(Session 3) Supporting All Students with Fundamental Reading Skills Series: Phonemic Awareness and Alphabetic Principle

Mar

05

March 5, 9:00 am

WHEN

Tuesday, March 5, 2024 (9-10:30am)

This presentation was recorded. Please see below.

Description

Do you have students who struggle with accurate and/or automatic word recognition skills? These skills CAN be taught! This year’s series targets the initial word recognition skills known as:

Phonemic Awareness (awareness that spoken words are separated into different sounds) and
Alphabetic Principle (how children learn letters that represent these sounds).

Learn how to identify when students have gaps or confusions in learning these initial word recognition skills and how to teach students those missing skills.

Join as many sessions as you can, to learn about how to support your students who struggle with learning to read or reading fluently.

Session 1 - Wednesday, November 15, 2023 (9-10:30am)
Session 2 - Tuesday, January 16, 2024 (9-10:30am)
Session 3 - Tuesday, March 5, 2024 (9-10:30am)
Session 4 - Thursday, April 11, 2024 (9-10:30am)

The content in this presentation is geared towards serving the migrant populations in New York State as defined under Title I, Part C and the approved State Service Delivery Plan, and may NOT be appropriate to all situations.

Please refer to the disclaimers page, which includes the vendor notice, Google™ Translate disclaimer, and nondiscrimination and accessibility policy, before proceeding further.

Presented and Developed by

Kathleen M. Lord, Ph.D., Associate Professor, Department of Teaching and Learning, SUNY New Paltz

Kathleen Lord is an associate professor emerita of Literacy Education at the State University of New York at New Paltz. She holds a PhD from Columbia University. Prior to her position at SUNY, she served as a regional manager for the Office of Literacy for the Massachusetts Department of Elementary and Secondary Education. Currently, she is writing a micro-credential to support NYS teachers in the implementation of evidence-based instruction and assessment practices. She has also partnered with educators from the New York State Migrant Education Program on various literacy projects.