Young struggling readers do NOT analyze spoken words or written words easily and certainly not without instruction. They need continuous opportunities to analyze words throughout the school day to counteract their “default” strategy, which is to guess at words when reading and spelling. To help these children, WE need to be able to analyze and carefully select words for them to store, retrieve, segment, read and spell. How you go about this, especially in the early grades, will definitely affect their progress throughout their school years.
Specific Learning Goals:
While focusing continuously on the complexity of words, this presentation will address:
-vocabulary instruction
-language analysis instruction at the syllabic, morphological and phonological levels
-interactive writing through read-alouds
-use of decodable texts in early reading and writing instruction
-successful transition to authentic texts
-integration of reading and writing instruction
Biographical Information
Dr. Hyla Rubin received her Ph.D. in Educational Psychology with special emphasis on language-learning disabilities from the University of Connecticut in 1984, and her M.S. in Speech-Language Pathology from the University of Vermont in 1972. From 1984-1990, she was a faculty member in the Department of Speech-Language Pathology at the University of Toronto. In 1992, she joined the faculty of the Graduate School of the College of New Rochelle, where she teaches and conducts research examining the relationship of oral language development, reading, spelling, and written expression abilities. In particular, she studies those language abilities that are early predictors of reading and writing achievement, and designs classroom intervention programs to help young children develop those abilities effectively. Her publications can be found in a variety of peer-reviewed journals and current books.
Dr. Rubin has given numerous presentations in the United States and in Canada on oral and written language development, difficulties, assessment and instruction. An active member of the American Speech-Language-Hearing Association and the International Dyslexia Association, she has worked extensively over the past 35 years with children of all ages in a variety of classroom settings, both as an educator and speech-language pathologist.
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