Access to a literacy curriculum is not the same as access to literacy learning. When students struggle, what barriers might be preventing them from understanding, retaining, and applying what we teach?
Join researcher, author, and educator Joy Allcock to explore how the Science of Learning can inform accessible, meaningful literacy instruction. Examine how working memory, cognitive load, prior knowledge, explicit instruction, practice, and retrieval affect learning—and how small instructional adjustments can make a significant difference.
Designed for special education leaders and educators, this session offers a practical lens for identifying barriers and strengthening access across Tier 1, Tier 2, and Tier 3. Participants will leave with strategies to reduce cognitive overload, connect new learning to established knowledge, and strengthen instruction for students who struggle with literacy.
Before asking what additional intervention a student needs, ask: What is preventing this student from accessing the learning already being provided?
Leave with practical tools and ideas you can use tomorrow—because ALL students deserve literacy instruction they can access, understand, and use.