Which Came First: The Sound or the Letter? The Role of Phonological Awareness in Evidence- Based Reading Instruction

Which Came First: The Sound or the Letter? The Role of Phonological Awareness in Evidence- Based Reading Instruction
Angie Neal, MS, CCC-SLP

pre-recorded

Which Came First: The Sound or the Letter? While it seems like the answer should be obvious, reading instruction may not always reflect this knowledge. Without an understanding that written language is meant to represent speech, children often struggle to learn to read. In fact, because of advances in science and the ability to study the brain while it is reading there is a clear understanding that we use what we’ve already developed through speech to form the networks necessary for reading. As Mark Seidenberg so eloquently states in his book Language at the Speed of Sight, “we may read with our eyes, the starting point for reading is speech (Seidenberg, 2017)”.  Therefore, reading instruction should begin well before the first letter is introduced by ensuring appropriate development and instruction in the sounds of language also known as phonological awareness. This two hour presentation will share information regarding the evidence-base for phonological awareness and the laws that require systematic and explicit instruction in phonological awareness, discuss strategies for instruction, explore assessment of phonological awareness, explain the direct connection between phonological awareness and reading instruction as well as explain why children with speech sound disorders are especially at risk.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Angie Neal is an Education Associate for Early Language and Literacy at the South Carolina State Department of Education. She is also an adjunct professor for the University of South Carolina, a Board Member for the South Carolina Branch of the International Dyslexia Association and has presented across the United States using her animated presentation style to share how spoken language has a direct connection to literacy along with practical strategies that can be quickly and easily implemented in the classroom.   

At the end of this presentation participants will be able to:

  • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
  • Explain the role of phonological awareness in reading instruction
  • List a minimum of 10-15 activities or strategies for teaching phonological awareness

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Angie Neal will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
  • Explain the role of phonological awareness in reading instruction
  • List a minimum of 10-15 activities or strategies for teaching phonological awareness

50 mins – Methodology: evidence based procedures for teaching phonological awareness

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

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Accommodations. Contact Dr. Lavi (909) 724-8564 or adriana@laviinsitute.com  if you require accommodations such as video course transcripts or video captioning.

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