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Assessment of Dyslexia, Reading Disorders, and Specific Learning Disabilities: Testing for Teaching
September 30 @ 7:00 pm - 9:00 pm$30.00
Presented by Susan Lowell. According to federal special education law, IDEA, and the US Dept. of Education, Office of Special Education and Rehabilitative Services (OSERS), schools can, and should, make the diagnosis, and as early as possible. We’re here to help you by bringing in one of the world’s top authorities on testing for dyslexia. Let’s not make them wait until they’re teens, or even adults, to get the research-based help they need. Let’s change their lives now by making that diagnosis.
In this timely session, assessment of specific learning disorders (SLD), including dyslexia, conducted in public schools will be discussed using a component model and an educational diagnostic approach. The definition and prevalence of dyslexia, the most common language-based specific learning disability, SLD, will be presented. Assessment will target the symptoms of dyslexia and reading disorders. The role of receptive and listening vocabulary; phonological and phonemic awareness; phonological memory; rapid automatic naming; early literacy skills including letter name and letter sound, phonics accuracy and automaticity; decoding; fluency; orthographic processing; reading comprehension; spelling; and writing development in literacy development will be discussed.
The important information presented will include a review of federal special education law, IDEA, as it pertains to SLD and dyslexia assessment, identification, and diagnosis in public schools. US Department of Education, Office of Special Education and Rehabilitative Services (OSERS) guidances concerning SLD and dyslexia will be shared. Analysis of DSM-5 and its criteria for identification, diagnosis, remediation and accommodation of diagnosed learning disorders will be presented. Professional and ethical guidelines when using standardized assessment measures used for clinical evaluations will be reviewed. Testing for teaching will be the focus of this session. “Testing for teaching” means that assessment will be linked to instruction, generating recommendations for specially designed instruction, together with needed accommodations or modifications to the regular education program. A well-conducted assessment identifies a student’s strengths and weakness. It provides a guide for developing individualized evidence-based literacy instructional planning. If you need the information necessary to diagnose dyslexia and other reading disorders, don’t miss this session.
Earn 2 CE hours or, for SLPs, 2 CMHs. Go to www.readingwithtlc.com