Thursday, May 3, 2018 8:00am-4:00pm
Course #6 – The Neuropsychology of Reading and Written Language Disorders: A Framework for Effective Interventions
by Steven G. Feifer, DEd, ABSNP, Monocacy Neurodevelopmental Center
About the Speaker
Steven G. Feifer, DEd, ABSNP is an internationally renowned speaker and author in the field of learning disabilities, and has authored seven books on the neuropsychology of learning and emo- tional disorders in children. He is dually trained as both a licensed school psychologist, and also holds a diplomate in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year. He was also honored as the Distinguished Alumni Scholar by Indiana University of Pennsylvania in 2011. Dr. Feifer has conducted more than 600 professional workshops throughout North America, and frequently consults with numerous school districts across the country. He continues to evaluate children in private practice at the Monocacy Neurodevelopmental Center in Frederick, MD. Dr. Feifer has authored two tests on diagnosing learning disabilities in children; the FAR and the FAM, both published by PAR. Disclosure: Financial –Dr. Feifer is in private practice and receives royalties from his publisher, PAR. Nonfinancial – There are no nonfinancial relationships to disclose.
Target Audience (who should attend): School Psychologists, General Education Teachers, Special Education Teachers, Resource Room Teachers, Title 1 Teachers, Speech-Language Pathologists, Principals/Administrators, and Professional Support Staff
Target Age Range: Pre-Kindergarten through 12th Grade
Course Description: This course will examine reading and written language disorders from a brain-based educational perspective, and classify both dyslexia and dysgraphia into distinct subtypes. There will be a detailed discus- sion linking each learning disorder’s subtype with scores of evidence-based interventions. Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction. The use of neuropsychological assessment addressing multiple cognitive constructs that underscore literacy will be featured. For instance, the role of phonological processing, orthographic processing, working memory, language and motor skill de- velopment, and executive functioning will be discussed as being crucial for effective literacy skills to emerge. Lastly, the “90-minute” learning disorders evaluation highlighting the Feifer Assessment of Reading (FAR) battery will be in- troduced as a more effective means to both identify and remediate language-based learning disabilities in children.
What You Will Learn
Course Objectives– Participants will be able to:
• Discuss current literacy rates in the United States and trends in reading achievement
• Differentiate “developmental dyslexia” from other learning disorders, and discuss how schools can best screen for early reading pitfalls in children
• Discuss four universal truths with respect to teaching reading based upon brain-behavioral principles
• Describe a brain-based educational model of reading and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype
• Discuss five essential steps for effective written language instruction
• Describe the 90 minute LD evaluation measuring eight core constructs associated with learning disorders in children, including the Feifer Assessment of Reading (FAR) battery