What’s Next after Dyslexia Screening: SPELL-Links to Reading and Writing

Presenter: Jan Wasowicz, Ph,D., CCC-SLP

Overview

Universal screening for dyslexia is an important first step in identifying and helping students with dyslexia and other language-based reading and writing problems. It's what happens after the screening that determines if identified students receive the intervention they need to achieve the outcomes all stakeholders want to see. In this webinar, you'll learn how to precisely match diagnostic assessment data with specific multi-linguistic lessons and activities that target the individual student's underlying linguistic deficits and remediate reading and writing deficits using structured literacy intervention. You'll become familiar with how to use this multi-linguistic intervention program to monitor student progress and how to use the collected data for informed decision-making.

Learner Outcomes
As a result of this activity, the participants will be able to:

1. State the goal of each of four steps in the process of identifying and remediating students with dyslexia and name at least one tool that may be used to accomplish each stated goal.
2. Explain a general limitation of standardized diagnostic tests for planning targeted intervention and provide one specific example.
3. Describe one prescriptive assessment tool that precisely matches intervention with a student's underlying linguistic deficits; explain how to use that tool to deliver targeted multi-linguistic intervention.
4. Describe the recommended progression through a targeted, multi-linguistic intervention program, including collection of progress monitoring data, and describe the expected outcomes when implementing this approach.

Agenda
1. Introduction; Overview of the multistep process of identifying and remediating students with dyslexia and other language-based reading and writing problems
2. Review a sample summary of dyslexia assessment data and discuss limitations for planning targeted intervention
3. Examine a multi-linguistic intervention program; discuss how each linguistic component is targeted, as needed, to meet the individual student's instructional needs, how progress is monitored while using the program, and what outcomes can be expected.
4. Questions and Answers

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

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