This online workshop recording costs $10 and offers an introduction to the “Science of Reading” and how emerging research can inform how we teach our children. (The actual workshop was held April 29 – this is a recording for those that missed it or would like the recording. Expires August 16, 2021)
About the Science of Reading
There is a great deal of buzz about curriculum changes and evidence-based approaches to literacy learning. The “Reading Wars,” which began in the 1950’s, continue to be fought, primarily within the academic realm. However, many educators are unaware that this battle exists. On one side are the “Whole Language” proponents who believe literacy instruction should be based on exposure to literature. Moreover, this approach relies on children developing reading skills naturally, similar to the way they develop oral language skills through exposure and practice. Those advocating for the “Science of Reading” suggest literacy instruction should not be an ideology, but rather pedagogy based on an emerging consensus from research.
Teachers often feel at a loss to help those children who do not develop reading and writing skills on par with their peers. Understanding how literacy skills develop in children, why some children struggle to develop these fundamental skills, and what research tells us about how to best teach them, will help teachers and other school professionals bridge the gap between the science of reading and educational practice.
Learning Objectives:
- Review current evidence regarding the development of reading skills in children and why some children struggle with their acquisition.
- Explore the current debate about the “Science of Reading”.
- Review the key components of reading instruction and the benefits of early identification and intervention.
- Differentiate Structured Literacy Intervention from standard literacy instruction.
Presenters:
Michele Pentyliuk, M. Ed.
Michele is a Registered Psychologist and Certified Teacher working in private practice in Edmonton as a clinician and the managing partner of North Land Family Counselling Group. The focus of her practice is on identification of – and interventions for – individuals who encounter challenges within educational environments. Early intervention regarding literacy learning is a particular interest. Michele started her career as a Special Education teacher, then moved into private practice working as an educational consultant. After that, she embarked on her graduate program where she focused her studies on assessment and intervention practices, culminating her program with a thesis evaluating parental involvement in assessment.
Michele has presented workshops to parents, professionals, and students throughout Canada on a wide range of topics related to learning and learning differences. She has provided strategy instruction to individuals, small groups, and large audiences at all educational levels. As a volunteer with the Learning Disabilities Association of Alberta, she was part of the team that developed the Reading Readiness Screening Tool and the Right to Read intervention program. Michele has also developed various learning tools and apps including Alberta’s Learner’s License Prep Kit. She is a member of the Psychologists’ Association of Alberta School Psychology Committee, and facilitates the EPPP Prep, Memory Boosting Strategies workshop for Provisional Psychologists.
Pam Lougheed
Pam is an educator whose life’s passion has been to support individuals struggling with literacy, Learning Disabilities, and ADHD. Pam is the Manager of the Learning Disabilities & ADHD Network and is a Director on the Board of the Learning Disabilities Association of Alberta. She also has a private practice as a Learning & Literacy Specialist.
During Pam’s teaching career she has supported struggling and coded students through a variety of roles; as a resource teacher, early and late literacy specialist, classroom teacher, and she taught dedicated classes for students diagnosed with Learning Disabilities. Pam has developed expertise in delivering evidenced-based reading intervention to students struggling with literacy skills. Above all, she believes in the Structured Literacy Approach; that effective literacy instruction should be diagnostic, explicit, cumulative, and systematically teach all important components of literacy.
The workshop is targeted to teachers, particularly teachers at the elementary school level, as well as school administrators.
Check out our Right to Read program here.
