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March 22, 2018
Enhance your understanding of the dyslexia identification process through a differential diagnosis approach using the combined expertise of Educational Diagnosticians, Licensed Specialists in School Psychology, Speech-Language Pathologists, and Teachers that assess for dyslexia. Participants will consider the domains to assess for dyslexia from multiple perspectives and how to use cognitive processing, cross-battery assessment, and speech-language evaluation as part of the evaluation process to differentiate between dyslexia and other disabilities. Session and materials are partially funded through state or federal grants. DETAILS
Dyslexia Program Basics with Teacher Resources
Texas Dyslexia Identification Academy
Module 1 is the first of five modules developed by TEA to assist school districts and charter schools in the identification of students with dyslexia. The objectives for Module 1 are to define dyslexia and related disorders, explore the characteristics and common risk factors of dyslexia at varying age and grade levels, explore elements of reading, and review associated academic difficulties and conditions that may co-exist with dyslexia.
Module 2—Dyslexia Evaluation
Module 2 is the second of five modules created by TEA to assist school districts and charter schools in the identification of students with dyslexia. The objectives of Module 2 are to review the why and when for assessing dyslexia. Module 2 will also review the processes for dyslexia assessment and related disorders as outlined in The Dyslexia Handbook, 2014.
Module 3—Considerations for ELLs
Module 3 is the third of five modules developed by TEA to assist school districts and charter schools in the identification of students with dyslexia in the ELL student population. The objective of Module 3 is to review the process of second language acquisition, research on the relative effectiveness of different language programs, the various types of orthography that exist around the world, and the benefits of bilingualism. Data gathering and formal evaluation, as well as, instructional programming for ELLs will also be reviewed.
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