ICYMI: 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.
UNCOVERING THE TRUTHS THAT DRIVE THE “KEY ACTIONS”
Common Misconception: Students learn to read during independent reading time.
Have you ever been told that giving students time to read independently is the key to helping them become proficient readers? Many classrooms dedicate time for independent reading, but does this practice actually build foundational reading skills for early readers?
The truth is, “Independent reading” usually refers to a period of time during which students select and read books of their choice, often within a designated “level” of difficulty. These books are often referred to as “leveled texts” and do not give students intentional practice with the sound-spelling patterns they have learned (Shanahan, 2018). Until students have secured basic decoding skills and are fluent in oral reading, independent reading should happen with decodable readers- controlled texts that include sound-spelling patterns they have been explicitly taught. Once a child has secured basic decoding skills, they can rapidly gain reading fluency through independently and accurately reading text (Shanahan, 2018). This gain in fluency may then support growth in comprehension.
However, independent reading does not enhance fluency or comprehension before the child has secured basic decoding-- in other words, before they can get the words off the page. Knowing this, independent reading should be implemented with students whose oral reading fluency reflects Ehri’s Consolidated Phase (Ehri, 1995, 2014; Ehri & McCormick, 1998). Teachers may decide to provide independent reading time to students regardless of reading phase because of the benefits to engagement and motivation. However, it should be planned with caution and intentionality knowing that decoding texts with high accuracy is what will spur reading fluency.
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.
Developing Skilled Middle and High School Readers Webinar Series Session 6 Materials and Recording Available Now!
 Do you know middle and high school teachers supporting students who are not yet skilled readers? If the answer is yes, the Developing Skilled Middle and High School Readers Webinar Series for grade 6-12 teachers and instructional coaches may be of interest.
This series shows how structured literacy practices that are transforming early literacy instruction in Kentucky - as a result of the Read to Succeed Act (SB 9, 2022) and the Kentucky Reading Academies’ LETRS professional learning - can positively impact middle and high school reading and writing instruction.
Throughout the 2024-2025 school year, learning materials will be posted on the adolescent structured literacy webpage to provide evidence-based strategies and practices for developing skilled middle and high school readers and writers. These include:
- Monthly recordings of webinar sessions (Sessions #1 - 6 available NOW);
- Corresponding participant guides
To help us support literacy development at every grade level, share this information with grade 6-12 teachers and instructional coaches.
Please contact ELAteam@education.ky.gov with questions.
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