Brain Differences in Pre-readers Predicting Future Reading Difficulty Discussant - Kimberly Ketchen, Reading Teacher, Lowell Elementary School, Watertown, MA

Current Challenges in Accurately Identifying Struggling Readers Appropriate assessments English Language Learners Previous learning experiences Teacher preparation

Appropriate Assessments Developmentally appropriate for children Assessments used by special educators Educator friendly

English Language Learners Determine if reading difficulties stem from limited English proficiency or a reading disability Provide appropriate assessments in light of limited resources Teachers Availability of assessments Time

Previous Learning Experiences Students have various learning experiences prior to entering kindergarten Preschool Pre-K Daycare Homecare

Teacher Preparation Course Work Professional Development Experience Time

Importance of Early Identification Providing appropriate intervention Providing explicit direct instruction Reading is a complex process

Providing Appropriate Intervention Tiered Instruction Tier 1: Classroom-Core Instruction Tier 2: Group Intervention Tier 3: Intensive Intervention Explicit Direct Instruction Phonological Awareness Phonics

The Progression of Mapping Speech to Print Hourglass Depiction of the Relationship Between Awareness in Oral Language and Written Syllable Decoding (Carol Tolman; LETRS Module 3)

Reading is Complex Phonological Awareness Phonics Fluency Vocabulary Comprehension

How Might Brain Measures Assist Educators? Aid in developing more precise assessments Aid in developing methods for teachers to accurately identify students with reading disabilities Early intervention increases the likelihood of reading success