The early identification of dyslexia can lead to timely and appropriate intervention and prevent or reduce the negative consequences often associated with dyslexia. This symposium considers the challenges faced in early identification and how recent developments in theory and technology have begun to address them. The implications of this work for practice (and policy) in the schools and elsewhere is highlighted.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
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.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
Disclosure: Hugh Catts, Yaacov Petscher, and Fumiko Hoeft have no relevant financial relationships to disclose. Hugh Catts and Yaacov Petscher are funded by a grant to develop a screening and assessment protocol for the early identification of dyslexia and language problems. Fumiko Hoeft is an IDA national board member-at-large and will discuss the development of a screening tool that involves a collabortion with a non-profit organization, Curious Learning.
Professor and Director,
Florida State University
University of California San Francisco; International Dyslexia Association
Director, Quantitative Methodology and Innovation Division; Associate Director,
Florida Center for Reading Research and National Comprehensive Center to Improve Literacy for Studen
0.25 - ASHA CEU
2.75 - Clock Hours
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