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Timesaving Strategies for Selecting Interventions for Struggling Readers

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  • DateSep 14, 2017 3:00 PM - 4:00 PM Eastern Time
  • CostView at no charge! (donor-supported webinar)
  • Event TypeOnline event
  • PresenterCindy Kanuch

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Can personalized learning for your struggling readers actually be timesaving and easy to execute? In this edWebinar, Reading Specialist at Calhan Elementary School Cindy Kanuch will discuss how to easily find patterns in students’ reading skill deficits that will quickly point teachers to the appropriate intervention. Join us to explore the ideal interventions to achieve the greatest impact on your readers’ abilities and overall improvement in student outcomes. You will learn:

- How to identify the primary cause that when intervened will result in reading improvement

- Which interventions are appropriate by skill and grade level

- Walk-away strategies to personalize learning for Tier 2 intervention

- Best practices and tips to transform struggling readers into successful learners

There will be time to ask Cindy questions after her presentation. This session is designed for K-8 special education teachers, reading specialists and general education teachers providing Tier 2 interventions. Join us to learn how to improve instructional efficiency at your school!


Cindy KanuchAbout the Presenter

Cindy Kanuch is the reading interventionist at Calhan Elementary School. She has provided literacy interventions for K-12 students for over 10 years. Cindy is on the board of the Rocky Mountain Branch of the International Dyslexia Association, a member of the Academy of Orton-Gillingham at the Associate level and is a Certified Academic Language Practitioner (working to become a Certified Academic Language Therapist). She is the 2016 recipient of the inaugural Winslow Coyne Reitnouer Excellence in Teaching Award. Cindy’s current concentration is training teachers to efficiently and effectively identify and remediate reading and spelling deficiencies for both dyslexic and non-dyslexic students.

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