The Literacy Study Group (LSG) is a web-based professional development opportunity for K-5 teachers and school interventionists. LSG prepares teachers to deliver high quality reading instruction routines to elementary students with or at risk for emotional and behavioral disorders (EBD). This is a four-year research study funded by Institute of Education Sciences.* The goal is to close the literacy gap students with EBD often experience. This grant is a collaboration between the University of Alabama, Trifoia, and the Center on Teaching and Learning at the University of Oregon.
More information about the project can be found here:
You are invited to participate for four reasons:
You will participate in the 10-week LSG course which includes interactive online content and teacher study groups. Each module will teach you how to support literacy development in students with EBD, get practical and effective strategies to address challenging behaviors, learn and practice instructional routines and strategies, and give and receive feedback from your peers through an online discussion forum. In addition, you will provide feedback about the usefulness of the content and strategies.
|Module 1:||LSG Project Overview and Classroom Learning Conditions|
|Module 2:||Explicit and Systematic Instruction & Student Engagement|
|Module 3:||Development of Phonemic Awareness|
|Module 4:||Beginning Sound Review & Blending Strategies|
|Module 5:||Advanced Sound Review & Blending Strategies|
|Module 6:||Regular and Irregular Word Reading & Beginning Dictation Strategies|
|Module 7:||Supporting Reading Fluency & Comprehension Using Decodable Text|
|Module 8:||Vocabulary Instruction & Student Participation Strategies|
|Module 9:||Reading Comprehension: Routines for Narrative and Information Texts|
|Module 10:||Application and Reflection|
We anticipate completing each module will take approximately 2 hours every week from January-April 2019. You also will complete a 2-3 hour DIBELS training, a 30-45 minute survey at the start and end of the study to provide feedback about the course and its efficacy, and you will administer a reading assessment to two students with or at risk of EBD at two different time points.
Yes. Only 1% of school age children are formally identified as having EBD. We recognize it is very unlikely an elementary teacher will have two or more students formally diagnosed with EBD. Thus, teachers may choose two students in their class whom they identify as having emotional or behavioral challenges in order to participate in the study. These two students do not need to be formally diagnosed with EBD or have any other special education needs.