36th Annual Conference - A DAY WITH DR. LOUISA MOATS - "Phonology and Learning to Read and Spell" February 26, 2011
ABSTRACT:
Beginning with clarification of the “ph” words (phonetics, phonological processing, phoneme awareness, and phonics), this workshop explores the relationships among phonology, oral language, reading, and spelling. We will practice recognizing errors of word recognition and spelling that signify deficits in underlying phonological skills. These will be distinguished from orthographic and morphological errors. Error analysis and theoretical models that explain reading/spelling development will be used to formulate plans for early intervention and/or remediation of language-based reading and writing problems. We will complete several exercises designed to sharpen participants’ phonological awareness and ability to implement therapeutic instruction. This workshop will be based on Module 2 of LETRS (Language Essentials for Teachers of Reading and Spelling), The Speech Sounds of English. Text is included in the price of the workshop.
Level: Intermediate to Advanced
Content Applicable to: elementary aged children and older students with learning disabilities, to include:
• Evidence-based practice • Language • Literacy • Phonology and articulation • Research
This is a research-based topic.
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Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She began her professional career as a neuropsychology technician and teacher of students with learning disabilities. She earned her Master’s degree at Peabody College of Vanderbilt and her doctorate in Reading and Human Development from the Harvard Graduate School of Education.
Dr. Moats spent four years as site director of the NICHD Early Interventions Project in Washington, DC. This longitudinal, large-scale project was conducted through the University of Texas, Houston under the direction of Barbara Foorman. It investigated the causes and remedies for reading failure in high-poverty urban schools. Dr. Moats spent the previous fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages who experienced learning problems in reading and language.
In addition to LETRS, Dr. Moats’ books include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (York Press); Straight Talk About Reading (with Susan Hall, Contemporary Books), and Basic Facts About Dyslexia (with Karen Dakin, International Dyslexia Association). She is well known for authoring the American Federation of Teachers’ “Teaching Reading is Rocket Science.”
Dr. Moats is currently Consultant Advisor to Sopris West Educational Services for Literacy Research and Professional Development. She is focusing on the improvement of teacher preparation and professional development. She is Vice President of the International Dyslexia Association.
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