Senate Resolution No. 70 created the Task Force on Reading Curriculum and Instruction to conduct a study to gain data on the teaching of reading and the Reading Sufficiency Act (RSA).
Based upon its findings, the task force recommended that the Oklahoma State Regents for Higher Education, in conjunction with higher education institutions, offer an annual reading conference for school teachers, administrators and higher education faculty that is focused on substantive reading professional development and curriculum alignment, effecting emergent and conventional reading.Past conference literacy topics have included literacy development, technology, culturally and linguistically diverse classrooms, tools and practices.
2014 Conference Agenda
Agenda (PDF, 83k)
2014 Conference Overview: Meaningful Engagement With Complex Text
The tools used to measure the intricate task of determining the complexity of COMPLEX [adj., v. kuh m-pleks, kom-pleks; n. kom-pleks] TEXT [tekst] to improve the reading comprehension skills of 21st century learners include quantitative, qualitative, reader characteristics and task features.
Constructing the framework for the seventh annual reading conference using the blueprint labeled, Meaningful Engagement With Complex Text will be the celebrated language and literacy professor P. David Pearson, Ph.D. from the University of California, Berkeley, Graduate School of Education.
There are many misconceptions and perplexities about what constitutes complex text and how to best engage readers with such texts to develop their critical abilities.
The higher education institutions helping to build clarity and insulate participants with a richer understanding on the topic are Cameron University, Northeastern State University, Northwestern Oklahoma State University, the Office of Educational Quality and Accountability, the University of Arts and Sciences of Oklahoma, the University of Central Oklahoma, the University of Oklahoma and the Oklahoma State Regents for Higher Education.
Understanding how to leverage the framework of knowledge of each aspect in appropriate ways is key to helping facilitate effective instruction. These aspects are foundational cornerstones that fortify the framework and scaffold reading comprehension. They are as follows:
- Cornerstone One: Quantitative measures (readability formulas).
- Cornerstone Two: Qualitative measures (structure, language use and knowledge demands).
- Cornerstone Three: Reader Characteristics (background knowledge and interests).
- Cornerstone Four: Task Features
By applying and practicing these four cornerstones, students will become more confident and efficient with mastering complex text.
Join the Meaningful Engagement With COMPLEX [adj., v. kuh m-pleks, kom-pleks; n. kom-pleks] TEXT [tekst] conversation on Friday, Sept. 19, in University Research Park’s Colloquium Room, located at 655 Research Parkway in Oklahoma City.
Meaningful Engagement With Complex Text will ultimately improve your practice, and as a result, educators will close achievement gaps, while increasing the number of proficient readers – structurally sound teaching and learning!
2014 Conference Speaker Information
P. David Pearson, Ph.D.
University of California, Berkeley
Dr. P. David Pearson is a seasoned researcher and literacy giant who parades a phenomenal education career that spans over half a century.
His most current work, the Seeds of Science/Roots of Reading, a research and development effort, was made possible with the help of Lawrence Hall of Science colleagues. Together, they employ tools that foster reading, writing and language for the development of knowledge and inquiry in science. In addition, the Strategic Education Research project is also a collaborative venture among UC Berkeley, Stanford University and the San Francisco Unified School District and an initiative designed to embed research within the portfolio of school-based issues and priorities.
Pearson is the recipient of numerous awards and honors for his lifetime of educational contributions made to the field of literacy and research, which is the primary basis for the establishment of the P. David Pearson Scholarly Influence Award, an award given annually by the Literacy Research Association to honor research that exerts a long-term influence on literacy practices and/or policies.
Pearson is the founding editor of the Handbook of Reading Research, now in its fourth volume. He edits Reading Research Quarterly and the Review of Research in Education and has served on the editorial review board for some 20 educational journals.
Pearson holds a Bachelor of Arts in history from the University of California, Berkeley, and served as an elementary school teacher in California for a number of years. He completed his doctoral degree in reading education at the University of Minnesota and completed postdoctoral study at the University of Texas in Austin and Stanford University.
2014 Conference Information
Essential Elements of Fostering and Teaching Reading Comprehension (external PDF)
Comprehension Assessment Simulation (PDF, 82k)
Qualitative Analyses of Text Complexity (PDF, 302k)
Readability Presentation (PDF, 549k)
Science and Literacy (external link)
Tools for Improving Reading Comprehension (PPT, 3.9m)
Conference Podcasts and Material Archives
If these files do not meet your accessibility needs, email email@example.com or call 405.225.9184.
Dr. Richard Allington's Conference Materials:
Ten Principles for Looking at Reading Lessons (PDF, 44k)
Summer Reading – Some are reading, some are not (PDF, 206k)
Evaluating Reading Interventions Using Research-Based Features Analysis (PDF, 24k)
Dr. Michael McKenna's Conference Materials:
Assessment in an RTI Environment (PPTX, 3.5m)
Conference podcast (MP3, 182m)
"Academic knowledge," Doug Buehl (PDF, 45k)
"Classroom Strategies for Interactive Learning," Doug Buehl (external PDF)
"Developing Readers In Academic Subjects," Doug Buehl (PDF, 465k)
"Linking Research to Practice in Disciplinary Instruction," Doug Buehl (PDF, 81k)
"Literacy and Sound Learning Strategies for Thoughtful Reading," Doug Buehl (PDF, 175k)
"Mentoring Students in Disciplinary Literacy," Doug Buehl (external PDF)
"Self-Questioning Taxonomy," Doug Buehl (PDF, 1m)
"Strategies for Boosting Vocabulary Learning Across the Curriculum," Doug Buehl (external PDF)
"Teaching To The 'Match,'" Doug Buehl (PDF, 49k)
"Expanding Literacies through Graphic Novels," Gretchen Schwarz (PDF, 1.7k)
Graphic Novels for the Curriculum/Multiple Literacies (PDF, 99k)
"Teaching Multiple Literacies through Graphic Novels," Gretchen Schwarz (PDF, 58k)
Mentoring Readers, Writers, & Thinkers in Academic Disciplines, Doug Buehl (PDF, 438k)
Multiple Literacies (PPT, 1.1m)
Multiple Literacies, Part 2 (PPT, 606k)
Journal of Adolescent and Adult Literacy, March 2009 Article Abstract, "Linking Research to Practice in Disciplinary Instruction," Doug Buehl and David W. Moore (external link)
Dr. Richard Beach Keynote Presentation (external link)
"Constructing Digital Commonplace Texts in the Classroom," R. Beach (PDF, 32k)
"Different Purposes for Using of Digital Tools to Teach Literacy in the College Classroom," R. Beach (PDF, 30k)
Richard Beach: Purposes for Using Web 2.0 Tools in the Classroom (external link)
Moving at the Speed of Creativity (external link)
ELL: Making the Match, Dr. Nancy Hadaway and Dr. Terrell Young (MP3, 131m)
Panel Discussion With Hadaway, Young and State Experts (MP3, 63m)
Children's Book Bibliography (PDF, 18k)
Photo Gallery Archives
Click on photos to view larger version.
2012 Reading Conference
2011 Reading Conference
2010 Reading Conference
2009 Reading Conference
2008 Reading Conference