MCPER Executive Director Sharon Vaughn and Principal Investigator Sarah Powell will share their expertise as featured presenters at the Central Texas Dyslexia Conference this fall in Austin.
Vaughn will be a featured speaker for the event, which will be held October 19 at the Austin Independent School District Performing Arts Center. Her presentation, "Reading Strategies That Work," will explore the features of successful reading interventions in grades 4 to 8 and the importance of explicit and systematic phonics instruction.
Powell will lead a breakout session titled "Math Strategies That Work." She will discuss areas of difficulty, explicit instruction, the concrete-to-abstract continuum, fact fluency, and word problems.
According to the website, the conference "will help teachers and parents by identifying the cognitive strengths common among dyslexic students and will explain how to nurture these gifts in dyslexic students. In addition, dyslexia experts will provide instructional best practices proven to help dyslexic students improve reading fluency, comprehension, and math skills."
For more information on this free event, including registration and a full schedule, visit the conference website.
The National Institutes of Health has awarded researchers at The Meadows Center for Preventing Educational Risk and Boston University a $2.9 million, 5-year grant to investigate practices for improving reading comprehension and reducing reading anxiety of fourth- and fifth-grade students with reading difficulties.
The grant will allow MCPER Executive Director Sharon Vaughn and Amie Grills of Boston University to build on their previous research investigating the relation between reading difficulties and reading anxiety and approaches to improving reading performance and reducing anxiety. Their previous research demonstrates a high prevalence of anxiety among children experiencing reading difficulties. To address this problem, Grills and Vaughn conducted a pilot study examining the effects of a reading intervention program that featured strategies for reducing anxiety. Their research findings provide preliminary evidence that significant reductions in anxiety occur when students receive anxiety-management instruction within a reading intervention.
Over the next 5 years, the researchers will further develop and test an integrated approach in a randomized clinical trial with students in Texas and Massachusetts. Students randomized to receive the intervention will participate for 2 consecutive years beginning in fourth grade. Instructional practices for reducing anxiety will focus on three core areas: (1) recognizing feelings and understanding how thoughts, feelings, and behaviors are related; (2) practicing various relaxation and stress-management skills; and (3) recognizing anxious and unhelpful thoughts and changing them. These practices will be embedded within reading intervention lessons found in previous studies to improve student decoding and reading comprehension outcomes. The project team will evaluate the effects of the reading and anxiety practices by examining student performance on reading and socioemotional measures.
“This is a very exciting opportunity to conduct a relatively unique approach to better understanding whether we can both reduce anxiety and improve reading outcomes for students with significant reading problems," Grills said.
For more information about this project, visit the project webpage.