Dr. Shawn Robinson
Shawn Anthony Robinson, Ph.D., is a Senior Research Associate in Wisconsin’s Equity and Inclusion Laboratory (Wei LAB) at the University of Wisconsin-Madison, an author, a dyslexia consultant, and serves on the Board of Directors with the International Dyslexia Association. He graduated from the University of Wisconsin Oshkosh with a Bachelor of Science in Human Services, a Master’s in Education from DePaul University, and a Ph.D. in Language and Literacy from Cardinal Stritch University. Shaun has received several distinguished honors throughout his early career, which can be viewed by clicking on the website icon below this bio. He is also a Life Member of Alpha Phi Alpha Fraternity, Inc.
Thought Leader Session Description
Literacy and Liberation: A Personal and Professional Journey
Shawn Robinson
(Special Ed, Dyslexia, Other Learning Challenges, Social-Emotional Learning, Equity & Inclusion, ELL, Curriculum, Adolescent Literacy)
Shawn Anthony Robinson is no stranger to the world of illiteracy as he graduated high school reading at an elementary level. In this Thought Leader session, Shawn will share his experiences and those that influenced him to become scholar/practitioner in the field of literacy and language. He will also discuss the importance of culturally responsive and authentic graphic novels and how books can empower students in Special Education with dyslexia, especially those from under representative communities.
Target Audience(s): Elementary, Middle/ Jr. High, High School
Education Track(s): New to Science of Reading, Advanced Science of Reading, Equity & Inclusion, Leadership
Concurrent Session Description
Applying a Simultaneous Tri Multi-Sensory Instruction Procedure for Adolescents
Shawn Robinson
(Special Ed, Dyslexia, Other Learning Challenges, Equity & Inclusion, ELL, Spelling, Components of Literacy Instruction, Adolescent Literacy)
Access to best practices must be made available to all families, especially those from lower socioeconomic communities, and household income should not exclude families from having access to high-quality instruction/strategies for analyzing and encoding words (Westwood, 2008). At Madison College, we are providing a new and innovative approach to address literacy through preparing adolescents with high quality evidence-based instruction that is usually reversed for pre-service and in-service teachers and early elementary level (Adams, 1990; Moats, 2020; Seidenberg, 2017; & Wolf, 2007). The 16-week course provides students with an overview of word analysis, emphasizes reading instruction that uses a simultaneous multi-sensory approach, offers them a rare opportunity to improve decoding and encoding skills, and to use the phonemic sound structure of the American-English language to students who would not otherwise have in high school or thereafter (Sabatini, 2009). Audience members will go through an actual lesson that is taught to students in the word analysis course.
Target Audience(s): Middle/ Jr. High
Education Track(s): New to the Science of Reading, Advanced Science of Reading, Equity & Inclusion, Leadership