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Session Details



The Science of Reading Mini-Series

  • Event Information
    The Science of Reading Mini-Series
    • Oral Language, The Critical Role in Reading Instruction
      • Evidence exists linking oral language to the word recognition aspects of reading and/or the comprehension aspects of the reading model. It is important to consider that  “not only are oral language skills linked to the code-related skills that help word reading to develop, but they also provide the foundation for the development of the more advanced language skills needed for comprehension” (Cain & Oakhill, 2007, p. 31). In this session we will discuss the components of oral language, provide an overview of language based disorders and offer practical ways of supporting oral language development in the classroom.

    • Phonics
      • he National Reading Panel Report stated that students need explicit instruction in the essential components of reading:  phonological awareness, phonics, fluency, vocabulary, and reading comprehension.  The key differentiator between the science of reading approach and alternatives is phonics.  The phonics approach teachers children to begin reading by manipulating the sounds in words, or sounding out. This session will discuss reading instruction, with a focus in the area of phonics based in the science of reading (SoR).  Participants will discuss how phonics can be incorporated into their instruction and assessment.

    • Phonology
      • The sound structure of speech, and the perception, recognition, production of speech sounds is the foundation for understanding the alphabetic principle and reading success. This session will discuss reading instruction, with a focus in the area of phonology based in the science of reading (SoR).  Phonological aspects of language include intonation, stress and timing, as well as words, syllables and phonemes. Phonological awareness involves being able to recognize and manipulate the sounds within words.  Participants will discuss how phonological awareness can be incorporated into their instruction and assessments.  The lack of phonemic awareness is the MOST powerful determinant of the likelihood of failure to read (Adams, 1990).

    • Theoretical Models
      •   The term "science of reading" refers to the research that reading experts, especially cognitive scientists, have conducted on how we learn to read.  This body of knowledge, over twenty years in the making, has helped debunk older methods of reading instruction that were based on tradition and observation, not evidence.   Participants will investigate the basic theoretical models such as the Simple View of Reading, Scarborough's Rope and Ehri's Phases. Reading is not natural. Therefore, students need to be taught explicitly how oral language and written language intersect. Structured Literacy is a model that encompasses evidenced based best practice and benefits all students.

Event Session Information
*** This is an online session ***
Event Session Information
Days 1
Scheduled Date/Time
   
10/05/2022 1:15 PM-2:15 PM Online
Title Theoretical Models
Session Contact Wendy Carson814-734-8387
Email :wendy_carson@iu5.org
Instructor(s) Erin Eighmy
Megan Howard
Units/Costs
 
Credits - Choose one
1 Act 48 Hours /1 Hours
1 Non Act 48 Hours /1 Hours
2 Act 48 Hours /2 Hours
Description: Combining with 2:30 Oral Language Session

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