Connections OG in 3D: Current Research and Best Practices for Teaching Science-Based Reading

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Session Dates

Tuesday February 25, 2020 8:30 AM - 3:30 PM
Wednesday February 26, 2020 8:30 AM - 3:30 PM
Thursday February 27, 2020 8:30 AM - 3:30 PM
Friday February 28, 2020 8:30 AM - 3:30 PM

Closed
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.

Objectives

  1. explain the tenets of the NICHD/IDA definition of dyslexia and List the distinguishing characteristics of dyslexia
  2. compare and contrast the most common intrinsic differences between good and poor readers
  3. list the five (5) language processing requirements of proficient reading and writing
  4. build the 4-part processor theoretical model and explain the processors
  5. list the patterns and rules that inform the teaching of single- and multisyllabic regular word reading
  6. list special techniques for teaching irregular words in small increments
  7. identify and explain aspects of cognition and behavior that affect reading and writing development
  8. build the Simple View of Reading Theoretical Model
  9. list the general principles and practices of structured language and literacy teaching
  10. explain the rationale for multisensory and multimodal language-learning techniques
  11. explain rationale for/identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English
  12. list the principles of phonemic-awareness instruction; : brief, multisensory, conceptual, articulatory, and auditory-verbal
  13. list ways of adapting instruction for students with weaknesses in working memory, attention, executive function, or processing speed.
  14. explain the different types and purposes of texts, with emphasis on the role of decodable texts in teaching beginning readers
  15. list characteristics of direct, explicit methods of vocabulary instruction
  16. list examples of instructional routines appropriate for each major genre: informational text, narrative text, and argumentation

Target Audience

Special educators, regular educators, reading specialists, administrators, parents.

Topics Covered: Literacy

Event Info

Event Type:

Inservices/workshops

Credit Type:

Act 48 Clock Hour
No credit

Presenters:

Mary-Margaret Scholtens, Kelly Fowler, Cherry Frie

Event Contact:

Registration:

Karen Weaver
kweaver@pattan.net
800-446-5607 x6842

Contact:

Pam Kastner
pkastner@pattan.net
800-360-7282