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DVD

Dyslexia and Dysgraphia: Effective Classroom Strategies to Build Students’ Reading and Writing Skills


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Not yet rated
Faculty:
Mary Asper, MS, CCC-SLP
Duration:
6 Hours 16 Minutes
Copyright:
Oct 23, 2020
Publisher:
PESI, Inc.
Product Code:
RNV056925
Media Type:
DVD


Description

Students CAN expand their basic reading and writing skills, even when diagnosed with Dyslexia and/or Dysgraphia.

This presentation is filled with abundant child-centered, classroom-proven strategies and materials for building skills in the seven foundational areas for reading: phonemic and phonological awareness, vocabulary and word knowledge, changes in word meaning, sentence structure, narrative composition and spelling.

Even more strategies and materials are provided for underlying characteristics that affect students’ performance such as anxiety, executive function, auditory processing and visual processing.

Take away strategies designed to accelerate your students’ progress in reading and written expression through innovative and successful field-tested methods and practical tips.

Credit


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**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.  For Planning Committee disclosures, please statement above.  For speaker disclosures, please see the faculty biography.  For speaker disclosures, please see the faculty biography.


Counselors

This self-study activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.


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Montana Counselors

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New York Counselors

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Ohio Counselors

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South Carolina Counselors

This self-study program has been approved for 6.0 continuing education hours by the South Carolina Board of Examiners for Licensure of Professional Counselors, Marriage and Family Therapists, and Psycho-Educational Specialists. Provider #4540.


Texas Counselors

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Psychologists

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Educators

This course consists of 6.25 self-study clock hours. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements. 


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6.0 ISBE Professional Development (PD) Clock Hours have been made available through Quincy University. Those requesting ISBE PD Clock Hours will need to complete additional steps in order to receive the ISBE “Evidence of Completion for Professional Development” form.

 

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Indiana Educators

6.0 Professional Growth Points are available for full attendance of this self-study package per the Indiana Department of Education standards.


Montana Educators

This self-study package is offered for 6.0 Renewal Units. PESI, Inc. is an Approved Renewal Unit Provider with the Montana Office of Public Instruction.


New York Educators

PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This self-study activity will qualify for 6.25 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


Pennsylvania Educators & School Personnel

6.5 self-study ACT 48 Hours will be made available through Capital Area Intermediate Unit (CAIU). Those requesting ACT 48 Hours will need to follow the extra steps during the evaluation process and provide their Pennsylvania Certification Number in order to be reported to the board. Only those individuals who have a CAIU online account are eligible to receive ACT 48 Hours. 


Texas Educators

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Speech-Language Pathologists & Audiologists

This course contains 6.0 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.


California Speech-Language Pathologists & Audiologists

PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 6.0 hours of self-study continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Florida Board of Speech-Language Pathology and Audiology

PESI, Inc. is an approved provider with the Florida Board of Speech-Language Pathology and Audiology. Provider Number: 50-399. This self-study course qualifies for 6.0 continuing education credits. 


Kansas Speech-Language Pathologists

Approved for 7.5 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


New Jersey Educators, Administrators & Education Services Personnel

6.0 Actual Professional Development Hours (self-study). MEDS-PDN, powered by PESI, Inc., is a registered New Jersey Professional Development Provider with the NJ Dept of Education.  


Other Professions

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Handouts

Faculty

Mary Asper, MS, CCC-SLP's Profile

Mary Asper, MS, CCC-SLP Related seminars and products

Codding Hollow Associates Inc


MARY B. ASPER, MS, CCC-SLP, has over 40 years experience working with children, adults, families and educators from all walks of life in many different capacities. For the last 10 years, Mary’s focus has been on developing and implementing effective techniques and strategies to help students with language learning disabilities succeed in school.

She is involved in all areas of treatment for dyslexia, including diagnosis, program development and implementation, therapeutic intervention and professional development for SLPs and educators. Mary has developed strategies to address linguistic, cognitive and social concerns based on best-practice recommendations and current neuro-scientific findings, through her work with students from the early grades through high school.

Mary is the president and speech-language pathologist for her company, Codding Hollow Associates, Inc. and coordinates a team of related professionals who serve students with severe language learning disabilities and communication disorders.

She holds certification from the American Speech-Language Association, is a former board member for the Vermont Speech-Language Association and an instructor in Special Topics: Language Disorders for Lyndon State College in Vermont.

 

Course Content Disclosure:

Participants will be exposed to, but not formally trained in, the use of auditory integration therapies within the content of this course. ASHA Position Policy states that Auditory Integration Therapy (AIT) has not met scientific standards for efficacy that would currently justify its usage.

 

Speaker Disclosures:

Financial: Mary Asper maintains a private practice and has an employment relationship with Charis Learning Center, Inc. She receives a speaking honorarium and recording royalties from PESI, Inc. Ms. Ashley receives a speaking honorarium from the Bureau of Education and Research. She has no relevant financial relationships with ineligible organizations.

Non-financial: Mary Asper has a brother and niece with dyslexia.


Additional Info

Access for Self-Study (Non-Interactive)

Access never expires for this product.


Objectives

  1. Assess and discuss misunderstandings and inaccurate perceptions about the characteristics of Specific Learning Disorder diagnosis and its’ impact on student performance.
  2. Use music and physical movement to prepare the brain for learning and to enhance retention and recall.
  3. Choose appropriate interventions for letter formation, spacing, capitalization, punctuation to improve treatment outcomes.
  4. Implement techniques to boost reading comprehension and enhance critical thinking skills.
  5. Apply strategies related to the seven foundational skills of reading to inform choice of treatment interventions.
  6. Create effective methods to support students’ written language abilities and to reduce anxiety about written expression.
  7. Formulate plans to improve student outcomes in reading and written language through applying learned strategies and resources.

Outline

Dispelling Myths about Dyslexia and Dysgraphia

  • Dyslexia/Dysgraphia can be diagnosed
  • Students will not just “get over it” or grow out of it
  • Students won’t do better if they just “try harder”

Preparing the Brain For Learning

  • The benefits of music and movement for the reading/writing brain
  • Engaging positive self-talk
  • Resources for implementing movement in the classroom

Foundational skills for proficient readers

  • Phonemic Awareness
  • Phonological Awareness
  • Visual Tracking
  • Blending
  • Segmenting
  • Multi-syllable Words
  • Fluency

Boosting Comprehension

  • Identifying unknown words
  • Thinking and remembering in categories
  • Creating meaningful, memorable definitions
  • Inference and prediction, Idioms, Multiple-Meaning Words
  • Literal vs. Figurative language
  • Fact vs. Opinion

Strategies for Written Expression

  • Improving letter formation, spacing, capitalization, punctuation
  • Overcoming spelling difficulties
  • Choosing words to write with
  • Building Sentences
  • Writing from Pictures
  • Collecting and using ideas for writing

Assistive Technology, Accommodations and Supports

 

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Teachers
  • Paraprofessionals
  • Speech-Language Pathologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Other Helping Professionals that Work with Children

Reviews

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