Despite advances in early literacy interventions, secondary educators often lack tools to support older students with dyslexia or persistent reading challenges. Grounded in the science of reading and NCIL’s evidence-based framework, this session demonstrates how structured literacy practices can be effectively adapted for grades 6–12 (NCIL, n.d.).
Participants will walk away with research-supported strategies, routines for older learners, and clear pathways to integrate structured literacy into discipline-specific instruction.
BIO:SPEAKER: Mary Murray Stowe, Ed.D Dr. Mary Murray Stowe works with teachers, administrators, instructional coaches, directors and coordinators of special education through the Training and Technical Assistance Center at William & Mary and the Virginia Department of Education as an educational specialist. Mary is certified as a SIM™ Certified Learning Strategy Professional Developer, in apprenticeship to become a SIM™ Certified Content Enhancement Routine Professional Developer, Certified Local LETRS Classic Trainer, and LETRS Third Edition Facilitator. Currently, Mary also serves as a consultant for the National Center for Improving Literacy and President of the Virginia Branch of the International Dyslexia Association. |
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