coe-staff: Dean's Distinguished Lecture Series - Dr. Trina Spencer on Tues 1/5 at 3:30 pm

[Laura Lee McIntyre]

Dear all,

On behalf of the Special Education and Clinical Sciences Department, please join us for a research colloquium presentation as part of the Dean's Distinguished Lectures Series on Tuesday January 5th from 3:30 - 4:30 pm in Hedco 230T. Details are below.


Trina Spencer, PhD, BCBA-D
University of Northern Arizona
Multi-Tiered System of Language Support: The Data and the Dream!
Colloquium Tuesday January 5, 2016 3:30 - 4:30 pm
Informal Conversation 4:30 - 5:00 pm
Hedco 230T
Refreshments Served
Multi-tiered models of differentiation instruction for decoding are ubiquitous in schools. To align with the simple view of reading, which postulates reading comprehension is the product of decoding and language comprehension, more attention should be given to the promotion of language comprehension in schools. In her talk, Dr. Spencer will provide a cogent argument for the need to have a dual focus on decoding and language comprehension, present a series of studies reflecting the iterative development of a multi-tiered academic language curriculum, and introduce innovative screening and progress monitoring tools.

Bio of Trina Spencer, PhD, BCBA-D
Dr. Spencer currently serves as the Research Director at the Institute for Human Development (IHD) and has an associate research faculty appointment in the Department of Educational Psychology at Northern Arizona University. She earned a specialist degree in School Psychology and a PhD in Disability Disciplines from Utah State University. She has been a board certified behavior analyst since 2001. Dr. Spencer has worked with culturally, linguistically, and economically diverse children as well as children with disabilities, their teachers, and their families for 15 years. She has published 28 articles in peer-reviewed journals, 5 book chapters, and 13 non-peer reviewed articles or encyclopedia entries. Her publications and editorial service span a number of disciplines including speech-language pathology, early childhood education, special education, applied linguistics, and school psychology. Benefitting from strong collaborations with practitioners and other researchers, Dr. Spencer maintains a spirited research agenda targeted at improving reading comprehension and academic outcomes of the nation's most vulnerable students. Specifically, she has developed screening, curriculum-based measurement, and intervention tools so that schools can implement a multi-tiered system of language support to complement schools' decoding efforts. Finally, Dr. Spencer writes extensively on evidence-based practice and promotes interdisciplinary, collaborative relationships among clinicians, educators, and researchers.

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