0      0

2017 Reading, Literacy & Learning Virtual Conference

T48 - Can Young Adolescents With Dyslexia Close Achievement Gaps With Their Peers? A Longitudinal Case Study

Nov 9, 2017 5:00pm ‐ Nov 9, 2017 6:00pm

Standard: $20.00


This session uses detailed longitudinal assessment data involving a sixth-grader with dyslexia to show that appropriate research-based changes to a students educational program, if implemented with fidelity, can make a very substantial impact on the students achievement. After about two and a half years, multiple adjustments to the students special education interventions resulted in a significant narrowing and even some closing of her achievement gaps in reading. The session concludes with suggestions for educators for designing and improving interventions for students with dyslexia.

Learning Outcomes:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
  • 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: Assess the critical issues of adolescent literacy including the nature of the problem, differentiated language needs of students and effective instructional solutions (principles and practices).

Disclosure: Louise Spear-Swerling has no relevant financial or nonfinancial relationships to disclose.


  • Louise Spear-Swerling, Ph.D., Department of Special Education & Reading Professor, Southern Connecticut State University

You must be logged in and own this session in order to post comments.