Speech to Print vs. Print to Speech: Does It Make a Difference in Beginning Reading Instruction?
Join this spirited presentation as our esteemed literacy experts discuss the rationale and implications of "speech to print" in early reading instruction. Examples of several curricula to contrast a speech-to-print approach with the inverse will be shared. Together, these respected authorities will analyze writing samples and lesson formats from first grade programs in order to demonstrate the importance of orienting students to spoken language as the anchor for processing print.
Here's what you will learn:
- The linguistic demands of reading and writing an alphabet
- The steps necessary for readers to establish automatic word recognition
- How to recognize when a program, approach, or lesson structure does and does not facilitate use of alphabetic decoding and word recognition
Presenters
Dr. Louisa Moats
Louisa Moats, Ed.D., is the lead author of LANGUAGE! Live, a blended program for adolescent students reading below grade level. She is also the lead author of LETRS professional development for literacy educators. Dr. Moats has authored many books, journal articles, policy papers, and materials for professional development in the areas of reading, writing, and language. She received her M.A. from Peabody College of Vanderbilt and her Ed.D. from the Harvard Graduate School of Education.
Margaret Goldberg
Margaret Goldberg, currently teaches first grade in a Title 1 school in Oakland, California. She previously served the district in a variety of roles including Early Literacy Lead, site-based literacy coach, and reading interventionist. Her work as district Early Literacy Lead and now on California's Early Literacy Block Grant aims to align literacy instruction in underperforming schools with reading research. She is the co-founder of The Right to Read Project, a group of teachers, researchers, and activists committed to the pursuit of equity through literacy. Her writing is published on The Right to Read Project blog (https://righttoreadproject.com/) and on Reading Rockets (https://www.readingrockets.org/blogs/right-to-read).