The Comprehensive Test of Phonological Processing (CTOPP) and the Rapid Automatic Naming Test (RAN/RAS) are two of the simplest yet most powerful tests for pinpointing what is underlying reading problems. Whether you are a parent, clinical specialist or educator, understanding how to interpret these tests gives you powerful insight into how to build an effective roadmap for remediation.
Kelli Sandman-Hurley, Ed.D. is the co-founder of the Dyslexia Training Institute. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process.
Being able to differentiate between AD/HD and dyslexia is a critical skill for parents, specialists, tutors and educators. Because of what we now have confirmed through fMRI studies (brain studies), we know that each learning challenge must be treated differently...and effective planning is necessary whether your child or student is at school, home or with their tutor.
Dyslexia Interventions In the Classroom: Choosing and Implementing Dyslexia Intervention Programs In the ClassroomMichael Hart2019-11-18T01:13:28+00:00
This two hour course is a follow up from our previous course entitled Dyslexia Screening in Schools: Supporting Our Teachers By Doing it Right! In this course we will provide a clear "map" for selecting and implementing intervention programs based on the results of the universal screening process.
As parents, educators and specialists, understanding how to interpret test scores is a crucial component to being able to advocate for kids, to make informed decisions and ultimately create an effective roadmap for remediation. By understanding how to interpret test scores, you put yourself in the drivers seat to help your dyslexic child or student.
When you think about accommodations for dyslexic students, think of them as building bridges that will help the student lead with their strengths and bypass their weaknesses. This is as critically important as implementing the proper intensive, multisensory instructional strategies such as the Orton Gillingham approach.
Time: 35 Minutes Audience: Educators, Specialists Level: Introductory “Allowing children to fail, to think they’re ‘dumb,’ is no longer acceptable.” Sally Shaywitz, MD Far too often, bright children with dyslexia are misunderstood or become “invisible” in the classroom because, at lease in the early year, they are able to compensate by leveraging their substantial intelligence. Year after year, they fall further and further behind in the development of basic literacy skills because we get distracted by their strengths and completely miss why they’re struggling so [...]