Learning Opportunities

Cognitive Neuroscience and Reading: What does Research Say and How Can It Inform our Practice? (REPEAT)

Presented By

Jodi DeVries

Series Sessions

Date Time
Monday, March 11, 2019 9:00 AM - 3:00 PM

Location

In Person FFCA - Learning Centre 110 - 7000 Railway St. SE, Calgary, AB

TARGET AUDIENCE: MOST APPLICABLE FOR THOSE WHO TEACH READING (IE PRIMARY TEACHERS, LITERACY COACHES, READING SPECIALISTS) BUT ALSO APPLICABLE TO MIDDLE SCHOOL/JR HIGH AND HIGH SCHOOL ELA TEACHERS.

Between 5-17% of the population struggles with reading disabilities. Our classrooms are home to many students with diagnosed and undiagnosed challenges with reading; how do we support these students while also tending to the needs of the other students in our classes? It is messy and there are no easy answers, but it is necessary and urgent that struggling students receive the support they require.

This workshop will enable participants to:
• clarify their understanding of reading disabilities
• gain understanding about the neurological processes that underlie typical reading
• learn about the structural and functional neurological differences in those with dyslexia
• appreciate the critical importance of early diagnosis and intervention
• recognize the role that reading interventions can play in shaping the brain circuitry
• identify components of effective intervention
• take away some immediately usable ideas to support students who have reading disabilities

This session will build a strong case for the “why” and the “when” of reading intervention and will offer opportunities to collectively brainstorm how this research can inform practice.  

No prior scientific knowledge is necessary.  Although this session will use cognitive neuroscience to examine reading, it will be presented with the layperson as the intended audience.

This learning opportunity is being offered through curriculum implementation funding from Alberta Education.

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