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Section 504 of the Rehabilitation Act

This course focuses on Section 504 of the Rehabilitation Act of 1973 and how it ties into Act 1294. Led by Courtney Salas-Ford, Attorney for the Arkansas Department of Education, this course breaks down the law to identify who is protected, the process for evaluation, and accommodations and services available to those who qualify. Ms. Salas-Ford also examines the key differences between Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA), with respect to their purpose and eligibility criteria. 

This course was taped on January 29, 2015 at the AETN studios in Conway, Arkansas.

CID: DYC15085
Subject Area:
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Credit Hours: 1


An Overview of Developmental Dyslexia and Specific Reading Disability

Dr. Timothy N. Odegard presents the biological factors of dyslexia and explains its neurological origin. Dr. Odegard reviews what happens in the brain of a dyslexic individual and discusses the act of reading language as a process related to, but fundamentally distinct from, hearing language. He explains types of specific reading disabilities: phonological deficit, orthographic processing deficit, and comprehension deficit. He discusses the importance of the core reading skills and how they work together towards the ultimate goal of reading comprehension. Finally, he explains effective Response to Intervention/Instruction implementation and assessment for dyslexic students.

This course was recorded at the Arkansas Dyslexia Conference in Hot Springs, Arkansas on March 7, 2016. 

CID: DYC16067
Subject Area:
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LEADS Domain: none
Credit Hours: 1.5


Implementing ELA Standards Even When You're Not an English Teacher

Implementing the English Language Arts Standards is now the responsibility of all teachers, in every content area. Dr. Sharon Faber explains how the ELA standards relate to all content areas and what students must know and do as teachers implement the four ELA strands across the curriculum. She explains what the ELA standards will require of teachers in all content areas and provides specific strategies that teachers can use to implement them in the classroom. 

This course with Dr. Sharon Faber was recorded on May 5, 2014 during the AAMLE Conference held at the Hot Springs Convention Center.

CID: ELB14058
Subject Area:
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LEADS Domain: none
Credit Hours: 1


Close Reading and Text-Dependent Questions - How Do I Do Them in My Classroom?

One of the most significant shifts in the English Language Arts standards is that students should be able to read increasingly difficult texts proficiently and independently. In this course, Dr. Sharon Faber explains how the strategy of close reading can help students achieve this goal in any discipline. Dr. Faber focuses on what close reading entails and how text-dependent questions relate to close reading. The audience is given specific strategies and practical applications for close reading in the classroom, including step-by-step instructions for implementation.

This course with Dr. Sharon Faber was recorded on May 6, 2014, at the AAMLE Conference at the Hot Springs Convention Center in Hot Springs, Arkansas.

CID: ELB14059
Subject Area:
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LEADS Domain: none
Credit Hours: 1


Teaching Vocabulary So Kids Will Beg for More

In this course, Dr. Brenda Overturf, literacy consultant and author, discusses the importance of vocabulary development in elementary and middle school students. She describes a number of effective activities to introduce new words and help students remember them. Dr. Overturf also emphasizes the importance of connecting words not only with their synonyms and antonyms but also with colors and gestures that help make learning vocabulary more meaningful and fun.

This course was taped at the Arkansas Reading Association conference on November 19, 2015.

CID: ELB16061
Subject Area:
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LEADS Domain: none
Credit Hours: 1.5


Growing Vocabulary for Student Achievement

This presentation by Dr. Brenda Overturf explains how we, as educators, can nurture our students' growth as vocabulary learners. Dr. Overturf emphasizes the importance of providing research-based vocabulary instruction that will improve academic achievement as well as improve reading comprehension.

The presentation was taped at the Arkansas Reading Association conference on November 19, 2015.

CID: ELB16062
Subject Area:
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LEADS Domain: none
Credit Hours: 1.5


The Science of Reading Part One: The Right to Read Act

Imagine how many of Arkansas's students would benefit if all of their teachers had a deeper understanding of literacy development. In this introductory course, Johnny Key, Arkansas Commissioner of Education, and Stacy Smith, Assistant Commissioner for Learning Services, explain the importance of having that basic knowledge of the science of reading and why it is important to use evidence-based research to inform literacy instruction. The discussion also encompasses goals of the Reading Initiative for Student Excellence (R.I.S.E.) and The Right to Read Act (Act 1063 of 2017).

The eighteen-hour Science of Reading learning path begins with this course, The Right to Read Act, which was recorded at The Butler Center for Arkansas Studies on February 6, 2018.

CID: ELB18056
Subject Area:
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LEADS Domain: none
Credit Hours: 1


The Science of Reading Part Two: An Overview

Dr. Wendy Farone connects research behind the science of reading to classroom instruction with an analysis of four theoretical models of reading: Scarborough's Rope Model, the Simple View of Reading, the Four-Part Processing Model, and Ehri's Phases of Word-Reading Development. She discusses the research that is the basis for these models and relates each one to instructional practices, assessments, and interventions for K-12 classrooms.

The Science of Reading: An Overview is the second course in the eighteen-hour Science of Reading learning path. It was recorded on January 5, 2018 at the Hillary Rodham Clinton Children's Library and Learning Center in Little Rock, Arkansas.

CID: ELB18057
Subject Area:
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LEADS Domain: none
Credit Hours: 1


The Science of Reading Part Three: The Reading Brain

The Reading Brain with Dr. Kenneth Pugh is the third course in the eighteen-hour Science of Reading learning path. In this course Dr. Pugh, President and Director of Research at Haskins Laboratory, discusses recent studies dealing with the neuronal connections made as typically and atypically developing children learn to read. The focus of his presentation is on the various ways neuroscience and its emerging technologies can inform intervention and teaching practices.

The Science of Reading: The Reading Brain was recorded on March 5, 2018 at the Science of Reading Conference in Hot Springs, Arkansas.

CID: ELB18058
Subject Area:
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TESS Domain: {"a35aea60fe097c885568babb48ee7d1e":{"option":"1b","icon":"advertising-practice","default":1,"delete":0}}
LEADS Domain: none
Credit Hours: 1.5


The Science of Reading Part Four: Essential Elements

Dr. Wendy Farone shares an overview of the Five Essential Elements of Effective Reading Instruction and the research that serves as the basis for each of the five elements. Join us as she delves into the skills and the evidence-based practices that we should see at the elementary and secondary levels.

The Science of Reading: Essential Elements is the fourth course in the eighteen-hour Science of Reading learning path. It was recorded on January 5, 2018 at the Hillary Rodham Clinton Children's Library and Learning Center in Little Rock, Arkansas.

CID: ELB18059
Subject Area:
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TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
LEADS Domain: none
Credit Hours: 1