Word Reading and Spelling Training Videos

This page includes training videos from the archives of training provided by the Tennessee Center for Dyslexia. These video focus on topics related to word reading and spelling. We hope that these videos help you in your study of these topics.


 

Spelling with Regular Words, Rule Words, and Irregular Words

Dr. Suzanne Carreker leads participants through the qualities of both good and poor spellers, with a focus on how to analyze errors to drive instructional decisions. By outlining typical speller profiles, the most common types of spelling errors, what those errors mean, the advised instructional foci for particular errors, and the most reliable rules to teach for spelling improvement, Dr. Carreker arms teachers with an arsenal of knowledge and strategies for effectively instructing struggling spellers. She also presents how understanding etymology and morphology can help inform spelling of particular words and how to use this knowledge to guide students to the most informed spelling choices.

Learning Objectives

  • Recognize the characteristics of various speller profiles
  • Identify and classify types of spelling errors
  • Analyze spelling errors and pair appropriate, effective instructional strategies to identified spelling errors
  • Make connections between spelling and reading ability
  • Understand the contribution of etymology and morphology to word spelling
  • Gain knowledge of most common spelling rules that can be taught to improve spelling performance
  • Practice and understand various instructional methods for teaching spelling 

About the Presenter

Dr. Carreker

Dr. Suzanne Carreker is Principal Educational Content Lead at Lexia Learning Systems.  Dr. Carreker previously served as Senior Vice President of Innovative Solutions at Neuhaus Education Center in Texas. She is the author of systematic literacy curricula and journal articles. Dr. Carreker is a Certified Academic Language Therapist and Qualified Instructor. She has also authored textbook chapters on reading and spelling, including  Multisensory Teaching of Basic Language Skills.  She has served serves on the board of directors of the International Dyslexia Association, and she coordinated the development of a certification exam for teachers of reading. 


 

Spelling Instruction for English Language Learners

English Language Learners (ELL) represent a continually growing subgroup of our United States’ school demographics. Despite the increasing numbers of ELL students, there is not an increase in trained teachers for this population of learners. In this session, Dr. Cardenas-Hagan presents a breakdown of the differences between the spoken languages of English and Spanish, the most common native language of the U.S. ELL population. In addition, she provides explicit instructional recommendations on the instruction of spelling, including how to analyze the types of errors common to ELL students, how to identify the stages of spelling development, and how to deliver effective instruction to close learning gaps in the area of spelling specifically, but also in the areas of reading and vocabulary. 

Learning Objectives

  • Understand the characteristics of an ELL student
  • Understand the contributions of native language proficiency to the acquisition of a second language
  • Understand the important contribution of spelling knowledge to language development
  • Recognize the stages of spelling development
  • Identify and classify types of spelling errors
  • Pair appropriate and effective instructional strategies to identified spelling errors
  • Make connections between spelling, reading, and vocabulary knowledge and performance

About the Presenter

Dr.cardenas haganDr. Elsas Cardenas-Hagan is a Bilingual Speech Language Pathologist, a Certified Academic Language Therapist, a Certified Dyslexia Therapist and a Qualified Instructor. She is the President of Valley Speech Language and Learning Center and an Associate Research Professor for the Texas Institute for Measurement Evaluation and Statistics at the University of Houston.

Her research interests include the development of early reading assessments for Spanish-speaking students in addition to the development of reading interventions for bilingual students. She has authored curricular programs, book chapters, and journal articles related to language and literacy development for English language learners. 

Dr. Cardenas-Hagan has engaged in a national projects - one of which explore Response to Intervention/Multi-tiered Systems of Support among English learners and was sponsored by the Office of Special Education Programs. She has served as the Vice Chairperson of the International Dyslexia Association and Chairperson of the National Joint Committee on Learning Disabilities.


 

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