Evidence-based strategies only work if they’re applied to content or a transferable skill—and literacy instruction often focuses on non-transferable skills like “making inferences.” That focus, plus a failure to recognize the cognitive load imposed by reading and writing, leaves students ill-equipped to succeed at higher grade levels. Breaking down the artificial walls separating reading, writing, and learning—both in research and classroom practice—can enable all students to reach their full potential. This live session will be recorded and shared afterward. Join us for Q&A following the session!