Learning Opportunities

This session has been completed.

Neuropsychology of Reading: Differentiating Literacy Instruction

Presented By

Kathryn Burke, Ashley McPherson

Session Details

Date Time
March 12, 20209:00 am to 3:30 pm

Location

Edmonton (Consortium Office at Elmwood School)
Room 17/18, 16325 - 83 Avenue
Google Map

Grade Levels

All

*Note: The following session is part of a Neuroscience for Literacy series designed to deepen understanding of the application of research about how the brain works and literacy learning. By exploring how knowledge transfer, new skill development, and behavioral change occurs in the brain, this can clarify existing assumptions of how students read, write and numerate.

This workshop focuses on how to employ the principles of the neuropsychology of reading in a classroom environment using a Response to Intervention (RTI) model. The five building blocks of literacy outlined by the National Reading Panel (NRP) will be used as a foundation to assess the learning needs of elementary aged students to identify different foundational reading skills and challenges. A model will be introduced that will provide teachers with a scaffold to identify student needs to support differentiated instruction. This brain-based learning model can help teachers easily identify why a student may be struggling and how to help them become more effective readers. Examples of evidence-based reading remediation strategies will be shared. Time will be allowed for hands-on practice and case study analysis.

The following items will be covered during this day-long workshop:

  • Core building blocks of literacy
  • Easy to use model for determining reading skills and challenges that draws from the neuropsychology of reading
  • Introduction to the dual-route theory of reading
  • Identification of at-risk students and/or students experiencing difficulties with learning to read
  • Profile and signs of the different dyslexia subtypes
  • Role of executive function/skills on reading efficiency
  • Use of an RTI model to create a multi-tiered instructional plan
  • Instructional strategies and programming
  • Criteria for selecting the best evidence based reading remediation strategies to address a struggling student’s needs
  • Exploration of case studies to unpack different reading profiles
  • Identification of online resources for further study/classroom use

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Target Audience

Teachers (Grades K to 6); Instructional Coaches; District Leaders/Consultants

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School-based Administrators

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