Dyslexia Training
In response to recent state and federal legislation mandating renewed focus on dyslexia, LCIRT has updated its professional development services for schools and colleges around dyslexia screening, interventions, and teacher training.
Our customized onsite workshops or online webinars offer contemporary understanding of dyslexia neuroscience and pedagogy for all levels. LCIRT offers high quality Professional Development to K-12 schools and colleges, as well as to teacher preparation programs that want to deepen their understanding of dyslexia.
U.S. states with laws, initiatives, or resolutions related to dyslexia (shown in blue).*
*As of December, 2015. Source: Youman, M.,& Mather, N. (2015). Dyslexia Laws in the USA: An Update. Perspectives on Language and Literacy.
A series of face-to-face, onsite workshops or online webinars can provide support to educators in the following areas:
“Dyslexia is a specific learning disability that is neurobiological in origin.”
- International Dyslexia Association, 2002
It is characterized by:
- Deficits in processing speech sounds of language (phonology)
- Difficulty with accurate/fluent word recognition
- Poor spelling and handwriting
- Secondary difficulty with reading comprehension and fluency, written expression
- It is NOT primarily related to visual processing or seeing letters/words backwards
Students with dyslexia have difficulty processing sounds of language accurately and automatically. Even before students learn to read, there are predictive symptoms that include difficulty with:
- Learning the alphabet
- Recognizing sounds and shapes of letters
- Rhyming
- Counting syllables
- Pronouncing words accurately
- Recognizing common words
- Learning to write letters
Even after students learn the early stages of reading, spelling and writing, there may be persistent signs of dyslexia that include:
- Slow, dysfluent reading
- Need for extended time for reading and writing
- Reluctance to read aloud, especially in front of peers
- Weak reading comprehension
- Poor spelling and handwriting
- Avoidance of reading and writing tasks
Early interventions (in primary grades) are most effective in preventing or minimizing the negative impact of dyslexia on academic success and self-image. These include:
- Screening to identify students at risk
- Systematic, language-based instruction in phonemic awareness, orthography (spelling patterns), and morphology (word structure)
- Explicit support and practice in developing fluency
However, Landmark College is proof that interventions for older students with dyslexia work, including:
- Specialized remedial reading and spelling systems
- Supportive technology
- Strategy instruction in reading, writing, and study skills
LCIRT offers schools and colleges professional development in all these areas via:
- Customized, on-site training
- Online learning, including webinars
- Consulting via phone or Skype