Essential Multisensory Strategies for Linking Literacy to Reading in The Brain

Essential Multisensory Strategies for Linking Literacy to Reading in The Brain
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The brain is hardwired for listening and speaking, but not for reading a written symbolic code. Many brains need explicit foundational exposure to the early reading skills in order to create a neural imprint to link the visual form of the letter to sounds blended together in words, and meaning while building networks for automaticity and fluency. For twenty years since the publication of the National Panel Reading Report by the Institute of Childhood Health, we have known about the science of teaching children how to read and yet this is often not common practice. Gaining a deep understanding of language structure and how to link the visual auditory and kinesthetic through explicit, systematic, cumulative and responsive instruction will yield a generation of readers and allow all children to access print and share their collective voices.

Course Outline

This training will introduce you to the process of reading in the brain and essential multisensory strategies that can be employed to teach reading. The focus is on children who struggle to gain proficiency with automaticity and fluency, but additionally on best practice and strategies that can be used to extend and integrate into literacy-based programming and instruction. It is a practical and interactive course that will mix lecturing with practical take and go exercises.

Course Objectives

Participants will learn:

  • The standard stages of reading and spelling
  • The process of reading in the brain
  • Research-based multisensory, direct and systematic instructional strategies that can transfer to a classroom setting
  • Interactive games and extension activities that are fun and purposeful
  • Fundamental linguistic components of early literacy instruction
  • Overview of a multisensory-based reading lesson
  • Adaptive models of literacy instruction for different learners
  • Effective digital application for a virtual lesson

Who Can Benefit?

This course is suitable for educators, parents, and specialists who are working with children or are interested in the field of literacy.

Providers Terms
  1. Please note that registration will be on a first-come-first-served basis and course fees must be paid prior to closing date to reserve a place.
  2. Payment of fees is not a guarantee for the event to be staged as planned. Should the event be cancelled for any reason, a full refund will be made to all registered participants and no other claims are allowed. The organizer disclaims responsibility should any change in the event occur for any reason.
  3. Participants to the course are not allowed to split registration for different persons.
  4. For 1 full day seminar, only one set of meal entitlement per day shall be given to the registered participants. For half day seminar, only coffee and tea will be provided.
  5. Food served will be “no pork and no lard”.
  6. No refund of fees for participant cancellations including medical leave but substitutions are allowed with written request to organizer at least two working days before the course commences.
  7. Registration will be taken as confirmed upon receipt of payment or issuance of invoice. Any cancellation will not be allowed. However, substitutions are allowed with written request to organizer at least two working days before the course commences. Please note that registration will be on a first-come-first-served basis. Payment must be received by due date, before attendance of training.
  8. All information provided in this form is accurate up to the closing date of normal registration.
Early Bird$237Closed
Normal Price$274Book


Early BirdClosedNormal Price$274
Contact Hours:

7.0 hrs


Wed, 01 December 2021

Start Time:

9:00 AM


2 Morning Sessions







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Bridging Talents
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Laurie J. Cousseau

Laurie J. Cousseau is an Accredited Training Fellow with the Academy of Orton-Gillingham Practitioners and Educators), a Certified Dyslexia Therapist with the International Dyslexia Association, a licensed Reading Specialist K-12. She is the director of a clinical reading center in western Massachusetts, and former director of the Kildonan Teacher Training Institute with more than twenty years of experience as an educator working in a variety of settings: independent schools, public school districts, Amherst College, The Reading Institute, and Baypath University. She has presented widely at national and international conferences and schools

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