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.
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.
Vice President, Board of Directors Professor, Special Education and Reading,
Center for Effective Reading Instruction, Southern Connecticut State University