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FREE WEBINAR SERIES

Evidence in Action:
Advancing Adolescent Literacy Through the Science of Reading 

Session One: September 10, 2026 | 4:00 p.m. ET
Session Two: October 8, 2026 | 4:00 p.m. ET
Session Three: November 12, 2026 | 4:00 p.m. ET
Session Four: December 10, 2026 | 4:00 p.m. ET

Evidence in Action: Advancing Adolescent Literacy Through the Science of Reading is a four-part webinar series designed for district and school leaders, instructional coaches, literacy specialists, and educators who are committed to improving literacy outcomes in grades 4–12.

Each one hour session combines research-based insights with practical leadership actions, helping participants move from understanding the evidence to implementing meaningful change.

We'll explore:

  • How the science of reading applies beyond the primary grades

  • Uncovering the root causes of adolescent reading challenges

  • Strengthening multi-tiered systems of support

  • Guiding leaders in building a coherent, systemwide literacy plan.

Participants will leave each webinar with actionable tools, concrete next steps, and a leadership challenge they can immediately apply within their schools or districts to advance adolescent literacy achievement.

Register once for the series and attend any of the four live sessions that fit your schedule. Join live to engage with the presenter and participate in the Q&A.

Can't make a session? No problem—every registered participant will receive the recording after each session to watch at their convenience.

A Certificate of Attendance will be provided for each session you attend live. Certificates are not available for viewing the recorded sessions.

Sessions

Kari Kurto

Kari Kurto

Director of Policy and Partnerships
The Reading League

Same Science, Different Application: The Science of Reading for Grades 4-12

September 10 | 4:00–5:00 p.m. ET   

Focus: Translating SOR principles into the context of adolescent readers, including solutions and strategies for a whole-school approach to literacy.

Problem of Practice: Many leaders and educators see SOR as “K–3 only,” which limits coherent literacy systems.

Learning Goals:

  • Understand which aspects of the science of reading are the same and which differ between K-3 and 4-12 literacy instruction.

  • Identify what evidence-aligned literacy practices to supplement instruction in upper elementary through high school classrooms.
  • Commit to one leadership action to bring a “K–12 lens” to literacy planning and professional learning.
Ryan Buggy

Ryan Buggy

Professional Learning Director – Research & Impact
The Reading League

Beyond Motivation: What’s Really Behind Adolescent Reading Gaps

October 8 | 4:00 p.m.–5:00 p.m.  ET   

Focus: Dispelling misconceptions about reading comprehension assessments and unpacking evidence-based recommendations from meta-analyses and the IES Practice Guide on secondary reading intervention.

Problem of Practice: Schools often address surface-level symptoms (motivation, engagement) rather than students’ underlying needs in language comprehension and word recognition.

Learning Goals:

  • Understand the psychology of motivation, including why some common strategies often miss the mark.
  • Reviewing what reading comprehension assessments can (and can’t) tell us about students’ needs, and what other tools we can use.
  • Discuss evidence-based recommendations for addressing the literacy needs of secondary students.

elisabeth lamoureaux

Elisabeth Lamoureaux

Professional Learning Director – Leadership & Implementation
The Reading League

From Identification to Instruction: Making MTSS Work for Adolescent Readers

November 12 | 4:00 p.m.–5:00 p.m.  ET   

Focus: Designing a system of tiered literacy supports that fits real secondary schedules and realities.

Problem of Practice: In many middle and high schools, MTSS functions as a paperwork process, a compliance step, rather than a system that actually delivers tiered literacy instruction to students who need it.

Learning Goals:

  • Explain how MTSS differs from RTI and why that shift matters for secondary implementation.
  • Identify what effective Tier 1, 2, and 3 literacy instruction looks like in grades 4–12.
  • Apply a tool for making MTSS more actionable and data-driven in your building.
Marisa Ramirez Stukey sm

Marisa Ramirez Stukey

Chief Academic Officer
The Reading League

Leading Literacy: Building a Coherent 4-12 Plan

December 10 | 4:00 p.m.–5:00 p.m.  ET   

Focus: Moving from isolated efforts to a coherent system.

Problem of Practice: Districts often lack a coordinated literacy vision beyond elementary.

Learning Goals:

  • Understand the essential components of a strong 4–12 literacy plan (curriculum, professional learning, data, and leadership).
  • Learn how to evaluate curricular materials and interventions for evidence alignment.
  • Define clear next steps to communicate, monitor, and sustain a systemwide plan.

Upcoming Events

Providing Direction: Exploring The Reading League Compass
Thursday, August 20, 2026 | 4:00–4:45 p.m. ET

Join Kari Kurto, Natalie Gwishiri, and Marisa Ramirez Stukey for Providing Direction: Exploring The Reading League Compass, an engaging virtual session introducing the latest updates to The Reading League Compass, and get an exclusive introduction to The Reading League's Curriculum Evaluation Guidelines, 4th Edition.

10th Annual Conference of The Reading League 
September 30 – October 2, 2026 | Chicago, IL

The Reading League’s Annual Conference is one of the largest literacy gatherings in the United States—bringing together thousands of educators, researchers, and leaders dedicated to improving reading outcomes. Over three days, learn from leading experts, connect with peers across the field, and gain practical, evidence-aligned strategies you can immediately put into practice.