This webinar will discuss the importance appropriate language and literacy testing plays in the remediation of reading-based disabilities. It will review current controversies with respect to the dyslexia diagnosis, as well as describe the role of language as a contributing factor to reading and writing deficits. The limitations of popularly recommended reading approaches/programs (e.g., Orton-Gillingham, Wilson, Lindamood-Bell, Barton, etc.) will be discussed with respect to the exclusivity of use.
Finally, the process leading up to the appropriate treatment goal recommendations will be outlined.
ASHA: 0.15 ASHA CEUs, Intermediate Level
CA SLPAHB: 1.5
CMH: 1.5
Tatyana Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations. She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School.
At the end of this webinar learners will be able to:
-Discuss the connection between language and literacy
-Summarize current debates as pertaining to the dyslexia diagnosis
-Discuss strengths and limitations of popular reading programs and approaches
-Describe appropriate goal target selection with respect to the remediation of reading deficits
This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.
Financial— Tatyana Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference
Nonfinancial— No relevant nonfinancial relationship exists.
5 mins – Disclosures, Introduction
25 mins – Objectives:
-Discuss the connection between language and literacy
-Summarize current debates as pertaining to the dyslexia diagnosis
-Discuss strengths and limitations of popular reading programs and approaches
-Describe appropriate goal target selection with respect to the remediation of reading deficits
20 mins – Methodology: evidence based reading intervention procedures
30 mins – Recommendations: considerations for special populations, adverse impact on education
10 mins – Q&A
