Teaching Reading to Struggling Learners
Speaker(s): Esther Minskoff, Ph.D. |
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Logistics
Recommended book(s) or materials: Teaching Reading to Struggling Learners
Seminar length: 1-2 days
Number of participants: 10–40
Who will benefit from this seminar: Special education teachers, literacy coaches, general education teachers at the elementary and secondary levels who teach readingSpeaker Fees: (What do fees include?)
1 day: $1300–2300
2 days: $2300–4400
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Have another idea? Tell us about it, and we’ll do our best to customize this seminar to your needs! |
Seminar Description
Learn about three aspects of specialized reading instruction for struggling learners: the four skill areas of reading instruction (prereading, word identification, fluency, and comprehension), the six stages of reading leading to adult literacy, and explicit, strategic teaching methods to develop these skill areas at each of the six stages. You’ll discover the role of phonological awareness at the prereading stage and the importance of content area materials to develop word identification and comprehension skills. You’ll explore ways to tailor instruction to the needs of struggling learners who have learning disabilities, ADHD, limited English proficiency, or come from economically or culturally disadvantaged backgrounds. Following the seminar, you’ll be able to
- design and conduct instruction for prereading skills with emphasis on phonological awareness, vocabulary, and syntax
- instruct students in word identification skills involving phonics, structural analysis, and visual methods
- teach students fluency skills
- teach reading comprehension based on language, cognitive processing, and text structure demands
- use explicit, strategic teaching methods to develop various reading skills
- plan and monitor assessment of reading instruction
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Bonus: The speaker can show participants how to design reading instruction to meet the unique needs of students with special needs, ESL, and/or disadvantaged backgrounds. In addition, the speaker can lead participants in designing instruction for students at different levels (elementary and secondary). Use of content area materials to teach reading can be emphasized for the secondary level.
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