Videos

In this presentation, Mary Anne Wolf will provide an overview of how the human brain learned to read and how this body of information can inform our understanding of reading development, dyslexia, and teaching. Participants will hear an emphasis on the implications of this view for interventions with struggling readers and will discuss how children are changing as the result of immersion in digital media.

This session will provide an overview of Tier 3 problem-solving associated with early reading difficulties and disabilities among students in grades K-2. Cross-disciplinary teams will learn about the etiology and treatment of severe reading difficulties and apply learning through a case study. Link to Materials: https://drive.google.com/drive/folders/1ZHn490IopSRVlZsb1nor8_wm2ceQnGeg?usp=sharing

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ In a knowledge economy, the human right of the 21st Century is literacy. What is at stake for children who fall through the cracks in systems without a strategically designed literacy safety net in place? What do parents and other community stakeholders deserve to know about this high stakes imperative? What are the coordinated systems that lay a blue print to successfully develop skilled readers, writers, and critical thinkers? What is possible when we ensure children become literate for a lifetime, regardless of zip code or student group?

Current debates about the role of phoneme awareness instruction are, unfortunately, creating confusion where there needs to be clarity. We will revisit these questions: Why is phoneme awareness challenging? How is phoneme awareness distinct from, but related to, both word recognition and spelling? How can we select appropriate activities for students whose PA is underdeveloped? What do those activities look like?

This session will focus on interconnections between oral language and literacy development across the grades from kindergarten through high school. Topics will include implications for identifying typical development, difference, and disorder using standardized tools followed by curriculum- based language assessment and intervention. Classroom- and curriculum-based approaches for combining general education instruction and special education intervention, with an emphasis on communicating through writing, will be introduced.

Recording of reading specialist, Lisa Flute, as she shares details about how she transformed the North Side Elementary's book room to resemble the Simple View of Reading. Books are organized by those that support accurate, automatic word recognition and those the develop language comprehension. Lisa will share organization details and re-purposing of leveled text.

This second presentation on morphology delves into the role knowledge of word origin plays in understanding spelling and vocabulary. How to identify word origin is introduced and described. Multiple opportunities are provided to practice word origin identification. Additionally, a short lesson is shown describing how to incorporate word origin instruction in a science lesson to help support vocabulary knowledge.

This video created by Amy Lawrence from Crawford Central School District addresses how to teach the 13-15% of words in the English language that don't follow common spelling patterns. It is imperative to teach decodable words by sounding out the words. But, there are those that require a bit of memory, usually the vowel sound. This video shares several multisensory-based activities that can reinforce the learning of irregularly spelled words.

Dr. Miles explains how she overhauled the fieldwork requirement of the early literacy graduate and undergraduate courses that she teaches and/or oversees in fall 2020 in order to improve preservice teacher training and foundational skills of striving 1st and 2nd graders from historically underserved schools in NYC DOE. Dr. Miles will explain the research and evidence-based early intervention programs and the implementation approach CUNY Reading Corps has used to scale this initiative to 650 preservice teachers and over 1,200 students served last year, and even more ambitious goals set for this academic year.

Learn to distinguish between the terms phonological awareness and phonemic awareness, explain the role of phonemic awareness in reading and spelling, and consider the unique needs of all learners when planning for and implementing explicit and systematic phonemic awareness instruction in the classroom.