Matching Instruction
The following 90-minute professional development webinars from Pearson Assessments provide practitioners with an understanding of problems of language, thinking, reading, and writing acquisition from a brain research perspective. Note: Minnesota Department of Education does not endorse any of the products presented in any of these webinars.
  
The Role of Executive Functions in Learning to Read and Reading (http://downloads.pearsonassessments.com/videos/causeandeffect/Cause_and_Effect_EF_Reading_May_2013) This webinar focuses on how executive functions help to direct and coordinate the use of multiple cognitive capacities to read words and connected text passages. It discusses assessment approaches (with an emphasis on the PAL-II) for identifying executive function-related reading problems. It also discusses teaching strategies for helping students compensate for the effects of executive function difficulties.  Note: Minnesota Department of Education does not endorse any products presented within this webinar.

The Neuropsychology of Reading Disorders: A Framework for Effective Interventions (http://downloads.pearsonassessments.com/videos/causeandeffect/the_neuropsychology_reading_5_13). This webinar provides educators and psychologists with an overarching framework for effectively identifying and treating reading comprehension disorders in children. It includes an overview of reading from a brain-based educational perspective and a review of the neural underpinnings of literacy in children. Specific emphasis is placed on frontal lobe functions, such as executive functioning and working memory as the primary cognitive constructs that allow children to hold, manipulate, and self-organize verbal information in an archived manner for more effective recall. Download handouts (http://images.pearsonclinical.com/images/PDF/Webinar/Neuropsychology-Reading-Handouts.pdf).  Note: Minnesota Department of Education does not endorse any products presented within this webinar.

Using Concepts as Building Blocks of Thinking and Problem Solving (http://downloads.pearsonassessments.com/videos/speech-and-language/Using-Concepts-as-Building-Blocks-of-Thinking-and-Problem-Solving/lib/playback.html). This webinar illuminates the connection between conceptual knowledge and reasoning abilities. It explains why instruction in language and thinking skills may be a critical step in designing effective interventions for students who struggle. Download handouts (http://images.pearsonclinical.com/images/PDF/Webinar/AnnBoehm-April-2-Webinar-Slides.pdf). Note: Minnesota Department of Education does not endorse any products presented within this webinar.

Response to Intervention: Meeting the Needs of Struggling English Language Learners (http://downloads.pearsonassessments.com/videos/RTI_%20MeetingNeedsStrugglingELL/lib/playback.html). Response to Intervention requires that students considered to be low performing are offered “supplementary, small group tutorial intervention” for 30 to 40 minutes three times each week before they can be classified as learning disabled or placed in special education. Since language development is the basis of all levels of literacy it is important to determine these students' strengths and needs early. Intervention is only effective when it is targeted at specific criteria in three key areas of development (i.e., Oral Language, Literacy and Learning Behavior). Using the results of a broad research-based assessment tutors can plan and implement appropriate Oracy Instructional Activities.

One of these is Critical Dialogue (CD). CD helps stimulate conversation as well as reading and writing activities based on students' everyday lives. The approach incorporates the development of themes focused on the human condition and diverse cultural backgrounds. Many studies show that when low performing ELL students are interested in something and can identify with it they are more apt to be motivated and may learn at an accelerated rate. Download handouts (http://images.pearsonclinical.com/images/PDF/Webinar/Pearson_Gentile_Webinar_Synopsis.pdf). Note: Minnesota Department of Education does not endorse any products presented within this webinar.  

The Role of Executive Functions in Learning to Write and Written Expression (http://downloads.pearsonassessments.com/videos/CauseandEffect/EF_Written_Expression/lib/playback.html). Download handouts  (http://images.pearsonclinical.com/images/PDF/Webinar/Katie_Age_8_Process-Oriented_EF_Writing.pdf) and (http://images.pearsonclinical.com/images/PDF/Webinar/Ef_Writing_Webinar_Handouts.pdf). Note: Minnesota Department of Education does not endorse any products presented within this webinar.  

The Neuropsychology of Written Language Disorders: Diagnosis and Intervention (http://downloads.pearsonassessments.com/videos/causeandeffect/Neuro_Written_Expression/lib/playback.html). This presentation helps educators identify specific breakdowns in the writing process. It discusses how the ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), word retrieval skills, executive functioning skills to organize inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output. Download handouts  (http://images.pearsonclinical.com/images/PDF/Webinar/NeuropsychologyWritten_Language_Disorders_handouts.pdf). Note: Minnesota Department of Education does not endorse any products presented within this webinar.