Webinar Series: "Supporting the Struggling Reader: Dyslexia in the Prepared Environment”
In this 4-part series, Gina Polly Applegate (C-SLDS, FIT/OGA) will guide teachers, administrators, and specialists through an overview of dyslexia, including how to screen for it, identify students who may be at risk, and support them in the classroom. The series will take a closer look at key areas of literacy, including phonological awareness, phonics, morphology, oral reading fluency, spelling, writing, and editing. You will leave with strategies that are essential for students with dyslexia and beneficial for all learners.
To bill via a PO email events@amiusa.org.
In this 4-part series, Gina Polly Applegate (C-SLDS, FIT/OGA) will guide teachers, administrators, and specialists through an overview of dyslexia, including how to screen for it, identify students who may be at risk, and support them in the classroom. The series will take a closer look at key areas of literacy, including phonological awareness, phonics, morphology, oral reading fluency, spelling, writing, and editing. You will leave with strategies that are essential for students with dyslexia and beneficial for all learners.
To bill via a PO email events@amiusa.org.
In this 4-part series, Gina Polly Applegate (C-SLDS, FIT/OGA) will guide teachers, administrators, and specialists through an overview of dyslexia, including how to screen for it, identify students who may be at risk, and support them in the classroom. The series will take a closer look at key areas of literacy, including phonological awareness, phonics, morphology, oral reading fluency, spelling, writing, and editing. You will leave with strategies that are essential for students with dyslexia and beneficial for all learners.
To bill via a PO email events@amiusa.org.
Session 1: The Earlier, the Better: Recognizing Risk and Screening for Dyslexia
As many as 1 in 5 children have dyslexia or a specific learning disability in basic reading. This session provides an overview of dyslexia, including its definition, and covers other specific learning disabilities that affect reading development. It will also cover early signs teachers can look for and introduce common screening tools and practices that support early identification. It will also introduce the Orton-Gillingham approach as a well-respected treatment for dyslexia and offer guidance on how to help parents find intensive support if needed.
Session 2: Phonological Awareness and Phonics:
Children with dyslexia often have particular difficulty separating the individual sounds in words. They need consistent and intentional practice with phonological awareness, which is the ability to recognize and manipulate the sounds in spoken language. Phonics, the skill of connecting those sounds to letters, builds on this foundation. This session will focus on both phonological awareness and phonics, which are essential components of reading development. We will look at how to support extended practice of these skills using the materials and lessons from your albums.
Session 3: Spelling, Writing, Editing
To sound out a word in order to spell it accurately, a child needs to have had practice with phonological awareness and phonics. Additionally, the need to work with PuzzleWords does not end in Children’s House. Elementary children also need much practice with high frequency, non-phonetic words both for reading and spelling. In this session, we will explore ways to support organic and independent spelling practice, guide dyslexic children in sentence expansion and later paragraph expansion, incorporate dictation across the different areas of the classroom, and help students learn to edit their own written work.
Session 4: Morphology and Oral Reading Fluency
With a strong phonics foundation, children can begin to decode longer words. However, multisyllabic words can be more challenging, as it becomes harder to hold all the sounds in memory while making meaning. This session explores the progression toward reading multisyllabic words and how recognizing common prefixes, roots, and suffixes can support vocabulary growth and reading comprehension. It will also address oral reading fluency, including ways to help students build accuracy and expression through repeated reading.
Objectives:
“Supporting the Struggling Reader: Dyslexia in the Prepared Environment"
By the end of this 4-part series, participants will be able to:
Understand dyslexia and other reading-based learning differences
Recognize early signs of dyslexia and know when and how to screen for risk
Apply phonological awareness and phonics strategies to support decoding in a Montessori setting
Support spelling, writing, and editing in ways that meet the needs of dyslexic learners while benefiting all children
Use morphology (prefixes, roots, and suffixes) to strengthen vocabulary and comprehension
Build oral reading fluency through repetition and expressive reading
Integrate dyslexia-informed practices using existing Montessori materials and lessons