Decades of research has led to a deep understanding of the mechanisms underlying children’s struggles in learning to read. However, evidence-based intervention programs remain costly and, in many areas of the country (and world), are not widely available to children with dyslexia. There is great promise that education technology can fill this void by providing broad access to tools for assessment and intervention. This symposium highlights efforts to develop technologies that are grounded in extensive scientific literature on what works for children with dyslexia.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.
READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TECHNOLOGY: Access potential applications of language-based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.
Disclosure: Jason Yeatman and Nadine Gaab have no relevant financial relationships to disclose. Kevin Larson, Stephanie Gottwald, and Tinsley Galyean receives salaries from companies that have products or services that may be discussed during part of this session. No nonfinancial relationships exist.
Associate Professor of Pediatrics,
Boston Children's Hospital, Harvard Medical School; Department of Medicine/Division of Developmental