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

Session Dates

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

Closed

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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. Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: Kelly Kapp, at 717-901-2271, or kkapp@pattan.net.