Seattle Course # 25- Dyslexia: Overview, Identification, Instruction and Intervention- Part 3 -Interventions for Dyslexia: Tools to Use

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Friday- March 9, 2018      8:00am-4:00pm

Course #25 -Dyslexia: Overview, Identification, Instruction and Intervention- Part 3- Day Three- Interventions for Dyslexia: Tools to Use

by Dr. Timothy Odegard & Dr. Jennifer Cooper-Middle Tennessee State University             

About the Speaker

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 research 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

Course Description: 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 3 of this 3-day course.

 What You Will Learn

Course Objectives– Participants will be able to:

• Demonstrate an ability to plan a letter knowledge, phonological awareness and phonics lesson

• Demonstrate an ability to plan a decoding and spelling lesson

• Demonstrate an ability to plan a fluency lesson

• Demonstrate an ability to set goals for progress monitoring

• Demonstrate an ability to plan lessons to address background knowledge

• Demonstrate an ability to plan a vocabulary lesson