Charles Haynes, EdD, CCC-SLP
Professor for the Department of Communication Sciences and Disorders in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions
IN-PERSON COURSE LOGISTICS
Do you have grade school or middle school students who struggle with expressing themselves orally and/or in writing? Ample research shows that graphic organizers enhance the quantity and quality of all students’ paragraph and multi-paragraph-level writing, however, these visual scaffolds provide insufficient support for students with dyslexia and related language learning difficulties. Participants in this hands-on, interactive workshop will learn concrete, topic centered methods for strengthening students’ vocabulary use, sentence formulation skills, as well as inter-sentence cohesion and elaboration abilities. These structured literacy methods are drawn from Landmark School’s best-selling book for teachers and parents, From Talking to Writing: Strategies for Supporting Narrative and Expository Writing, Second Edition (Jennings & Haynes, 2018).
This intermediate-level presentation is suited for reading specialists, classroom teachers, speech-language pathologists and/or school administrators.
Materials will be provided on-site.
|July 22, 2022
8:30am - 3:00pm
Over 98% of educators felt that their Outreach Summer Institute seminar provided them with strategies and tools that will help their students.
Dr. Haynes is a Professor and Clinical Supervisor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston. While at the Landmark School in the 80’s and 90’s, he helped to pioneer language-based curricula for children with dyslexia and expressive language impairments. He received his doctorate from the Harvard Graduate School of Education under Dr. Jeanne Chall, and has longstanding interests in early diagnosis of dyslexia in different languages as well as in effective strategies for diagnosing and treating reading and writing difficulties. Dr. Haynes has been PI or Co-PI on more than $3,000,000 of studies in the United States, the Middle East, and Brazil, and has authored numerous theoretical and practical studies of spoken-written language relationships. With colleagues in different countries, he has developed cognitive and linguistic assessments predicting grade school literacy in Japanese, Arabic and Portuguese. His is most recent book is From Talking to Writing: Strategies for Scaffolding Narrative and Expository Expression, second edition. In 2014, he received the Margaret Byrd Rawson Lifetime Achievement Award from the International Dyslexia Association for his contributions to the field of dyslexia.