This symposium presents current findings on how reading develops in the typical brain and factors that contribute to atypical reading development (i.e., developmental dyslexia). Participants learn about the research on longitudinal models of data-driven technologies for early screening of later reading problems. These models support teachers’ use of data for accurate instructional groupings. The third talk describes key elements of an early intervention model that focuses on language-rich learning environments and embedded instruction in early literacy skills. The final talk describes the challenges associated with applying screening and intervention research in a public school setting.
ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.
Disclosure: Margie B. Gillis, Nadine Gaab, Yaacov Petscher, and Sara Stetson have no relevant financial or nonfinancial relationships to disclose.
Associate Professor of Pediatrics,
Boston Children's Hospital, Harvard Medical School; Department of Medicine/Division of Developmental
President, Literacy How, Research Affiliate, Haskins Laboratories,
Director, Quantitative Methodology and Innovation Division; Associate Director,
Florida State University