Connections OG in 3D: Current Research and Best Practices for Teaching Science-Based Reading
Tuesday March 31, 2020 8:30 AM - 3:30 PM
Wednesday April 01, 2020 8:30 AM - 3:30 PM
Thursday April 02, 2020 8:30 AM - 3:30 PM
Friday April 03, 2020 8:30 AM - 3:30 PM
This event is by invitation only. You must have a registration key in order to register.
The participants will learn a multisensory structured language approach to classroom instruction and intervention strategies. The goal of the course is that the participants have a full understanding of multisensory intervention skills, and how to implement a science-based reading and spelling curriculum. They will have an understanding of current scientific research and brain studies involving dyslexia and effective, evidence-based reading programs.
CONNECTIONS: OG in 3D® is a, systematic, multi-sensory research-based approach to teaching the phonology, decoding, and reading skills of the English language. The trainee will be well-versed in preparing, implementing, and conducting the components of science-based reading which includes phonemic awareness (enabling the student to detect, segment, blend, and manipulate sounds in the spoken language); graphophonemic knowledge for teaching the letter-sound plan of English; and the structure of the English language that includes morphology, semantics, syntax, and pragmatics.
- explain the tenets of the NICHD/IDA definition of dyslexia and List the distinguishing characteristics of dyslexia
- compare and contrast the most common intrinsic differences between good and poor readers
- list the five (5) language processing requirements of proficient reading and writing
- build the 4-part processor theoretical model and explain the processors
- list the patterns and rules that inform the teaching of single- and multisyllabic regular word reading
- list special techniques for teaching irregular words in small increments
- identify and explain aspects of cognition and behavior that affect reading and writing development
- build the Simple View of Reading Theoretical Model
- list the general principles and practices of structured language and literacy teaching
- explain the rationale for multisensory and multimodal language-learning techniques
- explain rationale for/identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English
- list the principles of phonemic-awareness instruction; : brief, multisensory, conceptual, articulatory, and auditory-verbal
- list ways of adapting instruction for students with weaknesses in working memory, attention, executive function, or processing speed.
- explain the different types and purposes of texts, with emphasis on the role of decodable texts in teaching beginning readers
- list characteristics of direct, explicit methods of vocabulary instruction
- list examples of instructional routines appropriate for each major genre: informational text, narrative text, and argumentation
Special educators, regular educators, reading specialists, administrators, parents.