Keynote Speaker Announced for Kentucky’s Read to Succeed Summer Conference
 The Kentucky Department of Education (KDE) Office of Teaching and Learning (OTL) Division of Early Literacy invites you to the second annual Kentucky Reads to Succeed Summer Conference on June 13, 2025, at The Galt House in Louisville, Kentucky.
Keynote speaker and educational consultant to state departments and school districts on explicit instruction and literacy, Dr. Anita Archer has presented in all 50 states, all US territories, and many countries, including Australia and Canada, and has received ten awards honoring her educational contributions. Dr. Archer has served on the faculties of three universities, including the University of Washington, the University of Oregon, and San Diego State University. She is nationally known for her professional learning, and she has co-authored numerous curriculum materials and a best-selling textbook addressing reading and writing.
The conference, which will require registration but will be FREE to Kentucky K-12 public educators, will offer focused learning pathways to meet the needs of teachers and administrators. Attendees will learn from KDE Office of Teaching and Learning consultants and partners about:
- Evidence-based instructional shifts for literacy;
- The benefits of structured literacy;
- Why high-quality instructional resources matter; and
- Available resources for implementing the Read to Succeed Act.
Mark your calendar for this June 13 event, and please stay tuned for registration information coming soon.
NEW SERIES: UNCOVERING THE TRUTHS THAT DRIVE THE “KEY ACTIONS”
Common Misconception: Good beginning readers use semantic (meaning), syntactic (structure), and grapheme (letter) cues to figure out unknown words, often referred to as "MSV."
Have you heard of or used instructional strategies that employ the three-cueing model? Three-cueing encourages students to guess rather than sound out unfamiliar words, relying on the context of the sentence, the structure of the sentence and the visuals - such as how the word looks or the pictures nearby - as the primary basis for teaching word recognition.
The truth is, good readers use the letters in a word to decode it (Moats & Brady, 2020). Having readers guess or infer unknown words based on meaning, structure and visual cues is an ineffective practice (Castles et al., 2018). Strong beginning readers primarily rely on graphophonemic patterns, or letter-sound correspondences. Students then use this skill to proficiently decode, or sound out the words. They may then use context to infer the word's meaning or to confirm accurate decoding; however, good readers do not rely on meaning and structure alone to figure out the word (Castles et al., 2018; Foorman et al., 2016).
To learn about other common misconceptions that may have led to ineffective literacy practices and how to shift to evidence-based structured literacy practices, see Key Actions for Meeting the Needs of ALL K-3 Readers and Writers.
Now Available! Session Recordings from P3 EdCamp 2025
The DEL Team led several sessions at the 9th annual P3 EdCamp held last month. This free, virtual event was open to principals, assistant principals, aspiring principals and other school leaders. In case you were unable to participate or missed a session of interest, the following are recordings of the available DEL sessions:
Due to technical issues, not all sessions were recorded. To review all of the available recordings, see the EdCamp Grid.
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