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Printer Friendly| Facilitator: | Barbara J. Ehren |
|---|---|
| Date: | May 08, 2015 |
| Time: | 9:00 am to 3:30 pm MTN |
| Cost: |
$125.00 (includes lunch, which is not prepared in a nut/gluten-free environment) |
| Location: |
Edmonton (Fantasyland Hotel) 17700 - 87 Avenue Google Map |
| Session Code: | 15-LI-224 |
| Focus: | Inclusive Education English Language Arts & Literacy |
Target Audience
Classroom Teachers, Learning Support Teachers, Health Care Professionals, Administrators
About this Learning Opportunity
All students, from struggling readers to above grade-level readers, benefit from literacy instruction that is embedded in content curriculum. This workshop addresses why content literacy must be an essential part of literacy initiatives. The presenter will review the literacy components that are best taught while teaching discipline-specific subjects: vocabulary, comprehension strategies, background knowledge, the reading-writing connection and understanding different text structures. Practical teaching strategies will be shared for you to use with adolescents within the area of literacy instruction.
Discipline-specific strategies cannot replace general strategy instruction for adolescents who struggle with reading and writing. The problem is that these struggling readers and writers do not possess the foundational skills and strategies to be proficient with disciplinary literacy. One solution is for content teachers to collaborate with specialists who can instruct students in the foundational strategies that support disciplinary literacy skills, working toward positive post-secondary outcomes and workforce readiness. This session will provide learning support teachers and health professionals with practical ideas to use in their collaborative efforts with classroom teachers in an inclusive learning environment.
This learning opportunity is being provided through funding from Alberta Education.
About the Facilitator
Barbara J. Ehren, EdD, CCC-SLP, is a professor at the University of Central Florida and the Director of a doctoral program that focuses on language and literacy for learners who struggle.
She was a research scientist with the University of Kansas Center for Research on Learning (KUCRL), where her emphasis was strategic reading for adolescents, collaboration among professionals in schools and school-wide literacy initiatives in secondary schools including response to intervention (RTI). Her experience includes working in public schools as an SLP, teacher and district administrator.