Description

While the main instructional focus in the beginning stages of reading is on acquiring accurate and automatic word-recognition skills, it is essential to also lay the foundation for text comprehension. Research supports the role writing can play in developing reading comprehension and content knowledge. This session explores the relationship between written expression and reading comprehension for beginning readers. Activities and their application to text types—predictable, decodable, and authentic—are presented and practiced during the session.

Learning Objectives:

• comprehension: Examine the critical role knowledge plays in reading comprehension for students with reading difficulties.
• HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.

Disclosure: Nancy Eberhardt and Margie G. Gillis have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Nancy Chapel Eberhardt, M.A., Educational Consultant and Author, 3T Literacy Group
• Margie B. Gillis, Ed.D., CALT, President, Literacy How, Inc., Research Affiliate, Fairfield University and Haskins Laboratories, Literacy How