This webinar will use Zoom.
This webinar will run from 12:00 pm - 3:15 pm ET / 9:00 am - 12:15 pm PT on Saturday, February 27, 2021 for a total of 3 credit hours.
For those who cannot attend the live webinar on Feb. 27, a recording of the webinar will be available for a week following the live webinar.
What do findings from cognitive neuroscience mean for early reading instruction? Most importantly, what are the concrete implications for classroom practice? These questions will be at the heart of this session, which will focus on the science behind early reading and spelling development - and how to apply findings to both remote and in-person classrooms.
This session will be interactive and participants will leave with actionable insights, frameworks, and methods to apply in their work with early readers and with teachers of reading.
LEARNING OBJECTIVES
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Learn key ideas from neuroscience related to reading and spelling development
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Gain strategies that blend cognitive and social-emotional theories on learning to read
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Practice using methods, tools, and techniques to apply in your own classrooms - including remote and face-to-face learning environments
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Learn more about the role that visual metaphors and game environments can play in communicating the science of learning to read
WHO SHOULD ATTEND
This session is applicable for anyone working with early readers or those who are preparing teachers to teach reading, including K-12 educators, higher education educators, administrators, and instructional coaches.
WORKSHOP LEADER
Dr. Carolyn H. Strom, Ph.D. is a Clinical Professor of Early Childhood Literacy at NYU’s School of Culture, Education, and Human Development. Her work is focused on bridging the divide between neuroscientific research and instructional practices for reading development. She directs and teaches in the Literacy program at NYU, preparing teachers to apply scientific insights to everyday classroom practices. Currently, she is leading an initiative with early childhood teachers and parents called 'Cortex in the Classroom,' which centers on the practical application of reading science and educational technology. Dr. Strom has studied the course of children's reading and spelling development for the past two decades and published her work in The Reading Teacher, The Reading League Journal and The Handbook of Learning Disabilities. She maintains an active clinical practice where she works with families who have children with dyslexia and related reading difficulties. She is a state-certified reading specialist and former elementary school teach
