Target Audience: PreK - Gr 3 Teachers, Educational Assistants, Parents, Administrators and Guidance Councellors are encouraged to attend.
What do findings from cognitive neuroscience mean for early reading instruction? How does what we know about how the brain develops apply to how we teach our beginning readers? Most importantly, what are the concrete implications for classroom practice? These questions will be at the heart of this session, which will focus on the science behind early reading and spelling development - and how to apply findings to classrooms. This session will be interactive and participants will leave with actionable insights, frameworks, and methods to apply in their work with early readers and with teachers of reading.
is a teacher educator and classroom researcher whose work focuses on improving early literacy outcomes and reading experiences for young children. Specifically, her work centers on bridging the divide between scientific research and instructional practice. She collaborates widely with school districts and curriculum developers; currently, she is working on an initiative in New York City preschool teachers called 'Cortex in the Classroom,' which centers on the practical application of reading science and learning technologies in early childhood. Carolyn has published her work in The Reading Teacher, The Reading League Journal, and The Handbook of Learning Disabilities. As a state-certified reading specialist and former public elementary school teacher, Dr. Strom has spent the last two decades working at the intersection of research and practice. She has a PhD in Early Literacy from New York University and a Masters degree in Reading Education from the University of Southern California. She received her undergraduate degree, magna cum laude, from the University of Pennsylvania. She maintains a clinical practice where she works with children who have dyslexia and related reading difficulties.
PreK - Gr 3
This session will be recorded, and available to all registrants for 30 days after the session occurs.