Staff Spotlight: Amy Clark Canty, reading and writing specialist

By RSEC Team | October 10, 2017
Amy Clark Canty Letter

At the September 29 New Hampshire Speech, Language, and Hearing Association (NHSLA) Conference Workshop, Mrs. Amy Clark Canty presented a workshop entitled “Engaging the Mind: Active Reading Comprehension Strategies for Middle and High School Students.”

Mrs. Amy Clark Canty, the reading and writing specialist for The RSEC Academy, shared her work on improving comprehension skills at the fall conference for the NHSLA at the Holiday Inn in Concord, New Hampshire. She provided a comprehensive overview and demonstration of Active Reading Comprehension Strategies, which are research-based strategies that assist all readers with comprehension of print and non-print texts.

“My goal was for everyone to walk away with practical, ready to use procedures designed to assist students in developing, and independently using, metalinguistic skills to connect personal experience and prior knowledge to written text,” Mrs. Clark Canty said. “All students learn differently, so the more approaches and strategies we have to help them, the more successful they will be.”

Using Active Reading helps improve reading comprehension skills for all levels of readers, including students with learning disabilities. Educators and academic specialists learned the basic strategies required to implement Active Reading in therapy or in the classroom, and gained an understanding for assisting students in personalizing their application of Active Reading to complete assignments, define specific strategies, and apply them.

Mrs. Clark Canty, along with all staff members at The RSEC Academy, use a personalized combination of teaching techniques, experiential learning, and meeting students where they are to help each student find his or her own path to academic and personal success.

Learn more about how RSEC staff create challenging and supportive learning environments for students at all stages by helping teachers across the state.

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