A difficulty in learning to read or spell that is unexpected in relation to other cognitive abilities could indicate dyslexia or a related disorder. Whether there is a diagnosis or not, the instruction for students with dyslexia or a related disorder and those who are struggling with reading and spelling is the same.
In Unexpected Underachievement, participants learn 1) models of literacy acquisition, 2) domains of language and how they impact literacy and learning, 3) characteristics of dyslexia, 4) effective activities and strategies for learning to read and spell well, and 5) appropriate accommodations.
Audience:
Teachers interested in or responsible for at-risk students or students with dyslexia
(NOT appropriate for those who have completed Basic Language Skills)
Objective:
Focused instruction on specific needs; Tier II instruction
Alignments:
Hours:
6 hours
Materials:
Expert Perspectives on Interventions for Reading
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