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The University of Minnesota Center for Reading Research conducts applied research on reading and research on teaching approaches that facilitate reading instruction.

The focus is on conducting research that supports teachers, particularly those who teach students of poverty and students from diverse backgrounds. The Center addresses problems and issues in reading that require creative and powerful research efforts. Learn more about our mission.

Upcoming Events

CEHD Policy Breakfast: Framing Responsive Literacy Instruction in the National Policy Context

Tuesday, January 20, 2015
8:00 AM - 10:30 AM, registration & breakfast at 7:15 AM
Meridian Ballroom, The Commons Hotel

Please RSVP for this event

Join the College of Education and Human Development for a policy breakfast examining Minnesota’s achievement gap in literacy, why we miss so many kids, and how to structure systems that will better serve them. We will explore the factors that contribute to the “literacy opportunity gap” and research-based strategies to close it.

Dr. Alfred Tatum, Dean of the College of Education at the University of Illinois at Chicago, will deliver a keynote address focused on advancing the reading, writing, and intellectual development of African American boys in ways that move beyond the limitations of policy authorizations. Following Dr. Tatum’s talk a diverse panel of educators and policymakers will respond briefly on the topic. Panelists include:

  • Carlos Mariani, Education Policy Committee Chair, Minnesota House of Representatives
  • Gevonee Ford, Founder and Executive Director, Network for the Development of Children of African Descent
  • Tina Willette, Principal, Salem Hills & Athanaeum Elementary School, ISD 199
  • Lori Helman, Director, Minnesota Center for Reading Research

A continental breakfast will be served free of charge, and parking in the Washington Avenue Ramp will be validated.


 

Richard Milner at UMN Feb 5, 2015Richard Milner Workshop And Talk On Diversity In Education

Thursday, February 5, 2015
4:00 PM – 12:53 PM
Education Science 325

Richard Milner to give a workshop and public talk about the opportunity gap and diversity in teacher education. Professor Milner is the Helen Faison Endowed Chair of Urban Education, Professor of Education, and Director of the Center for Urban Education at the University of Pittsburgh. He is a policy fellow of the National Education Policy Center and the author of the bestselling "Start Where You Are But Don't Stay There; Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms,"published in 2010 by Harvard Education Press. Currently, he is Editor-in-chief of Urban Education and co-editor of the Handbook of Urban Education, published with Routledge Press in 2014.

Click here for more details.


Success in Small Group Reading Intervention: Implementing Tier 2 and Monitoring Progress Efficiently and Effectively for K-5 Students

Thursday, February 12, 2015
8:30 AM - 11:30 AM
University of Minnesota, Twin Cities

Do you need help selecting and implementing effective small group interventions for K-5 struggling readers? Would you like to learn an efficient process for progress monitoring and data-based decision making? This 3-hour workshop will provide you with the knowledge and tools to implement Tier 2 reading interventions based on student screening and diagnostic data. We will share a decision making process for selecting targeted interventions, demonstrate the interventions, provide examples and suggestions for implementation in your classroom, and give you time for discussion, questions, and reflection. Registration is $150 per person and includes a PRESS Intervention Manual and teacher clock hours for each participant. Registration here.


PRESS Forward! A research-based framework for literacy achievement

February 26-27, 2015
University of Minnesota, Twin Cities

The Path to Reading Excellence in School Sites (PRESS) is a multi-tiered system of supports (MTSS) framework for literacy in grades K-5. Stemming from three years of research, PRESS encompasses four key components: 1) quality core instruction, 2) tiered interventions, 3) embedded and ongoing professional development, and 4) data-based decision making. Read more about the four pillars of PRESS here. PRESS provides professional development and consultation to school districts across the nation as well as manuals for data-based decision making, intervention, and assessment.
Join us for an in-depth training on the PRESS framework with specific ideas for implementation within your schools.

The workshops are intended for teams of 3-4 elementary school or district staff (administrators, grade-level team leaders, literacy coaches/coordinators, and reading interventionists). Teams may register for either Day 1 alone, or Days 1 and 2 together. Each participant will receive a PRESS Intervention Manual and CEUs. More information & registration here.


News & Highlights

Leaders in Reading Network (LiRN) Presentation October 30, 2014

The Important Things: Creating Classrooms Where Thinking is Valued, will be presented by Nicki Clausen-Grace at the Leaders in Reading Network (LiRN) meeting, October 30, 2014. Download PDF.


MCRR Quarterly Reader | September 2014

Check out the new MCRR Quarterly Reader, with a Research Brief on Full-Day Kindergarten in Minnesota and updates on what's going on at MCRR.


MCRR Summer Literacy Workshop | Mind the Gap: Bringing Research to Practice

This conference took place on Monday, August 4, 2014. Click here for some of the presentations and click here for more information about the conference.


MCRR Policy Brief: Making Sense of Dyslexia

Making Sense of Dyslexia | MCRR Policy BriefThe Minnesota Center for Reading Research has released a new Research to Policy Brief: Making Sense of Dyslexia (PDF).

The American Psychiatric Association (2000) defined dyslexia as reading achievement that:

  • is significantly below expected levels based on an individual’s age and education,
  • interferes with every day activities that involve reading, and
  • is low because of reasons other than sensory disorders such as visual impairments.

The term “dyslexia” is a medical term. Schools do not use the term “dyslexia.” Instead, special education laws use the term Specific Learning Disability (SLD). Experts do not agree on how to best identify SLD. Most school districts have historically relied on identifying a discrepancy between intelligence (IQ) and achievement (reading), but many are attempting alternative approaches...Click here to continue reading MCRR’s Research to Policy Brief: Making Sense of Dyslexia (PDF)



Online Course: Literacy Instruction in the Elementary Grades

MCRR will offer this 4-credit online course throughout 2013-14. Registration is now open!
New sessions will be starting each month throughout the academic year.

This course has been approved by the Minnesota Department of Education as a Reading Methods Program for applicants who completed out-of-state licensure programs. If your initial Minnesota Teaching Licence has a renewal condition stating that you must complete one or more "reading courses," this course would qualify toward that requirement. For more information, visit MDE: Licensing.



Professional Development

MCRR can help with your professional development needs

MCRR is available to help school leaders and teachers in grades K-6 learn how to use scientifically-based reading instruction to improve reading achievement. We can tailor sessions to the specific needs of your school. For more information contact us at 612-624-4561 or mcrr@umn.edu.



2013 Achievement Gap Conference: Moving Forward Together

This conference took place on Friday, September 20, 2013. Click here for some of the presentations and for more information about the conference.



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Last modified on July 14, 2011.