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

Jessica Gombert and Melissa Siller discuss the importance of phonetic reading instruction and give practical strategies for implementing this method in the classroom
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.

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