Title

A, B, C, D, Schwa: Improving Literacy Instruction for Struggling Readers

First Presenter's Institution

Gardner-Webb University

Second Presenter's Institution

NA

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Poster Session (Harborside)

Strand #1

Academic Achievement & School Leadership

Relevance

Despite the significant attention to world literacy, many practicing educators remain challenges with effective instructional approaches and strategies to address the basic components aimed at this national crisis. How do you teach someone to read? Do you understand how not knowing the basic reading principles creates complexities for all other disciplines? This session will provide an opportunity for practitioners to align reading research with effective classroom practices. Language Foundation will be re-ignited.

Brief Program Description

Every year practicing educators learn a new term called "schwa". They learn the term, but it is not new but rather has been an integral part of their lives. I stood in a classroom and heard a Reading Foundations professional development trainer use the term and I had no idea what she was talking about. What is a "schwa" sound and why is the most common sound one that I didn't recognize. I didn't recognize it because we called it the upside down backwards "e". This session will allow for interactive engagement and instruction where participants will leave with proven literacy instructional strategies aimed at assisting struggling readers. An unforgettable phonological experience where you will engage with the "schwa" and other phonological awareness experiences.

Summary

In this session, the participant will explore

1) the different theoretical models of the reading process leading to engaging students in the reading process,

2) understanding the language foundation terminology, and

3) effective instructional strategies and approaches leading to improving literacy instruction.

Evidence

This session is grounded in the NCDPI Reading Professional Development initiative used to prepare novice and veteran educators with providing literacy instruction. It targets the Exceptional Children's division, but share inclusive strategies for all learners. The data for this program supports improved student achievement. In addition, the Gardner-Webb University students who received training from this program exhibited improved licensure required test scores and improved TPAI performance scores.

Format

Individual Presentation

Biographical Sketch

Dr. Anita D. Sanders serves as an Assistant Professor at Gardner-Webb University where she teaches course in curriculum and literacy. She is a NC Reading Foundations trainer. In addition, she provides professional development workshops specifically targeting teachers who work with at-risk populations.

Keyword Descriptors

Literacy, self-esteem, reading, struggling readers

Presentation Year

2019

Start Date

3-6-2019 4:00 PM

End Date

3-6-2019 5:30 PM

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Mar 6th, 4:00 PM Mar 6th, 5:30 PM

A, B, C, D, Schwa: Improving Literacy Instruction for Struggling Readers

Poster Session (Harborside)

Every year practicing educators learn a new term called "schwa". They learn the term, but it is not new but rather has been an integral part of their lives. I stood in a classroom and heard a Reading Foundations professional development trainer use the term and I had no idea what she was talking about. What is a "schwa" sound and why is the most common sound one that I didn't recognize. I didn't recognize it because we called it the upside down backwards "e". This session will allow for interactive engagement and instruction where participants will leave with proven literacy instructional strategies aimed at assisting struggling readers. An unforgettable phonological experience where you will engage with the "schwa" and other phonological awareness experiences.