The presentation synthesizes a series of studies investigating response to a comprehensive reading intervention, with a focus on children whose word level reading skills remain below average after the intervention, known as persistently poor responders (PPR). First, neuroimaging studies characterizing and predicting treatment response will be discussed. Then it focuses on results using behavioral measures to predict treatment response. The presentation concludes with a discussion on differentiating instruction to better meet the needs of PPR.
Anna Middleton is employed by the publisher of the program that may be discussed in this session. None of the author contributors have a conflict of interest. Emily Farris has no relevant financial to disclose Emily Farris and Anna Middleton have no nonfinancial relationships to disclose.
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
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