Recently, the terms Structured Literacy and Multisensory (Multimodal) Structured Language have begun to be used interchangeably. Current research findings regarding the nature of reading development, the efficacy of specific instructional practices for teaching reading, and the complexities of reading networks within the brain are leading to increased understanding that explain why Structured Literacy approaches are effective for teaching reading and written expression. The Slingerland® Multisensory (Multimodal) Structured Language Approach is a classroom adaption of the Orton-Gillingham Approach; both are examples of Structured Literacy approaches.
Over these three 90-minute webinars, Dr. Nancy Cushen White will present information to answer the ever present question: What are the content (what is taught) and principles of instruction (how it is taught) that make Structured Literacy an effective instructional approach for teaching most students to read and write—not only students with dyslexia? The combination of this core content and these principles of instruction support our students as they learn, recall, and apply information and strategies as they progress toward independent reading and written expression.
Part 1 - May 7, 2020 - What is Dyslexia? How is Structured Literacy Related to Dyslexia?
Part 2 - May 21, 2020 - Structured Literacy: Deep Dive into the Content of Instruction—what is taught
Structured Literacy approaches teach language-related academic skills and emphasize core content focused on systems of language structure and their interrelationships:
Part 3 - June 4, 2020 - Structured Literacy" Deep Dive into the Principles of Instruction—how it is taught
Structured Literacy approaches are based on a firm foundation of core instructional principles:
Space is limited to the first 100 guests so reserve your slot today!
We hope you can join us!
Non-discrimination Policy: Slingerland® Institute for Literacy admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and other programs.