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Rethinking Phonological Awareness Instruction: Focusing on What Matters
Tuesday, December 14, 2021 @ 2:00 pm - 3:00 pm EST
Presented by Dr. Susan Brady, Ph.D., Emeritus Faculty, University of Rhode Island
Moderated by Terrie Noland, Ph.D., CALP, Vice President, Educator Initiatives, Learning Ally
Sponsored by Learning Ally
Closed captioning will be added to the recording within 2 weeks of the live presentation. Get a CE Certificate for this edWebinar Learn more.
The importance of phoneme awareness for acquiring the alphabetic principle and for learning to read has been documented since the 1970s, gaining broad recognition when the National Reading Panel Report was published in 2000. Since then, instruction to foster phonological awareness has become routinely recommended for the early grades. However, the widespread practice in schools is to target awareness of larger phonological structures such as words, rhymes, syllables and onset-rimes before focusing on phonemes, with attention to the phoneme not occurring until well into the kindergarten year or first grade.
In this edWebinar, Dr. Susan Brady discusses studies that raise questions regarding whether following this “continuum” is necessary and/or beneficial for students. In addition, the session covers the developmental sequence of phoneme awareness per se, the importance of conducting phoneme-awareness activities with letters, and the benefits of this approach for all students.
This recorded edWebinar is of interest to teachers, librarians, and school and district leaders of the kindergarten through elementary levels.
About the Presenter
Dr. Susan Brady received her Ph.D. in cognitive psychology at the University of Connecticut and presently is an emerita professor of psychology at the University of Rhode Island. In prior years, she held positions at the University of Sussex, St. Andrews University, and Haskins Laboratories. Concentrating on topics in the field of literacy, her research interests are in language factors in reading development and the nature of language weaknesses for struggling readers. In addition, she is passionate about the importance of translating the implications of the larger body of reading research for practice in order to strengthen teacher preparation and classroom practices.
About the Moderator
Listen. Learn. Teach. It’s that simple. Terrie Noland uses this philosophy as an innovator and a motivator, and it’s evident as she leads, coaches and mentors thousands of K-12 educators about the science of reading each year. She has a unique perspective on the need to unify all stakeholders around a vision for education to smash the reading divide for the millions of struggling readers. Her daily mission is to add value to educators to help influence transformational changes in school districts across the country by addressing the needs of marginalized students. Terrie seeks to share her expertise and passion to encourage and to illuminate a path towards success and measurable outcomes.
If you looked at Terrie’s resume, you would be confused. Her undergraduate and graduate degree work placed her in the field of criminal justice. However, it was through continuous listening and learning that led her on a journey in education starting out in preschool teaching and administration, then becoming a Certified Academic Language Practitioner (CALP) and earning a Ph.D. in literacy and educational leadership from St. John’s University. Terrie is also a John Maxwell certified speaker and coach.
As Vice President of Educator Initiatives at Learning Ally, Terrie works to ignite enthusiasm and excitement by building champion educators and administrators on creating cultures of literacy and learning.
Closed captioning will be added to the recording within 2 weeks of the live presentation.
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