Reading is the only academic area in which children are expected to arrive as kindergarteners with a basic skill level. Nonetheless, it is well known that the process of language development starts on the very first time a child hears language and it continues throughout his life. Hence, when children first come to school, usually between the ages of 3 and 5, they bring with them a set of ‘language knowledge’ that must be acknowledged and refined; children’s wide range of background knowledge and oral language ability, attributable to factors such as native language, in/out-home experiences and socioeconomic status (SES) shape their language knowledge and thus reflect on their language output. Teachers then, need to be equipped to not only effectively teach these diverse group of students how to read, but they also, and most importantly, must learn to recognize the missteps that can hinder this goal. The audience in this presentation will learn practical and easy ways how to assess their student’s language knowledge and how to develop an effective intervention program that will target the student’s unique needs.

Authors:
Karla Garjaka, LEARN Preschool & Globally Brighter, United States

About the Presenter(s)
Karla Garjaka e is an educational and nutritional psychologist with almost 30 years of experience in the education field, having worked as a teacher, administrator, professor, researcher and consultant.

Connect on Linkedin
https://www.linkedin.com/in/karla-garjaka-807157a2/

Additional website of interest
http://globallybrighter.com

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