- Discuss the concept of practice within the context of literacy instruction
- Share the purpose of specific types of practice—and strategies for making the most of each type
- Model engaging practice strategies for students at all levels
- Explain what administrators should look for when selecting curriculum, when examining instructional plans, and when observing lessons
Linda Diamond
Author & Executive Director, Evidence Advocacy Center
Linda Diamond, MEd, is best known for her professional books, Teaching Reading Sourcebook, used by many teacher preparation programs, Assessing Reading: Multiple Measures, and the Vocabulary Handbook. She was a teacher, principal, Director of Curriculum and Instruction, and a Senior Policy Analyst at an education think tank. In 1995, she founded and became president of the Consortium on Reaching Excellence in Education (CORE Learning), an organization committed to improving literacy and math outcomes for all children. She currently serves as the Executive Director of the Evidence Advocacy Center, committed to transforming education based on evidence.
Dr. Michelle Hosp
Director of Foundational Literacy, Renaissance
Michelle Hosp, PhD, has over 25 years of experience working directly with students, educators, families, and researchers as a school psychologist, professor, and Director of the Iowa Reading Research Center. In addition to her work at Renaissance, she is an Associate Professor of Special Education at the University of Massachusetts Amherst, with a focus on reading, assessment, and data-based decision making. Prior to joining Renaissance, she developed Star Phonics, and she is the lead author of the book The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement.