Presented by David Kilpatrick
The presentation focuses on how children learn to read words and why some children struggle. Understanding word-level reading development and its problems will guide both assessment and intervention.
Studies consistently show the most commonly used intervention approaches provide limited beneﬁts for weak readers, while others show that some approaches can yield very large reading gains for such students. Once we understand how reading works and why some students struggle, the reasons for this pattern of intervention ﬁndings become clear, and then the focus is on establishing the best instructional and intervention practices.
PARTICIPANTS WILL LEARN:
- what research shows about how word-reading skills develop,
- why some students struggle in word-level reading, including those with severe reading disabilities,
- how to evaluate students to determine precisely why they are struggling in reading,
- how to be conﬁdent and capable in doing “dyslexia evaluations”,
- why the most common intervention approaches yield limited outcomes,
- about highly effective approaches to preventing and correcting reading difﬁculties, and be provided with access to free follow-up materials.