Workshops and Events for Educators


 2018-2019 Dyslexia Success Series for educators

(parents welcome, too)

 

“Essential Components of Reading Instruction”

The National Reading Panel (2000) identified five essential pillars of reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension. All sessions include definition of key terms, research overview, assessment of student skills, and strategies for explicit, systematic instruction. These essential skills should be understood by every reading teacher in order to assess and respond to students’ needs and to teach all students with confidence and proficiency.

Printable Series Flyer

 

Special series rate $150 for all seven sessions  (paid in advance). Individual sessions are $25 per session. All payments must be pre-paid one week in advance to reserve.

All sessions 12:30-3:30 p.m.

To register for the series, click here. To request a purchase order, click here.

To register for an individual session, follow the registration link from the session.

 

Reading Begins with the Sounds of Language: Phonological Awareness

Erin Alexander, Ed.S., NCSP, CALP
September 15, 2018

College of Education, Room 164

A solid foundation for reading starts with an awareness of the sounds of oral language. These skills develop over time and are vital for reading and spelling achievement. Explicit instruction in phonological awareness from pre-kindergarten through first grade is especially important for future reading development. (aligned with Tennessee Foundational Literacy Standard 2- Phonological Awareness)

To register for this session, click here. To request a purchase order, click here.

 

3 Layers of Decoding: Part 1 – Phonemes

Melinda Hirschmann, Ed.D., CALP
October 6, 2018

College of Education, Room 164

Research shows that teaching phonemic awareness to young children significantly increases later reading achievement. Understanding the correspondence between phonemes (the smallest unit of speech sound) and graphemes (the letter or letters that represent those speech sounds) is essential for teaching the blending and segmenting skills needed for both reading and spelling. (aligned with Tennessee Foundational Literacy Standard 3- Phonics and Word Recognition)

To register for this session, click here.To request a purchase order, click here.

 

3 Layers of Decoding: Part 2 – Syllables

Melinda Hirschmann, Ed.D., CALP
November 10, 2018

College of Education, Room 164

Integrating syllabication into decoding instruction supports predictable reading and spelling based on the six syllable types: closed, open, silent-e, vowel team, r-controlled, and consonant -le. Knowledge of syllable patterns also helps students read longer words accurately and fluently. (aligned with Tennessee Foundational Literacy Standards 3 Phonics and Word Recognition)

To register for this session, click here.To request a purchase order, click here.

 

3 Layers of Decoding: Part 3 – Morphemes

Melinda Hirschmann, Ed.D., CALP
December 8, 2018

Morphology instruction is a powerful building block for success with decoding, spelling, vocabulary development and reading comprehension. Knowledge of word structure (prefixes, suffixes, bases and roots) should be integrated into reading instruction from early elementary through 12th grades. (aligned with Tennessee Foundational Literacy Standards 3 Phonics and Word Recognition)

To register for this session, click here.To request a purchase order, click here.

 

Reading with Accuracy, Automaticity, and Expression

Melinda Hirschmann, Ed.D., CALP
January 26, 2019

Students need more than word reading accuracy to support proficiency with reading comprehension. They must also develop automaticity with word reading and be able to appropriately group words into meaningful phrases read with the same rate and expression used in speech. (aligned with Tennessee Foundational Literacy Standard 5- Fluency)

To register for this session, click here.To request a purchase order, click here.

 

Direct Vocabulary Instruction: Listening, Speaking, Reading & Writing

Jennifer Cooper, Ph.D., CALP
February 23, 2019

Knowledge of word meanings supports decoding and reading comprehension. Direct, explicit vocabulary instruction provides students with the multiple exposures they need for deep understanding. In addition to participating in reading and writing tasks structured around key terms, students also need to hear and discuss new words orally in different contexts. (aligned with Tennessee Foundational Literacy Standard 7- Vocabulary Acquisition; 6-12 Language Standards 4 and 6- Vocabulary Acquisition and Use)

To register for this session, click here.To request a purchase order, click here.

 

Reading Comprehension Strategies at the Sentence, Paragraph, and Text Level

Jennifer Cooper, Ph.D., CALP
March 16, 2019

Comprehension is the ultimate goal of reading instruction. Research has shown that direct, explicit instruction in comprehension strategies improves student understanding of written text. Comprehension at the sentence level is necessary in order to build understanding within the larger written units of paragraphs, passages, and full-length texts. (aligned with Tennessee Reading Standard 1- Key Ideas and Details and 5- Craft and Structure)

To register for this session, click here.To request a purchase order, click here.