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Word recognition x language comprehension = reading comprehension (0 x 1 = 0)

The importance of phonological and orthographic processing first before meaning and context

Just how complex and how all the different parts of your brain are needed to read

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*We read letter by letter, not word by word.
*Remember to ask them to look at each letter when trying to figure out a word not first asking them if it makes sense.
*I will need to go slowly because I felt overwhelmed when we were doing the symbols and their sounds so I can imagine how they feel sometimes with the speed of the classroom.

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1. Reading can be very overwhelming. Personal anxiety of reading during the symbols and reading opening activity allowed me to make connections to my students learning to read.

2. The complexity of the brain and the processes that take place in the brain to read.

3. Without word recognition and language comprehension both being present you won't achieve reading comprhension.

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It has been interesting to learn more about the learning to read process in the brain.  Since I never had trouble reading, it made me see it from a struggling readers' perspective.

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It has been interesting to learn more about the learning to read process in the brain.  Since I never had trouble reading, it made me see it from a struggling readers' perspective.

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Learning to read is not natural.
Kids need explicit teaching of specific skills in order to learn to read.

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1. Word recognition x language comprehension = reading comprehension

2. The anxiety I felt trying to read with the symbols is exactly how our struggling readers feel.  How can I be a better facilitator of reading so those who have that same anxiety for whatever reason, can feel successful.

3. Our brain is so incredibly complex, it's helpful to start to understand it better in order to help our students more effectively.

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Readers must have both word recognition and language comprehension to have reading comprehension.

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The order of reading in the brain. Ask questions about each letter then about its meaning.
You need work recognition and language comprehension together! Learning to read is tricky!

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It's encouraging to see the changes in brain activity that occurred after just a couple of months of remediation.

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Identifying where my students (center based special ed) fall in their area of reading need and then identifying where to begin supporting each of them in the areas of reading using this information.

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I am encouraged to know that there is a way to reach those students who are struggling with their reading comprehension.

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The simulation activity was valuable. It enabled us to experience reading and frustration from the students' perspective.

Also, phonics is an integral part of reading instruction and not something to be skipped over!

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Progression of Word study through the grades

Reading rope

The impact of intervention on the brain.

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The brain is an amazing thing! It's always interesting to hear new insights about development - in this case reading. I'm anxious to learn more about LETRS.

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To make sure to allow time in my daily reading block for word work teaching, making sure to offer more to those who might need it in small guided groups for them.

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Assessment will be key in identifying the reading needs of my students. Also, knowing the correct interventions, how long, what do you do next? How should you measure progress?

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* I liked how we talked about the different ways to teach the letter sounds based on initial letter sound, final letter sound, vowels and difficult letters
* The importance of word work in K and 1 and how much time is needed to focus on each
* reading rope and progression of word study

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The perspective of the challenges in letter names and letter sounds.
The difference that time spent in remedial activity can have on the brain activity and progress for a child.