Thursday- March 8, 2018 8:00am-4:00pm
Course #15 -Dyslexia: Overview, Identification, Instruction and Intervention- Part 2- Day Two- Overview of Dyslexia, Building Blocks of Reading, Cognitive Processes of Reading, Reading Development, and Profile of Dyslexia: Experience Dyslexia
Timothy Odegard, PhD, is a Professor of Psychology, holds the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at MTSU, and oversees the efforts of the Tennessee Center for the Study and Treatment of Dyslexia. Dr. Odegard is trained as a Developmental Cognitive Psychologist whose re- search on memory and language uses experimental methods and neuroimaging to understand the development of these aspects of human cognition. His research in the area of reading strives to identify factors that predict the response of individuals with dyslexia and related specific reading disabilities to intensive interventions and leverage this information to improve intervention efforts to meet the needs of these individuals. He also completed a two-year dyslexia specialist training program at Texas Scottish Rite Hospital for Children in Dallas, Texas during his postdoctoral fellowship and has worked as an educator with students with reading disabilities. Disclosures: Financial- Dr. Odegard is employed by Middle Tennessee State University. There are no nonfinancial relationships to disclose.
Jennifer Cooper, PhD, is an Assistant Director for Educational Services and Research Initiatives at the Tennessee Center for the Study and Treatment of Dyslexia at Middle Tennessee State University (MTSU). She completed her PhD in Literacy Studies with a concentration in Literacy Measurement and Analysis at MTSU. Her research interests include creating data-driven, effective research-based interventions to maximize student achievement, analyzing student data to uncover trends using recent statistical developments, and examining the development of vocabulary knowledge and its contribution to reading comprehension. Disclosures: Financial- Dr. Cooper is employed by Middle Tennessee State University. There are no nonfinancial relationships to disclose
Target Audience (who should attend): General Education Teachers, Special Education Teachers, Resource Room Teachers, Reading Specialists, Speech-Language Pathologists, Instructional Assistants and Paraprofessionals
Target Age Range: Kindergarten through 3rd Grade
This 3-day course offers information and tools to support teachers of Tier 2 reading instruction for K-3 students with reading skill deficits that are characteristic of dyslexia. The instructional approaches and practices presented may be incorporated as components of a comprehensive program of literacy instruction. From this course, educators can expect to learn more about the developmental progression of reading skills, components of a balanced literacy plan, the identification of characteristics of dyslexia, and the assessment process of universal screeners and RTI to inform decisions related to instruction.
This is Day 2 of this 3-day course.
What You Will Learn
Course Objectives– Participants will be able to:
• Identify instructional practices validated as effective components of a balanced literacy plan
• Demonstrate an understanding of the components of a response to instruction intervention (RTI) framework
• Identify common universal screeners implemented with RTI
• Differentiate between universal screening and the survey level assessment process
• Identify skill deficits using student data obtained as part of the survey level assessment process
• Adequately describe the relationship between skill deficits and differentiation of instruction