The How of Reading Instruction in a Classical Education

Posted on by Society for Classical Learning

Teacher preparation and knowledge are fundamental to student reading achievement. In this session, we will discuss why a systematic phonetic approach to reading instruction is classical, brain-based and effective. We will address the importance of phonemic awareness, language and vocabulary development and best practices for reading instruction. Practical strategies for providing support in the grammar school classroom will be shared. Participants will be able to apply their knowledge of reading development into effective instructional practices as well as assessment tools.

Jessica Gombert

Jessica Gombert is in her 16th year as the grammar school headmaster at the Geneva School of Boerne. She holds a MA in Education and has been involved in many aspects of education for 30 years. Teaching experiences include special education, kindergarten, adult classes for Region 20 Alternative Certification program and student teacher supervision at University of Texas at San Antonio. She has a passion for teaching students to become lifelong learners, mentoring teachers and for classical and Christian education. She is currently writing children’s readers to supplement the phonics curriculum.

Melissa Siller

Melissa Siller has spent the last 20 years in various areas of education, including assessment item writing, classroom teaching, teaching pre-service teachers in field based teacher education, and is currently in her 8th year as the reading specialist at the Geneva School of Boerne. In addition, she is an adjunct faculty member in Trinity University's Department of Education. Her research focuses on teacher education, brain-based teaching practices, curriculum and inquiry as well as beginning in-service teacher induction support. She earned her PhD in Curriculum and Instruction from the University of Texas at San Antonio.

The “How” of Reading Instruction: The Importance of a Systematic Approach to Early Literacy and Reading Achievement

Posted on by Society for Classical Learning
The “How” of Reading Instruction: The Importance of A Systematic Approach to Early Literacy and Reading Achievement

Teacher preparation and knowledge are fundamental to reading achievement. In this session, we will discuss why a systematic phonetic approach to reading instruction is classical, brain-based and e ective. Understanding how the brain functions and being knowledgeable of best practices is necessary for e ective reading instruction. We will address the obstacles that get in the way of the reading process and how
to come alongside struggling readers. Practical strategies for providing support in the grammar school classroom will be shared. Participants will be able to apply their knowledge of reading development into e ective instructional practices.

Jessica Gombert

Jessica Gombert is in her 14th year as the Grammar School Headmaster at e Geneva School of Boerne. She holds a master's degree in education and has been involved in many aspects of education for over 28 years. Her teaching experiences include special education, Kindergarten, alternative certification programs and student teacher supervision at the University of Texas at San Antonio. She has a passion for encouraging students and teachers to become lifelong learners and for classical Christian education. She teaches reading in Lusaka, Zambia, in the summers and is currently writing children’s readers to supplement Geneva's phonics curriculum.

Melissa Siller

Melissa Siller a PhD candidate in interdisciplinary learning and teaching at the University of Texas at San Antonio. She has spent the last 20 years in various areas of education, including assessment item writing, classroom teaching and teaching pre-service teachers in eld-based teacher education. She is currently in her sixth year as the Reading Specialist at e Geneva School of Boerne. In addition, she is an adjunct faculty member in Trinity University's Department of Education. Her research focuses on teacher education, brain- based teaching practices, curriculum and inquiry, as well as beginning in-service teacher induction support.