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| Learning-to-Read: The Science of Behavior and Early Reading Instruction |
| Monday, May 29, 2023 |
| 12:00 PM–12:50 PM |
| Convention Center 405 |
| Area: EDC/VBC; Domain: Translational |
| CE Instructor: Margaret Uwayo, Ph.D. |
| Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
| JO ANN PEREIRA DELGADO (Teachers College, Columbia University) |
| MARGARET UWAYO (Kalamazoo Academy for Behavioral & Academic Success (KABAS) and YWCA of Kalamzoo) |
| LEANNA MELLON (SUNY New Paltz) |
| Abstract: The purpose of this panel discussion is to highlight recent contributions of the science of behavior to early reading instruction for P-12 children with and without disabilities. Proficient reading is foundational to an individual’s academic and social success. Yet, in the United States only 32% of fourth grade students read proficiently in 2022 - a statistic that is, in part, lower than previous years because of the COVID-19 pandemic. The science of behavior has identified research-based teaching operations that can offer improved early reading outcomes for school-age students. In this panel discussion, researchers and practitioners will discuss applications of the science of behavior to reading instruction and how it can be used by P-12 educators to improve early reading outcomes. Panelists will discuss how early reading is an extension of verbal development and how interventions from the science of verbal development can increase early reading outcomes. This panel is one of two panels that will highlight the contributions of the science of behavior to reading instruction. |
| Instruction Level: Intermediate |
| Target Audience: IThe audience should have a basic understanding of applied behavior analysis and its application to education. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize the role of early reading in verbal development; (2) describe a strategic science of teaching and its application to early reading instruction; (3) discuss various contributions of the science of behavior to reading instruction. |
| Keyword(s): Pedagogy, Reading, Verbal behavior, Verbal development |
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