Current research on our literacy crisis suggests educators need to rethink instructional and assessment practices. How should early childhood educators implement equitable practices to close reading gaps? The New Teacher Project (2018) published a study, The Opportunity Myth, in which researchers examined class expectations and student outcomes. The study highlighted the inequity issue and further suggests students need opportunities to successfully engage with complex, grade-level text. Some practitioners argue students will become frustrated trying to read text above their instructional reading level, and research suggests otherwise. Dr. Kulich will discuss the science of reading, data, scaffolding, and evidence-based fluency instruction. Attendees will review national reading data, understand how the science of reading aligns with equitable reading practices, and how to develop reading fluency skills.
