Register now for an exciting four-part hybrid speaker series, hosted by MILE and UMD’s Department of Hearing and Speech Sciences! This series will share engaging information on evidence-based identification & treatment of reading & writing impairments. Already registered? Check out the agenda below!
Click here to register!
Things You’ll Learn:
Dyslexia: Early Identification & Phonemic Awareness
Equitable Access to Grade-Level Content
Metacognition & Literacy Instruction
Evidence-Based Literacy Approaches in Urban Districts
CEUs & Credits
Eligible for 0.4 ASHA CEUs (intermediate level, professional area)
Eligible for 4 PDPs toward teacher licensure
Cost
In-person: $150 (with breakfast & lunch)
Cirtual: $100 (Sessions not recorded.)
For Information
Contact Courtney Overton at coverton@umd.edu.
Agenda
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Get some breakfast before an engaging day of learning professional development!
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Dyslexia: Early Identification and Phonemic Awareness Strategies
Carla Askew, M.A., CCC-SLP: Speech-Language Pathologist & Dyslexia Specialist, Reading & Language Learning Center.
Participants will:
Learn the difference between phonological awareness and phonemic awareness.
Learn how to identify deficits in phonemic awareness.
Create an effective treatment plan.
Learn phonemic awareness strategies.
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Enough said!
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Closing the Language Comprehension Gap: Providing Equitable Access to Grade-Level Content
Elizabeth Carino, M.A., M.Ed.: Literacy Coach & Instructional Specialist, Arlington Public Schools
Participants will:
Learn why leveling widens the language comprehension gap.
Learn what equitable access looks like for all learners, including all special populations.
Learn how differentiation can be leveraged to develop students’ knowledge and skills.
Learn the critical importance of developing self-efficacy alongside content knowledge.
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Additional details TBA.
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Weaving Together Strands of Metacognition, Reading, & Writing During a Structured Literacy Lesson
Liane G. Thornhill, M.S., CCC-SLP: Speech-Language Pathologist, PlayWise LLC
Participants will:
Learn the difference between metacognition and metacognitive instruction.
Learn 3 evidence-based, metacognitive strategies as well as their role in increasing students’ motivation, engagement, and confidence during a structured literacy lesson.
Learn metacognitive strategies into 2 components of a structured literacy lesson.
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Enough said!
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The Preschool Window: Identifying Early Indicators of Dyslexia
Courtney Overton, Ed.D., CCC-SLP: Speech-Language Pathologist & Assistant Clinical Professor, University of Maryland
Participants will:
Identify early signs of dyslexia in preschool-aged children.
Analyze case examples to differentiate between typical literacy development and potential early indicators of dyslexia.
Apply evidence-based strategies to support emergent literacy skills.
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Closing Remarks
Courtney Overton, Ed.D., CCC-SLP: Speech-Language Pathologist & Assistant Clinical Professor, University of Maryland