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A fundamental blueprint for student success in school and in life is the ability to read. Special educators especially appreciate the need for constructs that help students with disabilities acquire literacy skills early in their academic career. Yet, even with hundreds of elementary reading programs and interventions we still have persistent gaps. What type of learning architecture will stand the test of time? Dr. Jeanne Wanzek, a noted expert in MTSS and making interventions work, presents research-based guidance and answers your questions about how to plan and design interventions for students struggling with reading in elementary grades.
Dr. Jeanne Wanzek is the Currey-Ingram Endowed Chair and associate professor in the Department of Special Education at Peabody College. She conducts research examining effective reading instruction and intervention. Her focus is on prevention and remediation for students with reading difficulties and disabilities. Prior to receiving her doctorate, she worked as a special educator and as an elementary teacher. She has a number of publications as well as national and international presentations in the areas of early reading, learning disability, response to intervention, and adolescent reading intervention. Currently, Dr. Wanzek is implementing two federally funded grant projects related to reading intervention with opportunities for graduate students to gain research and practical experience.
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