Past Presentations
INVITED LECTURES
Ash, G. E. (2006, June). More than just hope: Building exemplary literacy programs for young
adolescents. Keynote Address, Ohio Literacy Institute. Columbus, Ohio.
Ash, G. E. (2005, July). Research-based middle school literacy instruction. The Southern Regional
Education Board’s 19th Annual Conference, Nashville, TN.
Ash, G. E. (2004, March). Literacy for struggling middle school readers. The Ohio Association of
Administrators of State and Federal Education Programs (OAASFEP), Ohio Department of
Education, Office of Reform and Federal Student Programs, Columbus, OH.
Ash, G. E. (2004, March). Looking into word study for young adolescents to improve word
identification, spelling, and vocabulary. The Ohio Association of Administrators of State and
Federal Education Programs (OAASFEP ), Ohio Department of Education, Office of Reform and
Federal Student Programs, Columbus, OH.
Ash, G. E. , & Prillaman, B. (2003, July). Building ELL students’ critical reading strategies. The
Southern Regional Education Board’s 17th Annual Conference, Nashville, TN.
Ash, G. E. (2002, December). What research and theory tell us about literacy instruction in the
middle/high school. Ohio Department of Education, Columbus, OH.
Ash, G. E. (2002, December). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. Ohio Department of
Education, Columbus, OH.
Ash, G. E. (2002, November). What research and theory tell us about literacy instruction in the middle/high school. Ohio Resource Center for Mathematics, Science, and Reading, Columbus, OH.
Ash, G. E. (2002, November). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. Ohio Resource Center for
Mathematics, Science, and Reading, Columbus, OH.
Ash, G. E. (2002, July). Teaching readers who struggle: A pragmatic language arts framework. The
Southern Regional Education Board’s 16th Annual Conference, Louisville, KY.
SAMPLE OF PROFESSIONAL DEVELOPMENT WORKSHOPS
Ash, G. E. (2007, March). Exemplary comprehension instruction in the middle grades. Region 18 Educational Service Center, Midland-Odessa, TX.
Ash, G. E. (2007, January). In the muddle: Teaching literacy to real adolescents in real schools. A
pragmatic approach to literacy planning and instruction. Region 18 Educational Service Center, Midland-Odessa, TX.
Ash, G. E. (2006, August). Exemplary comprehension instruction in the middle grades. Midland
Independent School District, Midland, TX.
Ash, G. E. (2006, February). Improving vocabulary and comprehension instruction for adolescents.
Northwest Ohio Regional Professional Development Center, Toledo, OH.
Ash, G. E. (2005, June). In the muddle: Teaching literacy to real adolescents in real schools. A
pragmatic approach to literacy planning and instruction (a three-day training in instruction in
vocabulary, word study, and comprehension strategies). A County-wide-inservice. East Holmes
Local Schools, Holmes County, OH.
Ash, G. E. (2005, February). Critical literacy: Applying the four reader roles to informative, technical, and persuasive texts. Northwest Ohio Regional Professional Development Center, Toledo, OH.
Ash, G. E. (2004, October). Teaching vocabulary to improve comprehension. A County-wide inservice. Monroe County Intermediate School District, Monroe, MI.
Ash, G. E. (2004, August). In the muddle: Teaching literacy to real adolescents in real schools. A focus on American history: Part II. Mahoning County Educational Service Center, Youngstown, OH.
Ash, G. E. (2004, August). Words really DO matter: Teaching vocabulary in all classrooms. Ohio
Department of Education, Columbus, OH.
Ash, G. E. (2004, August). Word study for young adolescents to improve word identification, spelling, and vocabulary. Ohio Department of Education, Columbus, OH.
Ash, G. E. (2004, April). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. North Central Ohio Special
Education Regional Resource Center, Mansfield, OH.
Ash, G. E. (2004, April). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. East Central Ohio Special
Education Regional Resource Center, New Philadelphia, OH.
Ash, G. E. (2004, March). In the muddle: Teaching literacy to real adolescents in real schools. A focus on American history: Part I. Mahoning County Educational Service Center, Youngstown, OH.
Ash, G. E. (2004, February). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. Northwest Ohio Regional
Professional Development Center, Toledo, OH.
Ash, G. E. (2004, February). In the muddle II: Teaching literacy to real adolescents in real schools. An overview of a pragmatic approach to literacy planning and instruction. Northwest Ohio Special
Education Regional Resource Center, Bowling Green, OH.
Ash, G. E. (2003, November). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. West Central Ohio Special
Education Regional Resource Center, Wapakoneta, OH.
Ash, G. E. (2003, October). Teaching reading strategies students USE: Strategic teaching for strategic
learning. Bayard Elementary School, Christina School District, Wilmington, DE.
Ash, G. E. (2003, October). Text-based writing: Strategies for understanding the criteria and supporting developing answers. Conrad Middle School, Red Clay Consolidated School District, Wilmington, DE.
Ash, G. E. (2003, October). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. Northwest Ohio Special
Education Regional Resource Center, Bowling Green, OH.
Ash, G. E. (2003, September). In the muddle: Teaching literacy to real adolescents in real schools. A
pragmatic approach to literacy planning and instruction (a two- day training in instruction in
fluency, word study, and comprehension strategies). Northeast Ohio Special Education Regional
Resource Center, Warren, OH.
Ash, G. E. (2003, August). Research-based fluency interventions for adolescent readers. Ninth Grade Academy, Christina School District, Wilmington, DE.
Ash, G. E. (2003, August). In the muddle: Teaching literacy to real adolescents in real schools. A
pragmatic approach to literacy planning and instruction (a two- day training in instruction in
fluency, word study, and comprehension strategies). Trimble Middle School, Trimble Local
Schools, Glouster, OH.
Ash, G. E. (2003, July). Words really DO matter: Teaching vocabulary in all classrooms. Ohio
Department of Education, Columbus, OH.
Ash, G. E. (2003, June). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction. Edmonds School District,
Lynnwood, WA.
Ash, G. E. (2003, May). What research and theory tell us about literacy instruction in the middle/ high school. Western Regional Professional Development Center, Dayton, OH.
Ash, G. E. (2003, May). In the muddle: Teaching literacy to real adolescents in real schools. An overview of a pragmatic approach to literacy planning and instruction Western Regional Professional
Development Center, Dayton, OH.
Ash, G. E. (2003, April). What research and theory tell us about literacy instruction in the middle/ high school. Southeastern Regional Professional Development Center, Athens, OH.
Ash, G. E. (2003, April). In the muddle: Teaching literacy to real adolescents in real schools. An
overview of a pragmatic approach to literacy planning and instruction Southeastern Regional
Professional Development Center, Athens, OH.
Ash, G. E. (2003, March). Expanding what good readers do: Focusing on the four reader roles in
content area instruction. District-wide Middle School Inservice, Caesar Rodney Independent
School District, Camden-Wyoming, DE.
Ash, G. E. (2003, March). Expanding what good readers do: Focusing on the four reader roles. West
Central Regional Professional Development Center, Lima, OH.
Ash, G. E. (2003, March). Guided reading in literature circles: Preparing for the three-ring circus. West Central Regional Professional Development Center, Lima, OH.
Ash, G. E. (2003, February). In the muddle: Teaching literacy to real adolescents in real schools. A
pragmatic approach to literacy planning and instruction (a two- day training in instruction in
fluency, word study, and comprehension strategies). West Central Regional Professional
Development Center, Lima, OH.
Ash, G. E. (2002, December). Fluency: What every teacher needs to know. Ninth Grade Academy,
Christina Independent School District, Wilmington, DE.
Ash, G. E. (2002, November). Text-based writing: Strategies and assessments. A. I. DuPont Middle
School, Red Clay Consolidated School District, Wilmington, DE.
Ash, G. E. (2002, October). Word study: Orthographically-related spelling, word identification, and
vocabulary development, grades 9-12. Ninth Grade Academy, Christina Independent School
District, Wilmington, DE.
Ash, G. E. (2002, September). Guided reading in the intermediate grades: Fostering independent
comprehension strategy use. Jefferson Elementary School, Wausau, WI.
Ash, G. E. (2002,September). Stop working so hard! Making students responsible for THEIR content
area learning. District-wide Middle School Inservice, Caesar Rodney Independent School
District, Camden-Wyoming, DE.
Ash, G. E. (2002, September). Guided reading with a focus on literacy centers. Star Hill Elementary
School, Caesar Rodney Independent School District, Camden-Wyoming, DE.
Ash, G. E. (2002, August). What all good readers do: Before, during, and after comprehension
instruction for the content areas, grades 4-8 . Hinesville School District, Hinesville, GA.
Ash, G. E. (2002, August). Comprehension instruction continued: Still focusing on what good readers
do, grades 4-8. Hinesville School District, Hinesville, GA.
Ash, G. E. (2002, August). Making the unlikely likely: Five essential elements for middle school
students who struggle with literacy. Hinesville School District, Hinesville, GA.
Ash, G. E. (2002, July). Teaching readers who struggle: A pragmatic language arts framework (a full
day training in instruction in fluency, word study, and comprehension strategies). Nataki Talibah
School of Detroit, Detroit, MI.
Ash, G. E. (2002, June). Word study: Orthographically-related spelling, word identification, and
vocabulary development, grades 4-8. New Brunswick Public Schools, New Brunswick, NJ.
Ash, G. E. (2002, May). Helping them all become good readers: Effectively using teacher-directed
content area comprehension strategy activities. New Brunswick Public Schools, New Brunswick,
NJ.
Ash, G. E. (2002, April). Helping them all become good readers: Effectively using teacher-directed
comprehension strategy activities. Longfellow Elementary, Bridgeport Public Schools, Bridgeport,
CT.
Ash, G. E. (2002, March). Guided reading with a focus on literacy centers. Syracuse City School
District, Syracuse, NY.
Ash, G. E. (2002, March). What all good readers do. New Jersey State Fourth Grade Teacher
Convention “Increasing Student Achievement in Your Fourth-grade Classroom.” Fairfield, NJ.
Ash, G. E. (2002, March). Scaffolded reading instruction for strategic learning. New Jersey State
Fourth Grade Teacher Convention “Increasing Student Achievement in Your Fourth-grade
Classroom.” Fairfield, NJ.
Ash, G. E. (2002, February). Strategy instruction for independence: Visualizing, inferring, and
determining importance. A. I. DuPont Middle School, Red Clay Consolidated School District,
Wilmington, DE.
Ash, G. E. (2002,February). Strategy instruction for independence: Making connections and asking
questions. A. I. DuPont Middle School, Red Clay Consolidated School District, Wilmington, DE.
Ash, G. E. (2002, January). Strategy instruction for independence: Making connections. Welch
Elementary School, Caesar Rodney Independent School District, Camden-Wyoming, DE.
Ash, G. E. (2002, January). Strategy instruction for independence: Comprehension and vocabulary
instruction for intermediate and middle school students. Edmonds School District, Lynnwood, WA.
Ash, G. E. (2002, January). Best practices in English language arts: Building best practices from the
bottom up. Edmonds School District, Lynnwood, WA.
Ash, G. E. (2001,November). Comprehension instruction, part III: Still focusing on what good readers do. Caesar Rodney District Middle and High School Inservice, Caesar Rodney Independent
School District, Camden-Wyoming, DE.
Ash, G. E. (2001, November). Strategic readers making connections. Cape Henlopen School District,
Lewes, DE.
Ash, G. E. (2001, November). Comprehension instruction: What to look for in teacher observations, Part II. Delaware Association for School Leadership, Wilmington, DE.
Ash, G. E. (2001, October). Comprehension instruction: What to look for in teacher observations, Part I. Delaware Association for School Leadership, Wilmington, DE.
Ash, G. E. (2001, August). The essential elements of adolescent literacy instruction: A framework.
Edmonds School District, Lynnwood, WA.
Ash, G. E. (2001,August). Words, words, words: Orthographic knowledge and word identification,
spelling, and vocabulary instruction in the middle grades. DOE/DATE Summer Conference on the
Teaching of English, Camden-Wyoming, DE.
Ash, G. E. (2001, August). Title I literacy instruction: A framework, part II. Caesar Rodney District
Inservice, Caesar Rodney Independent School District, Camden-Wyoming, DE.
Ash, G. E. (2001, August). Title I literacy instruction: A framework, part I. Caesar Rodney District
Inservice, Caesar Rodney Independent School District, Camden-Wyoming, DE.
Ash, G. E. (2001, June). Comprehension instruction continued: Still focusing on what good readers do. Caesar Rodney District Middle School Inservice, Caesar Rodney Independent School District,
Camden-Wyoming, DE.
Ash, G. E. (2001, June). Thoughtful readers and zoot suits: Before, during, and after comprehension instruction for the content areas. Caesar Rodney District Middle School Inservice, Caesar Rodney Independent School District, Camden-Wyoming, DE.
Ash, G. E. (2001, March). Five essential elements for struggling middle school readers. Caesar Rodney District Middle School Inservice, Caesar Rodney Independent School District, Camden-Wyoming, DE.
Ash, G. E. (2001, January). Thoughtful readers and zoot suits: Before, during, and after
comprehension instruction for content areas and the language arts. Stanton Middle School, Red
Clay Consolidated School District, Wilmington, DE.
Ash, G. E. (2000, November). Thoughtful readers and zoot suits: Before, during, and after
comprehension instruction for content areas and the language arts. Skyline Middle School, Red
Clay Consolidated School District, Wilmington, DE.
Ash, G. E. (2000, November). Thoughtful readers and zoot suits: Before, during, and after
comprehension instruction for content areas and the language arts. A. I. DuPont Middle School,
Red Clay Consolidated School District, Wilmington, DE.
Ash, G. E. (2000, September). Words, words, words: Orthographic knowledge and word identification, spelling, and vocabulary instruction in the middle grades. Indian River School District, Milford, DE.
Ash, G. E. (2000, September). Balance in ELA instruction. Delaware Department of Education,
Reading Cadre Institute, Lewes, DE.
Ash, G. E. (2000, August). What is a zoot suit? Before, during, and after reading comprehension
instruction in the content areas. Newark High School, Christina School District, Newark, DE.
Ash, G. E. (2000, January). Essential components of middle school reading programs: A focus on word study. Oconee County Middle School, Oconee County School District, Watkinsville, GA.
Ash, G. E. (2000, January). Interdisciplinary planning and teaching in the middle school classroom.
East Jackson Middle School, Jackson County School District, Commerce, GA.
Ash, G. E. (2000, January). Understanding reading assessments. Clarke Middle School, Clarke
County School District, Athens, GA.
Ash, G. E. (1999, July). What works with struggling middle school readers? Regional Educational
Service Agency, Winterville, GA.
Ash, G. E. (1998, July). Five days to better upper elementary and middle school reading instruction.
Regional Educational Service Agency, Winterville, GA.
Ash, G. E. (1998, May). Essential components of middle school reading programs. Morgan County
Middle School Inservice, Morgan County Independent School District, Madison, GA.
Ash, G. E. (1995, November). There is no I in TEAM - Or how to get to kids to work and learn together. Texas Education Service Center, Region 20, San Antonio, TX.
Ash, G. E. (1995, August). Holistic scoring and TAAS writing across the curriculum. McNair Middle School Teacher Inservice, Southwest Independent School District, San Antonio, TX.
Ash, G. E. (1995, August). A training of trainers: Holistic scoring and TAAS writing across the
curriculum. District-wide Inservice, Southwest Independent School District, San Antonio, TX.
Ash, G. E. (1995, August). Portfolio assessment--An investigative report: The who, what, where, when, and why of authentic assessment. Texas Education Service Center, Region 20, San Antonio, TX.
