Reading is not a natural process, and some children struggle more than others. The field of neuroscience has used brain imaging to help us understand what happens as children learn to read, and this information can help teachers better prepare children for later reading success. In this class, we will explore how to activate the necessary region of the brain that is required for reading and review the types of practices that are beneficial to children. Specifically, you’ll explore how the neural pathways for reading are constructed, the role of phonics and handwriting in reading instruction, why neuroscience supports phonics over whole language, the role of vocabulary in reading, and practical strategies for the preschool classroom that support these research findings.
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There is no set start date or start time. You can start your course as soon as you pay for it. The class is completely online and can be started and stopped at your convenience. You have four months from date of purchase to complete the class. This class is Ohio Approved for SUTQ.
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|Training approved for||
|Registration deadline||Apr 30, 2020|
|Number of open seats||85|
|Event Owner||The Learning Professor|
|Target Audience||Classroom Staff / Teacher,Family Child Care|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To advance physical and intellectual competence|
|Early Learning and Development Standards||Language and Literacy Development|
Participants will be able to describe how the neural pathways in the brain that facilitate reading develop and analyze whether activities support or hinder the creation of these pathways.
Participants will be able to plan and desribe classroom activities and experiences that (1) promote vocabulary and (2) activate the letterbox region of the brain.