Enhancing Early Literacy Outcomes within Tiered Systems
Prevention, Treatment, and Diagnosis of Specific Reading and Writing Disabilities within MTSS
Wednesday May 13, 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
Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: Kelly Kapp, at 717-901-2271, or firstname.lastname@example.org