Connections OG in 3D: The Application of the Science of Reading through Structured Literacy

Session Dates

Tuesday June 22, 2021 9:00 AM - 4:00 PM - Webinar
Wednesday June 23, 2021 9:00 AM - 4:00 PM - Webinar
Thursday June 24, 2021 9:00 AM - 4:00 PM - Webinar
Friday June 25, 2021 9:00 AM - 2:00 PM - Webinar

Closed

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This course provides the opportunity for the candidates to learn current research and best practices for teaching evidence-based reading to students, especially those with dyslexia. A major emphasis of this course includes a thorough examination of the brain research, diagnostic procedures, and methods to improve reading abilities for all students using Structured Literacy™. Professional ethics will also be examined in relation to assessing and intervening with readers. Candidates will become well-versed in the opportunity to plan, deliver, monitor and refine Structured Literacy lessons.

Objectives

The participant will be able to:

• give the rationale for/identify, pronounce, classify, and compare all the consonant phonemes and all the vowel and consonant phonemes of English
• explain levels of phonological sensitivity
• describe multisensory routines used to enhance student engagement and memory
• adapt instruction for students with weaknesses in working memory, attention, executive function, or processing speed
• describe special techniques used to teach irregular words in small increments
• describe how to systematically teach the decoding of multi-syllabic words
• explain the different types and purposes of texts, with emphasis on the role of decodable texts in teaching beginning readers
• explain role and characteristics of direct and indirect (contextual) methods of vocabulary instruction
• list research-based principles for teaching letter formation, both manuscript and cursive
• identify identify the distinguishing characteristics of dyslexia
• describe the reciprocal relationships among phoneme awareness, decoding, word recognition, spelling, and vocabulary knowledge
• explain the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments
• list the basic principles of test construction and formats
• name and use well-validated screening tests designed to identify students at risk for reading difficulties
• name and utilize in practice informal diagnostic surveys of phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling, and writing
• integrate, summarize and communicate (orally and in writing) the meaning of educational assessment data for sharing with students, parents, and other teachers
• develop a phonemic awareness activity for their clients to present to the class

Target Audience

Special educators, regular educators, reading specialists, administrators within the LEA's participating in the PA Dyslexia Pilot Expansion 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.