Reading-disability assessment continues to evolve as more is learned about dyslexia and identification methods. This session presents one model that can be used to both identify dyslexia and determine which specific literacy skills a student has yet to master. Presenters provide tools that educators can use to organize information obtained from informal and formal assessments. The goal is to support accurate identification of areas of literacy underachievement that need to be targeted through instruction.
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.
Disclosure: Erin Alexander and Timothy N. Odegard have no relevant financial or nonfinancial relationships to disclose.
Ed.S., NCSP, CALP,
Assistant Director for Clinical Services,
Tennessee Center for the Study and Treatment of Dyslexia
Professor of Psychology,
Middle Tennessee State University
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