Dyslexia and Other Language Disorders – Webinar

An alarming number of children (approximately 67% of children nationwide and more than 80% of those from low socioeconomic backgrounds) are unable to read proficiently by the end of third grade (AECF, 2010). Research demonstrates that students not reading proficiently by the end of third grade are four times more likely to drop out of high school (AEFC, 2010, Hernandez, 2011). Extensive research based on the science of reading indicates that the effective instruction of reading and writing must include a language- based approach that is direct, systematic, explicit in content, and includes a focus on the foundational skills of phonological and phonemic awareness, vocabulary study, and comprehension (NRP, 2000). Children with written language disorders (difficulties with reading, spelling, and written expression) encounter significant barriers to educational access, preventing them from successfully participating in academic activities and learning.

Highlights

• Immediately identify, evaluate, and plan treatment for those at risk for written language disorders
• Examine the role of the speech-language pathologist in the assessment and treatment of dyslexia and other written language disorders