In this first of a series of three webinar, Emily describes and demonstrates playful phonological and phonemic awareness tasks that move children along a developmental continuum and form a strong oral language foundation for reading. She pays particular attention to the often missed pieces of phonemic awareness and models ways to develop “diagnostic ears,” to differentiate tasks for a range of abilities within a kindergarten classroom setting. She then discusses specific strategies and concrete materials for connecting phonological awareness and print.
Presenter: Emily Moorhead (OCT (BAH, B.Ed)) is a teacher at the Limestone District School Board, Kingston, ON. She has been teaching early primary children for seventeen years. When her own child showed signs of difficulty in learning to read, she recognized that, like her son, there were consistently children who were leaving kindergarten unprepared for reading success in Grade One. Emily became deeply engaged in her own learning and teaching practices to ensure that every child was given the tools to become a successful reader. Read more about Emily's path to structured literacy instruction here.
Click here to download the presentation and a copy of the OPA guidelines. NOTE: a revised version of the presentation was uploaded 27Nov19 @ 4pm.
For several years, there has been inconsistency in the psychology community on diagnostic criteria to use when diagnosing a Learning Disability. This inconsistency has caused considerable confusion in the public and disruption in service. To remediate this, a cross-sectoral group of psychologists spent 20 months developing consensus-based diagnostic criteria and guidelines for the assessment of Learning Disability. Recently, the Ontario Psychological Association and the Learning Disabilities Association of Ontario adopted these criteria and they are available at the link above or on the OPA website under Resources: https://www.psych.on.ca/Resources/OPA-Guidelines
In this webinar, attendees will learn
- why the guidelines were developed and by whom
- what is different in the current guidelines from older guidelines;
- criteria required for a diagnosis of Learning Disability;
- myths about assessment;
- assessment of special populations, eg. gifted, Culturally and Linguistically Diverse students
Presenters: Dr. Carolyn Lennox is a Clinical and School Psychologist, currently Manager of Psychology Services in TDSB West Region, Learning Centre 4. She received her M.Phil. in Clinical Psychology at the University of London, England and completed her PhD. in Clinical-Developmental Psychology at York University. Past work experience includes Manager of Clinical Services at the Geneva Centre for Children with Autism and School Psychologist with the Peel District School Board. A past board member of the Ontario Psychological Association (OPA), she is currently a member of OPA and of the Executive committee of the Section on Psychology in Education of OPA ; member of CPA; President of the Association of Chief Psychologists with Ontario School Boards; chair of the Liaison Committee between the Ministry of Education, Special Education Branch, and OPA ; and, co-chair of the Cross-Sectoral group in Ontario concerning assessment and diagnosis of students with Learning Disabilities (that resulted in the OPA Guidelines for Assessment and Diagnosis . Special interests include learning disabilities, dyslexia and the reading process, autism and resilience.
Dr. Judy Wiener is Professor Emerita of School and Clinical Child Psychology in the Department of Applied Psychology and Human Development at OISE/University of Toronto. She worked as a school psychologist in Quebec and Ontario for six years, has consulted in children's mental health centers, supervised assessments in the OISE Psychology Clinic, and had a small private practice. Her primary clinical expertise is assessment and psychosocial interventions with children and adolescents with learning disabilities and ADHD, and immigrants and refugees. Dr. Wiener was previously President of the International Academy for Research in Learning Disabilities and Chair of the Educational and School Psychology Section of the Canadian Psychological Association. She recently was an active member of the Cross-Sectoral Committee that developed the Ontario Psychological Association Guidelines for Diagnosis and Assessment of Children, Adolescents and Adults with Learning Disabilities. Dr. Wiener is on the editorial board of several journals. Her research is on self-perceptions, family and peer relationships of children and adolescents with ADHD and learning disabilities and the efficacy of school-based and mindfulness interventions. She has published over 100 book chapters and articles in peer-reviewed journals and co-authored a book published by Springer entitled Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner’s Guide.
This webinar is intended to support educators in decision-making positions in schools, districts, and Ministries of Education.
Educators in positions of leadership understand the importance of learning to read. Yet, despite the best efforts of students and teachers, countless students across all grades continue to struggle. Why?
Nancy will summarize:
- The Ladder of Reading (N Young): Reading is not something humans are born to do and the ease of learning to decipher the written code ranges, irrespective of IQ.
- Behaviour, attentional, and emotional challenges may be rooted in difficulty learning to read.
- Provincial/territorial curriculums which are not aligned with reading science have led to a lack of teacher training in effective reading and assessment methods.
- Certain screening procedures and instructional essentials are urgently needed at the foundational stages.
Key takeaways for attendees:
- The current system is needlessly failing too many students and teachers.
- Explicit and systematic instruction grounded in the reading science is crucial for many (especially children with dyslexia) and can advantage all students.
- Strong and informed leadership can empower and drive change.
Presenter: Nancy Young B.A., M.Ed. (Special Education) is a consultant working with educators and families across Canada and globally, building awareness of the need for, and supporting implementation of, evidence-based reading instruction in schools. Nancy is a certified Structured Literacy Teacher (Center for Effective Reading Instruction) and is a member of the International Dyslexia Association and the Society for the Scientific Study of Reading. Nancy’s areas of specialty include dyslexia, ADHD, giftedness, and ELL. She is the author of Secret Code Actions™(Teacher Edition and Parent Edition). Her website is www.nancyyoung.ca.
The presenter will outline the definition of dyslexia and dispel common myths. Information and resources to help families and schools to support students with dyslexia will also be provided. She will also share success stories about educators in Manitoba public schools who are using dyslexia-specific, structured literacy instruction training to help all learners in the classroom setting.
Presenter: Valdine Bjornson has earned an M.Ed., Special Education Certificate as well as C-TESL and a Graduate Certificate in International Education. Valdine is currently pursuing a Doctorate in Education focusing upon dyslexia. She is working on becoming an OG trainer (Fellow) with the Academy of Orton-Gillingham Practitioners and Educators and is certified by the International Dyslexia Association as a Tier 3 Dyslexia Specialist. She has worked in several Manitoba school divisions in both rural and urban settings. She has served as a Reading Clinician-Specialist at university, in public schools, and private practice. Valdine provides workshops, training, and professional development, and she has founded the Reading and Learning Clinic of Manitoba, to provide effective and evidence-based teacher development opportunities in Manitoba.
Instruction based on an understanding of modern cognitive, linguistic, and neurological science can make a tremendous difference to students with reading difficulties, including dyslexia. We will review what is meant by "Structured Literacy" and how to teach it. The importance of teaching language skills in an explicit, systematic manner will be emphasized.
Presenter: Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She was Co-Principal Investigator of an NICHD Early Interventions Project in Washington, D.C., public schools and Principal Investigator on two small business innovation research (SBIR) grants from the National Institutes of Health. In addition, she led the committee that developed the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading. Dr. Moats developed her current approach to teacher training, called LETRS, from her experiences as an instructor at the Harvard Graduate School of Education, St. Michael’s College in Vermont, the Dartmouth Medical School Department of Psychiatry, and the University of Texas, Houston. Dr. Moats’ awards include the prestigious Samuel T. and June L. Orton award from the International Dyslexia Association for outstanding contributions to the field; the Eminent Researcher Award from Learning Disabilities Australia; and the Benita Blachman award from the Reading League.
This is a follow-up to the Helping Your Struggling Reader Part 1 webinar of Thursday, May 31, 2018. Part 1 contains essential background information you will need for the Part 2 webinar (see links below for the recorded video & handouts).
This webinar will teach the more complex elements of English phonics in a systematic way. This is crucial knowledge that empowers you and your child to see that while English phonics are complex, English is not "crazy" and most words do indeed follow rules. Participants are encouraged to bring yellow index cards, scissors, and a black marker to the session. These will be used to create a teaching resource that can be used with your child/student.
Presenter: Jan MacLean B.Sc.(O.T.), M.Sc. is the founder of The Reading Clinic in Kingston, Ontario. Since 2001, the Centre’s YES! Reading, YES! Writing and YES! Math programs have helped hundreds of students achieve success. Jan is a Certified Orton-Gillingham Educator and Practitioner, and an IDA Dyslexia Therapist.
This webinar is for parents of young children and teachers of struggling readers. It addresses why some children struggle to learn to read and early warning signs of reading difficulties. Participants are guided through one of the first steps in how to teach a child to read. Participants are encouraged to bring white and yellow index cards, scissors, and a black marker to the session. These will be used to create a teaching resource that can be used with your child/student.
Presenter: Jan MacLean B.Sc.(O.T.), M.Sc. is the founder of The Reading Clinic in Kingston, Ontario. Since 2001, the Centre’s YES! Reading, YES! Writing and YES! Math programs have helped hundreds of students achieve success. Jan is a Certified Orton-Gillingham Educator and Practitioner, and a IDA Dyslexia Therapist.
Click here to see the recorded webinar about CELA services, and how to download and listen to audiobooks from CELA and Bookshare.
CELA (Centre for Equitable Library Access) offers access to 500,000+ accessible books and more for people who have difficulty reading print due to dyslexia, vision loss, or a physical disability. CELA’s collection includes books for kids and teens, with a focus on best sellers, award winners, and Canadian books that are hard to find in accessible formats. Books can be downloaded and read with a variety of accessible reading apps or software. CELA membership is free through any Ontario public library, thanks to funding from the Government of Ontario. Once signed up, you can also receive a free Bookshare membership, and get access to the world’s largest accessible online library. For more information email: firstname.lastname@example.org