Brain-Based Strategies & Interventions to Help Children with Reading & Writing Disorders

EXPERT: Steven G. Feifer, D.Ed., ABPdN

This webinar will examine reading and written language disorders from a brain-based educational perspective in order to generate targeted interventions for students with learning disorders.  The primary emphasis of the morning discussion will be to differentiate “dyslexia” from other reading disorders, as well as to classify developmental reading disorders into four distinct subtypes.  There will be a discussion matching each reading disorders’ subtype with scores of evidence-based interventions.   Specific cognitive constructs underscoring the reading process including phonemic awareness, phonological processing, orthographic processing, working memory, and executive functioning will be featured.   In addition, the Feifer Assessment of Reading (FAR) battery, a diagnostic achievement test, will be introduced as well.

With respect to written expression, there will be a discussion on current learning trends in Canada in the aftermath of the pandemic, as well as gender differences in written language skills.  In addition, three specific subtypes of writing disorders will be outlined, with particular emphasis on how “frontal lobe” processes such as attention, working memory, and executive functioning impact each subtype.  There will be a review of five essential steps for effective written language instruction, as well as key intervention strategies for written language disorders.  A review of the Feifer Assessment of Writing (FAW) battery will be shared, as well as other key instruments to diagnose children with written language disorders consistent with dysgraphia.

Pre-approved for CEUs.

Click on Event Website Link below to register and learn more.