Breakout Session Topics

• MTSS

• Dyslexia & DLD

• Writing

• Early Literacy

• Adolescent Literacy 

• Supporting ML Learners 

• AI 

• Leadership Strands 

• Speech to Print 

• Morphology 

• Content Area Literacy 

• And more...

Sneak Peek! 👀More Breakout Descriptions Coming Soon! 

The Importance of Using Playful, Evidence-Based Early Literacy Instruction

Natasha Feinberg, Ed.D., NBCT

Associate professor of elementary education, Rhode Island College

Director of the M.Ed. in Reading Program, RIC

Join this session to engage in play-based activities to build young children’s language and literacy skills. In this session, you’ll identify key elements of effective early literacy instruction and interventions that align with the Science of Reading. The first 25 participants to enter the presentation room will receive a bag of materials to use during the session and take with them. We’ll also explore the new research out of Harvard University that follows the literacy growth of children ages 6 months to 6 years.  

Unlock the Power of Speech-to-Print Literacy Instruction: An Introduction to EBLI

Tessa Nunes, Alicia Proulx, and Lisa Lukowicz

Are you ready to take your understanding of reading instruction to the next level? We’ll start by providing background on a speech-to-print approach and explore how it differs from the more traditional print-to-speech methods. Join us for an engaging session where we dive into EBLI (Evidence-Based Literacy Instruction), developed by Nora Chorbazi, and learn why this approach is so effective.

Discover how the brain naturally detects patterns in language and how this insight can transform your teaching. We’ll discuss set for variability and its critical role in supporting students’ decoding and comprehension skills.

A speech-to-print approach helps students read and write at their fullest potential in the most efficient way, giving them the tools to tackle language with confidence and independence. While we will share select strategies and practical ideas, we’ll also respect the proprietary nature of EBLI techniques. What we can offer is a rich discussion informed by our experience as trained EBLI instructors in both public school classrooms and private tutoring settings.

Walk away from this session inspired and equipped to dig deeper into speech-to-print literacy, enhance your instructional toolkit, and strengthen reading outcomes for your students.

Supporting MLs in the Classroom: Background & Strategies 

Colleen Gresh, M.A.T.

Starting with a brief overview of language acquisition, we will be discussing ways to make content area materials comprehensible for Multilingual Learners at every stage of their language development. As we look at strategies for delivering content while supporting language acquisition, teachers will explore practical ways they can incorporate these strategies into their instruction to meet the needs of their students. We will also discuss how students can use these strategies to support their own learning. Scaffolding is based on the WIDA Can Do statements to offer instruction appropriate to students’ English proficiency levels. The session will include a review of AI tools that can support development of scaffolds and comprehensible materials. 

This session is designed for content area teachers who are working with Multilingual Learners in an immersive English environment. The presentation features examples from grade 5-12 content area classes.

Sentences:  The Secrets Within 

Strengthening Reading Comprehension and Written Expression Through Syntax 

(Grades K-8 teachers, interventionists and specialists)

Margaret Balboni, Reading Consultant

Learn how to confidently unlock the hidden power between and among sentences. This practical hands-on session offers educators the “master key” to syntax by drawing on current research and classroom-based examples.  Participants will learn why the features of sentence complexity may hinder student understanding and how function-based instruction can help. Participants will leave with high impact instructional strategies and resources to support sentence-level comprehension and improve written expression right away.

Looking Beyond the Test Scores: Using Informal Language and Literacy Assessments to Guide Instruction

Kendal Martes, M.A., CCC-SLP, Speech-Language Pathologist and Director of Outreach, Friends Academy

Standardized test results tell only part of the story. Informal assessments, such as language sampling and spelling error analysis, can help educators understand the underlying linguistic patterns that drive reading and writing success. This session encourages participants to use authentic student data to plan targeted instruction and monitor progress meaningfully. Participants will explore case examples, practice interpreting language and spelling samples, and learn how to translate informal assessment findings into meaningful literacy and language intervention goals. 

I Morph, We Morph, You Morph! Teaching Morphology to Build Vocabulary in (Grades 2-12)

Heather Ballantine, Founder & CEO of Root Literacy Design

Shift your vocabulary instruction from simple memorization to meaning-making by unlocking the power of morphology! In this session, we will explore the three tiers of vocabulary and the three types of morphemes, specifically focusing on how prefixes, suffixes, and Latin bound bases unlock high-leverage Tier 2 academic words. Participants will receive a comprehensive K-8 morphology scope and sequence (highly effective for 9-12 intervention) and master a cognitive strategy for determining word meaning through morphemes. We will move beyond theory into practice by modeling a differentiated weekly routine, ensuring students move beyond "one-size-fits-all" lists to target the specific words they need to grow. Leave with a full toolkit including assessment tools, word lists, strategies & graphic organizers, and engaging games to start building vocabulary immediately.

When Language Lags, Reading Struggles: Unpacking the DLD–Literacy Connection

Vanessa Harwood, Ph.D., CCC-SLP & Alisa Baron, Ph.D., CCC-SLP 

( Audience: Teachers K-8; Special Educators, SLPs, Educational Psychologists) 

Description: We provide an overview of Developmental Language Disorder (DLD) and examine the mechanisms that place children with DLD at heightened risk for reading impairments. Distinctions among dyslexia, specific reading impairment, and DLD + dyslexia are reviewed, with particular attention to traditional quadrant model frameworks used to conceptualize their overlap and dissociation. The session will also address evidence-based approaches to assessment and intervention for children presenting with language and/or reading difficulties.

Beyond Happy and Sad: Explicit Instruction of Tier 2 Emotional Vocabulary in Early Grades

Dr. Jenlyn Furey: Associate Professor, Rhode Island College School Psychology Program

Olive Segall and Ella Schmidt, Graduate Students, Rhode Island College School Psychology Program

Explicit vocabulary instruction is an essential component of structured literacy and supports the development of language that children need for skilled reading.  This session presents a practical, research-based approach for teaching rich emotion words such as delighted, furious, serene, and disappointed in PreK through grade 3 classrooms. Participants will learn how to apply Beck and McKeown’s Tier 2 word-selection guidelines, develop student-friendly definitions, and introduce emotion words through structured routines including read-aloud previews, visual supports, example–non-example activities, and sentence-generation tasks. Classroom demonstrations will also show how to foster word consciousness by encouraging students to notice, use, and revisit emotional vocabulary throughout the school day. Attendees will leave with ready-to-use Tier 1 routines that strengthen oral language expression and comprehension and deepen students’ self-awareness.

Decoding Algebra: Reading Strategies That Unlock Mathematical Thinking

Kelly Francisco, M.A.T. 

Kelly Acosta, Ph.D.

Assistant Professor of Special Education, Rhode Island College

Oftentimes reading strategies or instruction is thought to include only English Language Arts teachers or reading specialists. However, students who struggle with reading will struggle in other content areas. Additionally, content area teachers often do not receive information or support on how to support their students with reading in their content areas. This presentation will focus on including reading strategies into pre-algebra or algebra instruction at the middle school level. Participants will learn specific strategies for teaching algebraic vocabulary, approaching algebraic word problems, and infusing student writing into the problem solving process. Strategies include using a Frayer model, the three reads protocol, and compare, diagnose, and operate. 

Scaling SRSD: Expanding Evidence-Based Writing Instruction in Rhode Island

Laura Hauerwas, Professor, Scaling SRSD Project Director, Providence College
April Camping, SRSD Online, Research Director
Carlton Bradshaw, Smithfield RI ELA Coordinator
Dawn August, Barrington RI, Principal

Learn how Rhode Island districts implement Self-Regulated Strategy Development (SRSD) to improve student writing outcomes. This session provides an overview of SRSD and highlights the flexible practice-based professional learning model developed through the Providence College Scaling SRSD grant. Two Rhode Island districts will share their experiences using online learning modules, coaching, and mentoring support from SRSD Online. Participants will learn how this scalable model supports teachers, builds local leadership capacity, and strengthens school writing instruction.

This session is recommended for school/district level leadership, curriculum directors, literacy coaches, K-12 educators. This morning overview session is followed by a deeper afternoon workshop.

Prompting with Purpose: Using AI to Scaffold and Differentiate Instruction 

Shannon Saglio, Instructional Coach and President of Decoding Dyslexia Rhode Island 

As the demands on teachers continue to increase, educators can benefit from efficient, intentional ways to scaffold and differentiate instruction without adding to an already overwhelming workload. When used thoughtfully and judiciously, artificial intelligence can serve as a powerful instructional support by enhancing, not replacing, teacher expertise or compromising the intentions of high-quality instructional materials (HQIM). 

This session explores how educators can use purposeful AI prompting to scaffold lessons, support language demands, and provide multiple access points to grade-level content and high-quality instructional materials (HQIM). Participants will learn how to design and refine prompts that support comprehension, vocabulary development, background knowledge, and executive functioning across content areas. Emphasis will be placed on maintaining instructional rigor while using AI to improve clarity, access, and efficiency for diverse learners.

SRSD in Practice: Rhode Island Educators Share Their Journey

Jenifer Stafford and Jessica Melo, Elementary Educators, Barrington

Jaina Harrison and Kaiya Day, Elementary Educators, Smithfield 

Carlton Bradshaw, Smithfield RI ELA Coordinator

In this interactive workshop, Rhode Island educators will share their professional learning experiences implementing Self-Regulated Strategy Development (SRSD) through the Providence College Scaling SRSD grant and SRSD Online. SRSD is not a curriculum but an evidence-based approach to writing instruction that integrates seamlessly into existing high-quality materials. Educators will discuss how SRSD has transformed their instructional practices, what they’ve learned throughout the multi-year implementation process, and the impact on teaching and student outcomes.

Participants will explore how SRSD differs from traditional writing instruction, examine the role of self-regulation and gradual release, and reflect on key “aha” moments from classroom implementation. The session will include analysis of authentic classroom videos and practical strategies for using self-talk, modeling, and reflection to support writing growth. Attendees will leave with clear, actionable insights for integrating SRSD into their classrooms.

This session is recommended for curriculum directors, literacy coaches, and K-6 teachers, special educators, reading specialists and school leaders.

Comprehensive Literacy Instruction with a Focus on Syntax, Morphology, and Writing in Content Areas

Kari Kurto: National Director of Policy & Partnerships, The Reading League

This session will build upon the keynote presentation, zooming in on using guidance from the Curriculum Evaluation Guidelines to guide your comprehensive literacy practices, focusing intentionally on oral language, syntax, morphology, and writing. Participants will learn valuable strategies to improve students' language comprehension, morphological awareness, syntactic awareness, and writing using practical, evidence-aligned practices that connect these foundational elements with content area instruction. 

Reengaging Disengaged Readers: An Innovative Method to Support Dyslexic, Struggling, and Multilingual Learners

Sarah K. Blodgett, CEO/Founder, Noah Text

Lisa Bigney, M.A., M.Ed., Co-Director, RI Tutorial & Educational Services

Grounded in the science of reading, this workshop introduces an easy-to-implement word-level scaffold used by structured literacy specialists since 2016 to accelerate and enrich wide reading for striving readers, those with dyslexia, and multilingual learners. Participants will explore how the scaffold makes word structure visible--simulating the predictability of simpler orthographies, while strengthening foundational skills, increasing reading fluency and accuracy, and supporting readers as they move beyond decodable texts. The session will review its research-informed effectiveness, alignment with structured literacy principles, and provide practical strategies for boosting word recognition, reducing cognitive load, and increasing reading confidence and enjoyment. Free tools and resources for immediate classroom use will be highlighted.

This session is recommended for reading specialists, curriculum directors, literacy coaches, in-service & pre-service K-12 educators, and higher education faculty for teacher preparation programs. 

The Forgotten Discipline: Why Social Studies is Essential to Literacy Reform

Shannon Saglio, Instructional Coach and President of Decoding Dyslexia Rhode Island 

(Recommended Audience: upper elementary teachers, secondary school social studies teachers, literacy coaches, special educators, instructional leaders, and district administrators)

Social studies plays a crucial role in literacy development, yet it is often overlooked in current discussions surrounding the science of reading and literacy reform at the district level. Social studies classrooms are among the most text-rich, language-intensive learning environments where students build schema, develop rich vocabularies, and learn key text structures that support comprehension of informational texts. Through social studies, students engage in both content literacy and disciplinary literacy, strengthening their ability to read and think critically about complex texts. 

This session will explore practical strategies and examples that show how social studies teachers can intentionally align instruction with the science of reading, support diverse learners, and collaborate with their ELA colleagues and special educators to create coherent, inclusive literacy practices across disciplines. 

From Insight to Impact:  Educators Share What Works for Students With Dyslexia

Decoding Dyslexia Rhode Island Roundtable 

Hosted by Decoding Dyslexia Rhode Island, this educator-to-educator panel highlights what classroom educators have learned about dyslexia and the instructional and systemic supports dyslexic students need to thrive. Panelists will share insights from their own practice, including how their understanding of dyslexia has evolved, what has made the greatest impact for students, and how they partner effectively with families.

The session will include a facilitated question-and-answer discussion, offering participants the opportunity to engage with panelists, reflect on shared challenges, and deepen their understanding of how to better support students with dyslexia.