOUT OUR GUEST SPEAKER

Dr. Fuchs is co-director of the Vanderbilt Kennedy Center Reading Clinic. He has been principal investigator of 35 federally sponsored research grants focusing on the development of pre-referral interventions, peer-assisted learning strategies in reading and math, curriculum-based measurement procedures, and methods of reintegrating students with high-incidence disabilities into mainstream settings. Dr. Fuchs’s research interests include instruction of students at risk for school failure because of disability or poverty; peer-mediated learning; classroom assessment; school improvement and school reform; urban education; and special education policy.

The “Blurring” of Special Education: Redefining the Role of Special
Education in an RTI Framework

Doug Fuchs
Professor and Nicholas Hobbs Chair in Special Education and Human
Development, Peabody College, Vanderbilt University

WHEN: 10:30 a.m. March 23, 2010
WHERE: Room 242 JRP

In recent years, the role of special educators as experts who work with the
most difficult to teach students has become blurred as schools move toward a
new continuum of general education placements and services. Dr. Fuchs will
lead a discussion (via video conference) about response to intervention, the
role of special education, and the need for the profession to return to its
historic mission.

ABOUT OUR GUEST SPEAKER
Dr. Fuchs is co-director of the Vanderbilt Kennedy Center Reading Clinic. He
has been principal investigator of 35 federally sponsored research grants
focusing on the development of pre-referral interventions, peer-assisted
learning strategies in reading and math, curriculum-based measurement
procedures, and methods of reintegrating students with high-incidence
disabilities into mainstream settings. Dr. Fuchs’s research interests
include instruction of students at risk for school failure because of
disability or poverty; peer-mediated learning; classroom assessment; school
improvement and school reform; urban education; and special education
policy.

Video of Jan Bulgren’s CRL Learns Workout session titled, Strategies: Domain General, Domain Specific, and Everything in Between, is now available.