2020 HELIX Revisited
21. Conventional Literacy Instruction: Connecting Reading, Writing, Language and Communication
Sunday January 31, 2021 - 12:01 AM - Online
Sunday February 28, 2021 - 12:01 AM - Online
This presentation will provide an overview of key strategies aimed at teaching conventional literacy to students with significant disabilities. The session will focus on interventions for students who are beginning readers and writers who can use various forms of communication to interact with others, have alphabet knowledge, and understand that print carries meaning. The session will include detailed discussion of approaches to teaching text comprehension, with example lessons to demonstrate use of the anchor-read-apply model. Additionally, proven strategies and available resources to support word study, self-directed reading, and writing will be briefly reviewed.
Participants will be able to:
- Identify four key elements of comprehensive conventional literacy instruction.
- Describe use of the anchor-read-apply model to target reading comprehension.
- Identify the difference between emergent and conventional literacy interventions.
Special Education Teachers; Speech therapists; Assistive Technology Specialists; Parents, Guardians, Family Members; Paraprofessionals
Special Education Teachers; Teachers who work with students who are blind or visually impaired; Teachers who work with students with hearing loss; Teachers who work with students who are Deaf-Blind; Teachers/other professionals who work with students who have sustained traumatic brain injury; Speech therapists; General Education Teachers; Supervisors/Administrators; Occupational Therapists and/or Physical Therapists; School Counselors and/or School Psychologists; Parents, Guardians, Family Members; Paraprofessionals
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: Annette Bauerlein, at 610-787-7211, or email@example.com.