In a number of multilingual countries, children are provided literacy instruction in more than one language. In many of these countries, like those in southeastern Asia, languages belong to distinct writing systems. For instance, in India, many children learn to read in Hindi and English; however, Hindi is written in Devnagari, which belongs to the class of akshara writing systems, while English, which is written in the Roman alphabet, belongs to the alphabetic system. In such scenarios, it is crucial that children at risk for dyslexia be assessed in all the languages in which they are instructed. The symposium has three presentations, as described below.
ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
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.
HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
READING, SKILLS, & STRATEGIES: Examine the effect of age and method of instruction on the development of early literacy.
Disclosure: Nandini Chatterjee Singh, Cammie McBride, and Malatesha Joshi have no relevant financial or nonfinancial relationships to disclose.