Enhancing Early Literacy Outcomes within Tiered Systems
Prevention, Treatment, and Diagnosis of Specific Reading and Writing Disabilities within MTSS
Thursday January 23, 2020 1:00 PM - 4:15 PM
During this session, practitioners will examine the critical assessment and instructional design features required for multi-tiered intervention for language-based deficiencies that often manifest in both reading and writing difficulties. Specifically, learner profiles related to morphological/syntax-phonological-orthographic (oral and written language disabilities), phonological-orthographic (dyslexia), and orthographic-only (dysgraphia) instructional needs will be discussed and a conceptual framework for selecting the most intensive supports (tier 3 interventions) will also be presented.
Participants will be able to:
- Explain how language development impacts reading and writing skill development
- Identify characteristics and subtypes of learner profiles who are at-risk or have a language-based disorder
- Select an evidence-based reading and/or writing practice given deeper understanding of language and how deficiencies manifest in reading and writing
- Differentiate between tier 1, tier 2 and tier 3 supports and services
- Collaborate with instructors using case study analysis to generate instruction and intervention recommendations and determine need for psychoeducational evaluation.
Administrator, General Education Teachers (K-2) full complement of grade-level teachers associated with scope of impact), Special Education Teachers (K-2), School Psychologist,
Literacy Specialist/Coach, MTSS Coordinator/School Improvement Specialist,
ESL Provider, Speech/Language Therapist, Family Member, Curriculum Coordinator and/or Special Education Director, IU TaC