Description
Assessment Description: Early childhood education professionals are in the unique position to ensure that young learners are equipped with essential literacy skills. Research has shown that learning to read is not natural or automatic, as is learning to speak. In fact, in the process of developing literacy skills, the child’s brain changes. Early childhood educators must be prepared to not only teach basic literacy skills, but also to identify when a young learner may be showing signs of difficulty in mastering those skills due to a disability or other health concerns, and be equipped to support students’ literacy development.
Create a digital presentation for teachers-in-training describing how the brain learns to read based on the science of reading research.
Begin your presentation with a brief introduction explaining the following:
The stages of reading development
The stages of writing development
The connection between English language systems (e.g., phonology, morphology, syntax, semantics, pragmatics) and literacy
For each of the following theoretical models of reading development, explain the key components and how young learners move through the phases of each theoretical model as they develop proficient reading skills:
The Simple View of Reading
Scarborough’s Reading Rope
Four-Part Processor Model
Carol Tolman’s Hourglass
Ehri’s Phases
Include a?title page, presenter’s notes, and reference page.?
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.
Support your presentation with a minimum of three scholarly resources.