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#11868 Foundational Literacy Skills – Can/Should Research Inform Instuction?
September 25, 2019 @ 9:00 am - 2:30 pm$125.00
Traditional teaching methods have long emphasized the importance of letter naming as a foundational literacy skill. As a result, the print-to-speech method, where “letterness” is the basis for being able to decode and spell, has been a common practice in PK and K classrooms. Research indicates that a different way of thinking is needed for establishing foundational literacy skills. The ability to map sound to print is foundational to decoding and spelling. That means that students need to be aware of not only of how individual sounds relate to a single letter, but also of the connections between sounds and letter patterns. A growing body of research points to the importance of being highly aware of the sounds of English via phonemic and phonological awareness skills and the subsequent ability to manipulate those sounds as being more important than letter name knowledge as a primary skill. This workshop will look at how our brains have adapted to learn to read, the concept of phonological core deficit as a reason for the challenges experienced by struggling readers and those diagnosed with dyslexia, and how research can inform our instruction for foundational literacy skills and sound mapping. Audience is Pre-K – 3rd Grade.