Reading and the Brain
|Date||Monday, July 24th, 2017 to Friday, July 28th, 2017|
|Time||8:30am to 4:00pm|
201 Lawrence Place
Humans are not hard-wired for reading, and yet, most young children learn how to read, at least at a basic level, by first grade. How does our primate brain learn how to read using preexisting neural circuitry and what happens when the reading process goes awry? This interactive course is designed for any educator who wishes to learn about the neuroscience of reading and how research and knowledge of the English Language improves classroom instruction. Course participants will leave with an in-depth understanding of phonological awareness, phonology, reading and spelling development, reading fluency, vocabulary, comprehension, grammar, and written expression. Participants will leave with practical strategies they can immediately implement with their students.
Examples of topics covered in the course:
This required text is not included in the cost of tuition and you will need to purchase it on your own: “Expert Perspectives on Interventions for Reading” by Moats, Dakin, & Joshi
“The presenter was incredible! Not only did she know the material inside and out, but she was able to meet each of us at the appropriate level and emphasize those areas that were relevant to each of us. She was engaging and very responsive to our questions and feedback.”
“What really hit home for me by taking this course were the implications for students who are not literate. It serves as a motivator for me and really opened my eyes to the importance of systematic and explicit literacy instruction.”
“This course reinforced my philosophy that systematic, explicit literacy instruction improves reading, writing, and spelling. This course showed research that supports that! I wish all the teachers in my building would take it.”
Update: This course is sold out.
To join the wait list or join the interest list for summer of 2018, please call or e-mail Caitlin Niland at (802)878-2332or firstname.lastname@example.org
Peggy Price, M.Ed., Fellow/AOGPE
Director of the Orton-Gillingham Institute at the Stern Center
Peggy received her Masters in Early-Childhood Special Education from Georgia State University and is certified through the Academy of Orton-Gillingham Practitioners and Educators. She has over fourteen years of experience working in the field of special education with a primary focus on literacy and language-based learning disabilities. Her position at Stern Center for Language and Learning allows her to share her passion for evidence-based instructional practices with teachers and schools across the state.
|Required Materials||“Expert Perspectives on Interventions for Reading” by Moats, Dakin, & Joshi|
|Audience||Teachers, Reading Specialists, Special Educators, Content Area Teachers, Adult Educators, Literacy Coaches|
|Additional Information||Tiers: 1, 2, and 3|
This class is available for three graduate credits through Castleton University.
Teachers working toward their Orton-Gillingham Certified level will obtain 35 hours of instruction.
This course is sold out, please contact Caitlin Niland at email@example.com or (802)878-2332 to join the wait list.
The mentoring support I received from the Stern Center Professional Learning staff helped to sustain the fidelity and implementation of the O-G approach…. This knowledge has absolutely changed my teaching in a positive way.