Instructional Guidelines for Orthographic Mapping: Examining Ways to Teach Literacy
Tuesday, May 13, 2025 | 4 p.m. (CT)
Join this interesting and informative presentation led by a true literacy legend, Dr. Linnea Ehri, a renowned researcher and respected leader in the teaching of reading. Dr. Ehri will discuss her theory of orthographic mapping, which involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory and explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print.
You’ll learn from the master herself as she explains how her theory lends itself to effective ways to teach reading. Her presentation is instructive, applicable, and inspiring for all educators who want to better understand reading instruction and improve their students’ outcomes.
Attendees will learn:
- How sight words are learned and the course of acquisition
- What skills to teach to enable sight-word learning
- How to teach grapheme-phoneme relations, phonemic awareness, decoding, and spelling skills
- Ways to improve vocabulary learning
- How readers store the spellings of sight words in memory and the research behind grapheme-phoneme relations
- The skills needed to perform orthographic mapping
- And much more!
We hope you’ll join us as we learn from a true changemaker in literacy instruction.
Presenter
Linnea C. Ehri, Ph.D., is a distinguished professor emerita of Educational Psychology at the Graduate Center of the City University of New York. She has received research awards from several professional organizations including AERA, SSSR, ILA, LDA, AIM, and NLA. She was president of the Society for the Scientific Study of Reading. She is a member of the Reading Hall of Fame. She served on The National Reading Panel, commissioned by Congress to report on research-based methods of teaching reading effectively to elementary students. She has published more than 160 papers in professional journals and books. Her research has provided scientific evidence clarifying how words are read automatically by sight, how children acquire word reading and spelling skills, and how instruction can facilitate acquisition of these processes.
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