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Reading and the Brain

DateMonday, July 24th, 2017 to Friday, July 28th, 2017
Time 8:30am to 4:00pm
Course Number1082
LocationStern Center for Language and Learning
183 Talcott Road
Suite 101
United States
Course Description

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:

  • neuroscience of reading and dyslexia
  • analysis of neuromyths
  • progression of phonological awareness and its role in reading development
  • common consonant and vowel phonological confusions and their impact on reading and spelling
  • stages of reading and spelling development
  • strategies to build reading fluency
  • multisensory grammar instruction
  • robust vocabulary instruction
  • understanding and improving reading comprehension

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
Click here to purchase


Course Reviews:

“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.”



Peggy Price, M.Ed., Fellow/AOGPE

Early Education Program Manager

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
AudienceTeachers, Reading Specialists, Special Educators, Content Area Teachers, Adult Educators, Literacy Coaches
Grade LevelK-12
Additional InformationTiers: 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.
Price Qty
Reading and the Brain (course only)show details + $850.00 (USD)  
Reading and the Brain (with 3 graduate credits for $570)show details + $1,420.00 (USD)  

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I'm not ashamed that I learn differently. Just as long as I learn it and that my learning path suits me, it's really okay.

- Sara // Stern Center Student