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) how language develops;
2) the characteristics of dyslexia and how they impact literacy and learning;
3) the components of effective instruction for students with dyslexia;
4) appropriate accommodations that support students with dyslexia; and
5) to understand the types of assessments that identify dyslexia and other reading difficulties.
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
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