The Science of Reading: Recommendations on the Preparation of Teachers to Deliver Effective Reading Instruction

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The “science of reading” has garnered enormous attention among educators and the general public over the past few years.  The research literature about effective reading instruction and intervention and effective teacher preparation should inform program design decisions and teacher education practices. The University of Florida’s Valentina Contesse and Holly Lane recently authored the AACTE report, The Role of Educator Preparation Programs in Preparing Teachers in The Science of Reading. In this report, the authors define the science of reading, discuss effective reading instruction and teacher preparation, share voices from the field, and provide recommendations for Educator Preparation Programs as well as resources. Join us as we dive into the science of reading by exploring the five recommendations related to the preparation of teachers to deliver effective reading instruction. 


Valentina Contesse, Ph.D.
Clinical Assistant Professor of Special Education
University of Florida
Valentina Contesse is a clinical assistant professor of special education in the school of special education, school psychology, and early childhood studies at the University of Florida (UF). Contesse works for the University of Florida Literacy Institute (UFLI) and is the co-author of UFLI Foundations: An Explicit and Systematic Phonics Program. Contesse teaches undergraduate and graduate courses in various UF teacher preparation programs and coordinates professional development for practicing teachers focused on evidence-based reading instruction. Contesse’s scholarship focuses on early literacy instruction and intervention, teacher preparation and training in the area of reading, and the effects of performance feedback on the implementation of evidence-based instructional practices.  

Holly Lane, Ph.D.
Irving and Rose Fien Professor of Education
University of Florida
Holly Lane is the Irving and Rose Fien Professor of Education at the University of Florida and director of the University of Florida Literacy Institute (UFLI). Her research focuses on the prevention of reading difficulties through effective early literacy instruction, the remediation of literacy skills for students with dyslexia, and methods for helping preservice and practicing teachers develop the knowledge and skills they need to be effective reading teachers and interventionists.  Lane has directed more than $20 million in grants to support reading research and the development of teachers and researchers. She is also the author of numerous publications related to literacy, including the recently released UFLI Foundations: An Explicit and Systematic Phonics Program.   

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May 17 2023


3:00 pm - 4:00 pm


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