What teachers are saying…
I just wanted to thank you for all you’ve done for us here at our school. Our training yesterday was one of the most positive and empowering we’ve ever had…. On a personal side, you have given me new hope in my teaching and abilities. I’ve been at this for 28 years, and I still have so much to learn. But, I’m getting better every day. Thank you for pushing me, painfully at times, to be better. You have been an inspiration, and I thank you from the bottom of my heart.Fourth Grade Teacher, WY
The videos have been awesome! Dr. Deb’s emphasis on student engagement, teacher talk, and student talk is right on target. Too many classrooms value quiet.
I usually watch the videos more than once trying to write down the language that the teacher is using and the language of the routine. Routines make such a difference in a classroom.
Moving from intermediate grades to primary, I quickly realized that, in spite of holding a Masters in Literacy, I had a big gap in my understanding of phonemic awareness and phonics instruction. The Top Ten Tools helped me begin to close this gap by looking closely at the research and using strong, visual models to begin building my understanding of how the brain learns to read.
I appreciate that the Top Ten Tools frequently reminded me of the end goal of reading instruction – comprehension. My experience with the Top Ten Tools has better equipped me with the understanding necessary to provide my students with strong Foundational Skills instruction that will pave the way for them to become proficient readers.
You are awesome at what you do, Deb! We loved having you here!! You made this training enjoyable as well as informative. Thank you!!
It was an extraordinary and useful training. You are a gifted, kind, and entertaining presenter!! Thank you!
Our staff is very complimentary of your workshop/training. And they leave with knowledge and confidence in their new learning and classroom practice.
Thank you for all the great information you shared. The content of our professional development will help me to become a better reading teacher. You are by far the best presenter around!
You explain things so clearly and as a retired teacher I only wish I had had this information during my career. I especially like being able to see you explain concepts and make sounds while they are shown on the clever chalkboard. The graphics and production values are outstanding.
I think all teachers will benefit from activities like the three-column note taker in the Vocabulary Tool.
I am really enjoying updating my reading knowledge. I have loved every article by Marilyn Adams. She is a great writer. I also enjoy Dr. Glaser’s explanations. I find that I now have clarity on some of the concepts I learned during other research based reading trainings.
Tying the course together were the short videos that demonstrated the strategies in action with students. The videos allowed me to fully process the content; seeing the strategies modeled in a meaningful context gave me the confidence to return to my class the next day and try specific strategies and daily routines such as phoneme blending, mirror articulation practice, and spelling with sound beads and sound spelling boxes which are powerful in making the phoneme/grapheme connection.
I had been hurrying through my guided instruction work, but you helped me understand how important that process is for comprehension. You have changed me! I love being in your sessions.
Thank you so much for the wonderful training you did. You made our life better and our students’ lives too!
Your guidance throughout our training with you has been passionate and inspiring – thank you for sharing your laughter, your kindness, your knowledge and love of reading.
Thank you for the informative and most of all useful information over the last three days. I’ve acquired more useful strategies and materials to improve my reading instruction than I have over the last ten years.
What experts are saying…
Marilyn Adams, a beloved researcher in the field, is considered a leading voice for teachers and for informed reading practice. She is best known for her seminal text, Beginning to Read: Thinking and Learning about Print.