This episode of the TalkLD podcast is a continuation of the conversation Stacey Rickman and Lawrence Barns had about the Science of Reading.
In this episode, Stacey and Lawrence focus on developing reading skills in students. Stacey explains the importance of targeted practice, scope and sequence, regular assessment and how these can be used to move educators from the current reactive intervention approach to literacy instruction to a model of prevention, where all students are taught the skills that result in proficient reading. By following a systematic instructional sequence there would be far fewer students who struggle to read and require intervention.
Hosted by: Lawrence Barns, President & CEO of the Learning Disabilities Association of Ontario
Note: You may listen to this podcast while you are on the LD@school website, or you may download to your portable audio player and listen while you are on the go.
About the speaker:
Stacey Rickman, Hons. B.A., B.Ed., M.Cl.Sc., CALSPO & OCT
Stacey is a school board speech-language pathologist with a passion for structured literacy and the science of reading. She has been registered with the OCT since 1998, and the College of Audiologists and Speech-Language Pathologists of Ontario since 2001. When first working in Ontario schools, Stacey quickly realized that many of the students referred to her for speech-language concerns also experienced difficulty in acquiring reading and writing skills. Much of Stacey’s work in schools involves the assessment of students with language-literacy disabilities and consultation with their families and educators.