Participants will learn about research that informs how to identify children with characteristics of dyslexia and to intensify structured literacy interventions. First, we discuss findings from a large federally funded study exploring what teachers know about RTI and Multi-tier Systems of Support. Next, we present data highlighting the challenges schools face in identifying dyslexia within Response to Intervention (RTI). Then, we review current literature of structured literacy evidence-based practices and describe an evidence process for individualizing and intensifying instruction.
Tim Odegard, Stephanie Al Otaiba, Tamera Hutchings, Jessica Dainty, Kristi Baker, and Jennifer Stewart have no relevant financial or nonfinancial relationships to disclose.
Professor of Psychology,
Middle Tennessee State University
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