#11868 Foundational Literacy SKills – Can/Should Research Inform Instruction?

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#11833 SEL for Teachers!
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#11868 Foundational Literacy SKills – Can/Should Research Inform Instruction?

Traditional teaching methods have long emphasized the importance of letter naming as a foundational literacy skill. As a result, the print-to-speech method, where “letterness” is the basis for being able to decode and spell, has been a common practice in PK and K classrooms. Research indicates that a different way of thinking is needed for establishing foundational literacy skills.

The ability to map sound to print is foundational to decoding and spelling. That means that students need to be aware of not only of how individual sounds relate to a single letter, but also of the connections between sounds and letter patterns. A growing body of research points to the importance of being highly aware of the sounds of English via phonemic and phonological awareness skills and the subsequent ability to manipulate those sounds as being more important than letter name knowledge as a primary skill.

This  workshop will look at how our brains have adapted to learn to read, the concept of phonological core deficit as a reason for the challenges experienced by struggling readers and those diagnosed with dyslexia, and how research can inform our instruction for foundational literacy skills and sound mapping.

Note:Refunds will be issued only to participants who call the ROE office to cancel (5) working days before the date of the program. BHS ROE CO-OP participants will be charged if they do not follow this same cancelation procedure.

Date: September 25, 2019

Time: 9:00 AM – 2:30 PM

Location: BHS ROE – Atkinson, IL

Presenter: David Krupke

Audience: Pre K- 3rd Grade

Cost: $125.00

Hours: 5

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