Learning to read and spell is not a natural process. Some students will struggle to become skilled readers, despite adequate classroom instruction. This persistent struggle might indicate dyslexia or a related language-based learning disorder. Proper identification and evidence-based instruction are essential for student success. In Defining Dyslexia, participants will explore:

1. models of literacy acquisition;
2. domains of language and how they impact literacy and learning;
3. characteristics of dyslexia;
4. critical evidence-based components of dyslexia instruction;
5. related learning differences and disabilities; and
6. appropriate accommodations.

Audience:
Teachers interested in or responsible for at-risk students or students with dyslexia (NOT for those who have completed Basic Language Skills)

Hours:
3 hours

Alignments:
Standards Alignment for Defining Dyslexia

Taking Virtual Classes and Technical Requirements:
 https://www.neuhaus.org/educators/virtual-classes

Class Material:
Handouts in the digital format will be available to download after enrollment.