Katie Pace Miles
Katie Pace Miles, Ph.D., completed her doctorate in Educational Psychology: Learning, Development, and Instruction with a sub-specialization in Research on the Acquisition of Literacy with Dr. Linnea C. Ehri. In her tenure-track faculty line at Brooklyn College, she oversaw the graduate and undergraduate development and teaching of literacy courses in the Early Childhood department. As a former early childhood/childhood teacher and learning specialist, Katie conducted reading and writing assessments and interventions with students with literacy delays and disabilities. She worked closely with teachers, families, and school psychologists to support student progress.
Thought Leader Session Description
High Frequency Words: Considerations Based on Research
Katie Pace Miles
(Special Ed, Dyslexia, Other Learning Challenges, Components of Literacy Instruction, Curriculum, Coaching/Instructional Support, General Science of Reading)
Dr. Katharine Pace Miles has conducted research on emergent learning of high frequency words (HFW). She will be sharing her findings as they pertain to learning HFW in isolation vs. in-context, learning content vs. function HFW, and the questionable approach of having emergent readers learn these words in isolation on flashcards. Dr. Miles will discuss alternative approaches to learning HFW that align with Ehri’s theory of orthographic mapping.
Target Audience(s): Elementary
Education Track(s): New to the Science of Reading
Concurrent Session Description
Analyzing High Frequency Words and Reconsidering Instructional Approaches
Katie Pace Miles
(Special Ed, Dyslexia, Other Learning Challenges, Components of Literacy Instruction, Curriculum, Coaching/Instructional Support, General Science of Reading)
In this session, Dr. Miles will extend her Thought Leader presentation on the research behind high frequency words into a hands-on session where participants will analyze lists of words, practice mapping grapheme-phoneme relations in words, conduct a case study, and learn new instructional approaches to ensure high frequency words become securely stored in memory.
Target Audience(s): Elementary
Education Track(s): New to the Science of Reading