Region IV Fall Workshop - November 20, 2015
Purposeful Emergent Literacy Leading to Conventional Literacy for Students with Significant Disabilities
Emergent literacy is a starting place but not an end goal for students with significant disabilities. Students with significant disabilities can and do learn to read conventionally but require supportive print-based experiences and interactions in order to do so. How to get started with such children, given the range and complexity of their differences can be overwhelming.
In this workshop, we will explore how and why to implement four critical sets of emergent literacy experiences that are particularly helpful to student progress: CORE vocabulary & shared reading as starting places, independent book exploration, independent writing, and shared writing. Activity design and selection are driven by theories of literacy acquisition, and specific goals and methods will be examined and demonstrated.
In this workshop, we will explore how and why to implement four critical sets of emergent literacy experiences that are particularly helpful to student progress: CORE vocabulary & shared reading as starting places, independent book exploration, independent writing, and shared writing. Activity design and selection are driven by theories of literacy acquisition, and specific goals and methods will be examined and demonstrated.
Workshop Facilitator
David Koppenhaver, Professor of Reading Education and Special Education at Appalachian State University holds a Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill (UNC). He co-founded the Center for Literacy and Disability Studies (CLDS) at UNC in 1990 and directed its activities until 1998. His professional work remains focused on the literacy learning difficulties of students with developmental disabilities including those with autism spectrum disorders, intellectual disabilities, and cerebral palsy. He has been the Distinguished Lecturer of the International Society for Augmentative and Alternative Communication and a Fulbright Scholar at the University of Queensland (Australia). Some of his current projects include: co-authoring a book with Karen Erickson on reading and writing instruction for students with significant disabilities; conducting online research in reading comprehension with students who have Down syndrome; and exploring the eye movements of young girls with Rett syndrome during parent-child storybook reading.
Websites & Resources Shared by DavidCenter for Literacy and Disability Studies
Dynamic Learning Maps Professional Development
Tar Heel Reader
Dave's Literacy and Disability Site
"Five Reasons to Stop Saying Good Job" by Alfie Kohn
KIDiddles
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Conference Handout
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Workshop Information
Date: November 20, 2015
Time: 8:00 A.M. - 3:00 P.M. Sign-in & Continental Breakfast: 8:00 AM - 8:30 AM Location: Washtenaw ISD Teaching & Learning Center 1819 S. Wagner Rd. Ann Arbor, MI 48103 Phone: (734) 994-8100 Cost: FREE! - Continental Breakfast & Lunch Provided SCECHs: 5 SCECHs available, pending approval |
Audience: Teachers and support staff who work with students with significant disabilities
For general conference questions, contact: Ronnie Connors 734-994-8100 x1616 [email protected] |
Workshop Flyer
region_iv_koppenhaver_flyer_wisd.pdf |