This symposium presents a line of research investigating the modernization of traditional Orton-Gillingham approaches. The first question is the necessity of mastery-based learning for children with dyslexia. Second, is the role of directly teaching a reading concept and the value added by providing opportunities for distributed practice. Third, is the nature and needs of treatment resistors. Finally, the value added by directly teaching comprehension to children with dyslexia is discussed.
MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
Disclosure: Tim Odegard, Emily Farris, and Anna Middleton have no relevant financial or non-financial relationships to disclose. Jeremiah Ring is employed by the not-for-profit publisher of the program used to address the research questions in this session. No non-financial relationships exist.
Assistant Director for Educational Services and Research Initiatives,
Tennessee Center for the Study and Treatment of Dyslexia Middle Tennessee State University
Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish Rite Hospital for Children
Professor of Psychology,
Middle Tennessee State University
Texas Scottish Rite Hospital for Children Luke Waites Center for Dyslexia and Learning Disorders
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