You can have it all—systematic instruction and joyful immersion in books. Rather than teaching phonics, vocabulary, and grammar in isolation, this session highlights a multi-componential approach that integrates these elements to strengthen fluency and comprehension.  In this keynote, participants will see how to backward plan streamlined lessons from both highly decodable and authentic texts so instruction always serves the meaning of the book. Educators will leave with practical planning routines they can apply across skill levels and instructional groups to keep books—not isolated skills—at the center of early reading instruction.Â
Speaker Engagement & Keynote Options
When Books Are The Stars
Building Structured Literacy Routines for Fluency from Controlled and Uncontrolled Texts
Dyslexia Instruction That's TargetedÂ
Reading instruction for students with dyslexia is most effective when it is precise, responsive, and grounded in evidence, not when it relies on a one-size-fits-all approach. Research now shows that dyslexia presents in distinct yet overlapping subtypes, and students benefit most when instruction is targeted to their specific patterns of strengths and needs. In this keynote, “Dyslexia Instruction That’s Targeted,” educators will explore how the Science of Reading connects assessment directly to instructional decision-making. Through case-based examples, participants will gain clarity around common dyslexia subtypes, including those with co-occurring working memory or attentional weaknesses, naming speed challenges, and double deficits. The session concludes with practical guidance on delivering explicit, systematic instruction that aligns with student profiles and maximizes reading achievement.
Breaking the Fluency Ceiling for Older StudentsÂ
Morphology-Based Instruction in Upper Elementary and Secondary School Â
By third grade, reading changes—texts become longer, vocabulary becomes denser, and nearly 70% of the multisyllabic words students encounter contain prefixes and suffixes, yet many readers are never explicitly taught how these word parts work. This keynote, features the ways brief systematic instruction in morphology transforms small-group reading. Giving students reliable tools for decoding, spelling, and understanding the meaning of complex vocabulary, and immediately applying these skills to thematic nonfiction text offers a meaningful platform for fluency development. Breaking the fluency ceiling doesn’t require more practice—it requires teaching students how complex words actually work.
Maximizing DeliveryÂ
Using High-Leverage Teaching Principles to Elevate Intervention
Effective intervention depends not only on what we teach, but how we deliver instruction in the moment. In this keynote, Maximizing Delivery: Using High-Leverage Teaching Principles to Elevate Intervention, educators will explore the pedagogical practices that make small-group instruction more powerful, efficient, and responsive. Drawing from evidence-based explicit instruction, the session highlights strategies such as clear modeling, maximizing student participation, purposeful pacing, and providing quick, corrective feedback that keeps learning on track. Educators will leave with practical, high-leverage delivery moves they can apply immediately to elevate the impact of intervention without adding time or complexity.
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