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Are you seeking clarity on the differences between balanced and structured literacy approaches, and how they impact student learning? Balanced literacy emphasizes a combination of whole language and phonics instruction, incorporating elements of authentic reading and writing experiences, while structured literacy provides explicit, systematic instruction in phonology, phonics, morphology, syntax, and semantics. Join Chrissy Romano-Arrabito for this timesaving, to the point session as we delve into the key differences between balanced and structured literacy approaches and discover practical strategies and best practices for making the shift in your classroom or school setting. Get ready to ready to take your literacy instruction to the next level and unlock success for all students! Chrissy's expertise in evidence-based reading practices will equip you with the tools you need to transition from balanced to structured literacy and empower your students to be confident and competent readers and writers. 

Key Takeaways: 

  1. Gain a deeper understanding of the principles and components of structured literacy, including its evidence-based strategies for promoting reading development and addressing the needs of struggling readers. 
  2. Learn practical techniques for transitioning from a balanced literacy to a structured literacy approach in your classroom, including instructional strategies, assessment tools, and resources for teacher professional development. 
  3. Explore the research behind structured literacy and its impact on literacy outcomes for all students, including those with dyslexia or other reading difficulties. 
  4. Discover the benefits of structured literacy for promoting reading fluency, comprehension, spelling, and writing proficiency, and its potential to empower students as confident and competent readers and writers. 


Participants will have collaboration and sharing opportunities throughout the training to demonstrate their understanding of the session objectives and reflect on their learning.  

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