The Neuropsychology of Reading: Why Dyslexia Matters By Steven Feifer, DEd, ABSNP
Steven Feifer an internationally renowned speaker and author in the field of learning disabilities who has authored six books on learning and emotional disorders in children. He has 19 years of experience as a school psychologist. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year. Dr. Feifer is a diplomate in school neuropsychology, and currently works as a faculty instructor in the ABSNP school neuropsychology training program. He continues to evaluate children in private practice at the Monocacy Neurodevelopmental Center in Frederick, MD, and consults with numerous school districts throughout the country. Dr. Feifer has authored two tests on diagnosing learning disabilities in children; the FAR and the FAM, both published by PAR. The FAR and FAM may be used as a seamless system from screening to comprehensive evaluation.
- The first section of this video, training provides an overview of the impact of the Oregon dyslexia laws.
- The second section of the training of the training examines reading from a brain-based educational perspective. It address the classification of developmental reading disorders (dyslexia). The classification subtypes of dyslexia are illustrated in the current Portland Public Schools Hypothesis Statements. This training includes matching each reading subtype with evidence-based interventions. As a part of the presentation, the Feifer Assessment of Reading (FAR) battery is introduced.
Lynne Jaffe Dyslexia Presentation March 2017
Common Core State Standards And Students with Disabilities and Dyslexia 101:
Reading Development and Definitions Of Dyslexia/Reading Disabilities presented by Dr. Louisa Moats
Dr. Louisa Moats holds a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation. She trained psychology interns in the Dartmouth Medical School Department of Psychiatry, spent one year as resident expert for the California Reading Initiative, and spent four years as site director of the NICHD Early Interventions Project in Washington, DC. For ten years she has served as a research advisor and consultant with Sopris Learning. Dr. Moats was recently a contributing writer of the Common Core State Standards.
Training Learning Objectives:
- Understand research-based relationships between the Foundational Reading Skills, Language, and Literature sections of the CCSS
- Understand research-based relationships between the Writing standards and foundational writing skills that are enumerated in the Language, Foundational Reading Skills, and Literature sections of the CCSS
- Consider ways in which the major "shifts" of the Common Core may be relevant and applicable to:
- students who function below grade level, and ways to avoid misapplication of the Common Core
- students with disabilities or learning challenges
- Examine issues related to the identification and assessment of dyslexia, including prevalence, manifestations, possible causes, developmental course, and common myths
- Consider case studies/illustrations of subgroups in the population of students with disabilities.
- Become familiar with the content and principles of structured language teaching
Dr. Moats AM Session
Dr. Moats PM Session