In Unexpected Underachievement, participants learn:

1) models of literacy acquisition;
2) domains of language and how they impact literacy and learning;
3) characteristics of dyslexia;
4) effective activities and strategies for learning to read and spell well; and
5) appropriate accommodations.

A difficulty in learning to read or spell that is unexpected in relation to other cognitive abilities could indicate dyslexia or a related disorder. Whether there is a diagnosis or not, the instruction for students with dyslexia or a related disorder and those who are struggling with reading and spelling is the same.

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

Hours:
6 hours

Alignments:
Standards Alignment for Unexpected Underachievement