Adapting Classroom Practices to Reflect Recent Reading Research


Paul Black, M.Ed, Ed.S., NCSP, a school psychologist and literacy consultant, joins Laura Axtell, M.Ed., to close season 6 of Podclassed with a discussion about recent reading research. The discussion covers the difference between evidence-based and research-based reading programs, phonemic awareness and sound-letter correspondence, and the impact of teacher training in the science of reading. By incorporating the most up-to-date research in the classroom, teachers can help to prevent the social-emotional challenges that are often faced by students when reading problems aren’t properly addressed.

Expert Guest

Paul Black, M.Ed., Ed.S.

Paul Black, M.Ed., Ed.S.

Paul Black, M.Ed., Ed.S. holds advanced degrees in Human Exceptionality and School Psychology, with an emphasis in assessment. Paul currently practices as a School Psychologist for a local school district in Northern Utah and a Training/Presenting Specialist for Reading Horizons. Having worked in a field that combines psychology, education, and technology for 15 years; Paul understands how to evaluate school-aged children who come from a variety of diverse circumstances and backgrounds. He is able to accurately identify and articulate their specific needs so school-based teams have the necessary data to make meaningful improvements in students’ lives.

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