Lynn Kuhn, M.A., CCC-SLP, has spent her professional career committed to student achievement through high quality instruction. Lynn believes the classroom teacher is paramount to the success of the students in their classrooms. Lynn is a speech-language pathologist, special and general educator, diagnostician, literacy and dyslexia specialist, coach and facilitator supporting early childhood through secondary educators. Lynn’s areas of strength include oral and written language development, literacy, assessment data and analysis for results-based implementation plans, MTSS processes and differentiation. Lynn has worked in K-12 public school settings with general education and language-learning disability students. Lynn’s partnerships provide her with the ability to participate in strategic educational discussions. Lynn was the professional development coordinator for the Colorado Reading First Program and an Early Reading First consultant. She supported the development and implementation of Statewide Literacy Initiatives: The Multisensory Structured Language-Literacy Cadre and the Rural Secondary Literacy Project. She was an active member on the PK-20 initiative, writing team for the state literacy plan and the Commissioner of Education’s Literacy Work Group. Lynn is the President of the Rocky Mountain Branch of the International Dyslexia Association. Lynn believes literacy rates in our nation are a moral and social justice issue we have the ability to change.
Concurrent Session Description
Never Too Late: Supporting the Success of Struggling Adolescent Readers
(Special Ed, Dyslexia, Other Learning Challenges, Components of Literacy Instruction, Curriculum, Adolescent Literacy, General Science of Reading)
Do our older students know the mechanics on how to read big words? We know that reading big words accurately and fluently empowers them as learners and is essential to the goal of reading: comprehension. As students move beyond reading simple texts, they will encounter more and more multisyllabic words. A syllable approach to reading and spelling helps students better understand the organization and pronunciation of larger words. It gives the classroom a common vocabulary to use when discussing how words separate and come together again; sometimes to create new meanings. It will also allow students to learn about the meaningful relationships between words that will contribute to vocabulary growth. Come and acquire the linguistic components and structured language and literacy techniques to embed into one’s existing reading instruction in grades 3 and beyond. If older students have a strong understanding of how syllables and morphemes work, how to internalize the parts, and be able to read the word and figure out its meaning, they can eliminate guessing and increase accurate decoding! We should NEVER GIVE UP on a student. They deserve the RIGHT to quality reading instruction at any age.
Target Audience(s): Elementary, Middle/ Jr. High, High School
Education Track(s): New to the Science of Reading