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  Course Details
Searching for the Equivalent of Phonological Awareness in Early Numeracy
Course Level: Intermediate
Course Type: Distance
In-depth:
CPD Long Term:
CPD Credit Hours: Hours: 1 Minutes: 0
  Event Address

Telephone:
Fax:
  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 0330 135 7030
Email: srostill@patoss-dyslexia.org
Fax:
Website: www.patoss-dyslexia.org
  Event Details
Dates: 24/04/2021 - 24/04/2022
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 163.00
SASC Ref.: PAT-15870-240421-OL
   Audience Restriction
Member £163, Non-member £198. This is a seminar from the Patoss Virtual Conference & AGM and must be bought as part of the complete conference.
   Course Summary
This is a seminar at the Patoss 2021 Virtual Annual Conference & AGM. This session is one hour and 15 minutes long
   Course Detail
In the study of typical and atypical reading key early predictors of later reading success, such as phonological awareness and phonics have been identified. The discovery of these key building blocks of the reading brain have been translated into screeners for children at risk as well as evidence-based interventions for struggling readers. In this talk, I will discuss whether similar key foundational skills can be identified for better understanding individual differences in early numeracy development and what they are. In this context, I will discuss how children learn the meaning of numerical symbols (i.e. number words and Arabic numerals) and how differences between children in their processing of symbols maps onto their learning of arithmetic. I will discuss the implications of this work for screening and remediation of mathematical learning difficulties. Furthermore, I will discuss the overlap between reading and mathematical difficulties.
   CPD Themes
  • SpLD testing methods, interpretation, report writing, feedback and test materials
   Audience
  • Assessors
  • Support
   Pre-requisites
  • Delegates will need to book a place on the Patoss 2021 Virtual Conference & AGM to access this seminar
   Learning Outcomes
  • how children learn the meaning of numerical symbols (i.e. number words and Arabic numerals) and how differences between children in their processing of symbols maps onto their learning of arithmetic.
  • Discuss the implications of this work for screening and remediation of mathematical learning difficulties
  • Discuss the overlap between reading and mathematical difficulties