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| Teaching Prerequisite and Early Reading and Writing Skills 2 |
| Friday, May 28, 2004 |
| 6:00 PM–9:00 PM |
| Beacon F |
| Area: PRA; Domain: Applied Research |
| CE Instructor: Kent Johnson, M.D. |
| KENT JOHNSON (Morningside Academy), KRISTINE F. MELROE (Morningside Academy), JOANNE K. ROBBINS (Morningside Academy), ELIZABETH HAUGHTON (Private Practice) |
| Description: This workshop will focus upon the auditory skills and early language skills that research has determined to predict success in learning to read and write. Many young children at risk for learning to read and write have profited from a curriculum that focuses upon these components. Our emphasis will be upon both instructional methods for acquiring these skills as well as practice methods for building their fluency. Phonemes are individual speech sounds represented by letters of the alphabet. Phonemic awareness is the understanding that spoken words and syllables are composed of a specific sequence of individual speech sounds. Phonemic awareness is evidenced when a learner can produce, discriminate, and manipulate the phonological or sound structure of a language, as distinct from its meaning. Phonemic awareness is a prerequisite to the development of reading and spelling skills, especially phonics. Word, syllable and rhyming awareness must be developed prior to phonemic awareness, however these areas usually require less practice to become fluent. Research has repeatedly shown that phonemic awareness is a powerful predictor of success in learning to read and spell. Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading awareness, and listening comprehension. The discovery of the nature and enabling importance of phonemic awareness is said to be the single greatest breakthrough in reading pedagogy in the 20th century. Early language skills are also very important predictors and prerequisites to success in learning to read and write. Many early language skills have been isolated and shown to be significant enhancers of learning to read and write, particularly with at-risk learners. These skills include rapid automatic naming, retelling, syntactic language conventions, language of instruction, and basic vocabulary and knowledge typical of children in preschool and the primary grades. |
| Learning Objectives: At the end of the workshop, participants will be able to: Understand the methods for teaching phonological coding through auditory discrimination training and testing. Understand the methods for teaching early language skills including rapid automatic naming, retelling, syntactic language conventions, language of instruction, and basic vocabulary and knowledge typical of children in preschool and the primary grades. Understand the methods for conversational language. Experience our methods of feedback and coaching as you practice implementing our system. Incorporate phonological coding and early language objectives into your treatment plans. |
| Activities: Lecture, demonstration and discussion methods; Direct Instruction; and Precision Teaching will be used. Our faculty and staff will also coach you and give you feedback as you practice the technologies. |
| Audience: Any teachers, administrators, clinicians, direct care staff, tutors, and instructional designers who want to learn how to teach phonological coding and early language skills to children and youth, as well as adults in literacy programs. |
| Content Area: Practice |
| Instruction Level: Basic |