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Session 3  –

Saturday, September 25, 3:30-4:45 PM  MST

Understanding Science of Reading and IDA’s Structured Literacy Approach

Susan Hall, Ed.D.

AZ IDA CEUs:    ASHA CEUs:

Targeted Audience: Intermediate

Description:

The purpose of this session is to provide practical multimodal instructional routines that align with the principles of Structured Literacy. The “Science of Reading” is a hot term. What does it really mean? How does it relate to IDA’s Structured Literacy approach? Dr. Hall will first discuss insights about the reading process through scientific studies using fMRI and other brain scanning technology. Over the past 30 years educators have used three models to portray reading development: the Simple View of Reading (Gough & Tunmer), the Four-Part Processing Model (Seidenberg), and Scarborough’s Reading Rope (Hollis Scarborough). We’ll compare these three models to what science says about the reading brain. The presenter will connect reading science to IDA’s Structured Literacy approach. Dr. Hall will define all 9 attributes in IDA’s Structured Literacy paper and provide an example of instruction to demonstrate each term. The 3 instructional principles that guide teaching will be covered: explicit, systematic and cumulative, and diagnostic. The following 6 instructional elements will be covered: phonology, sound-symbol, syllable, morphology, syntax, and semantics. Dr. Hall will demonstrate the following research-based instructional routines: teaching phonemic awareness with explicit modeling, sound-spelling mapping with colored phonics chips, word sorting, word chains, sentence dictation, syllable instruction with gestures, and a process to help students apply word recognition skills in passage reading.

Learning Objectives:

Participants will:

1. Understand the 3 major models that have been prominent in explaining reading development (Simple View of Reading, 4-Part Processing Model, and Scarborough’s Rope).
2. Learn the 3 instructional principles of IDA’s Structured Literacy approach (explicit, systematic and cumulative, and diagnostic).
3. Discuss why decodable text is essential to use for struggling readers during structured literacy instruction.
4. Have the opportunity to teach at least 2 of the multiple instructional routines modeled during the workshop.

Disclosure:

Becoming a Reader: The Building Blocks and Home-School Partnerships

Deborah Lynam

AZ IDA CEUs:    ASHA CEUs:

Targeted Audience:  Beginner, Intermediate

Description:

The purpose of this session is to explore the science of reading and discuss what quality reading instruction looks like at all grade levels! From decades of research, we have learned a lot about how children learn to read and the components of instruction that are considered the building blocks of reading achievement. For some children the path to literacy is easy yet for others, there are bumps along the way. This session will provide useful information for both families and educators on supporting children’s literacy development.

Learning Objectives:

Participants will:

1. Learn about the connections between oral language skills and how they translate to written language skills.
2. Walk away with an understanding of Scarborough’s Reading Rope, a theoretical model originally designed to support families in understanding reading development.
3. Understand and identify the components of effective reading instruction outlined by the National Reading Panel.
4. Take away suggestions for activities that parents/guardians can do at home to support the quality reading instruction happening in the classroom (home-school partnership).

Disclosure:

RTI: Tiers Are Not Just For Cakes

Sarah Bondy

AZ IDA CEUs:    ASHA CEUs:

Targeted Audience: Introductory

Description:

The purpose of this session is to strengthen the participants’ understanding of a systematic three-tier model for efficient reading response to intervention. When strong, high-quality Tier I instruction is provided to all students, the necessity for intervention in the other tiers is ultimately decreased. This is the goal, of course, for any effective RTI model. First and foremost, providing all students with explicit and systematic core instruction using an evidence-based curriculum is crucial. However, when students are identified as below benchmark, we know that without our immediate intervention, they are likely to slip further behind. Tier II intervention allows educators to provide skill-specific intervention to small groups in order to close these gaps, so students approaching benchmark can quickly get back on target and progress appropriately. When students don’t progress as expected and/or are so far behind, they require increased intensity, duration, and frequency with Tier III intensive intervention. Learning Objectives:

Participants will:

1. Understand how to differentiate the level of supports appropriate for each tier of RTI.
2. Learn strategies to support K-3 educators with implementation of universal screening followed by in-depth diagnostics to meet the varying needs of students.
3. Learn how to critique the K-3 practices and supports currently in place and determine any adjustments needed.

Disclosure:

Sensory-Cognitive Instruction in Response to a State Dyslexia Mandate

Dave Kiyvyra, M.A.

AZ IDA CEUs:    ASHA CEUs:

Targeted Audience: Introductory, Intermediate

Description:

The purpose of this session is to provide an overview of the science of reading, including all component parts of reading. Current neurological data will be presented, and application in a Multitiered System of Support (MTSS) model in addressing the needs of dyslexic populations. The session will present a case study outlining how Fort Smith Public Schools addressed Arkansas’ dyslexia legislation. The session will provide highlights of Fort Smith Public School’s implementation for Universal Screening for all K-2 students, features of their initial 10-Day intervention cycle, Level Two screening, intervention groups for students with characteristics of Dyslexia, Dyslexia Awareness Training for All Teachers, and integration with their state-mandated Reading Initiative for Student Excellence (RISE) Training. The presentation will also outline their instructional leadership development plan implemented to address sustainability and long-term fidelity. Participants will be provided opportunities throughout the session for share-outs in small groups as well as with the collective group to encourage dialogue and collaborative solutions. The presentation will include longitudinal student data for the student aggregate as well as for the subgroups for students with dyslexia, Special Education students, and English Language learners.

Learning Objectives:

Participants will:

1. Understand how to identify the sensory-cognitive factors that underlie the development of language and literacy processing, including weaknesses that are associated with Dyslexia.
2. Understand how to recognize the gestalt of the reading process as the integration of parts as processed through the sensory system and how weaknesses can be remediated through explicit, systematic sensory-cognitive instruction.
3. Understand how to describe the role of symbol imagery in phonemic awareness, orthographic mapping, and fluent contextual reading, specifically in relation to Dyslexia.
4. Learn how to interpret the effectiveness of symbol imagery development in relation to Dyslexia intervention and application in a Multi-tiered System of Support (MTSS) model.

Disclosure: