Do you want to build a deeper understanding of the developmental progression of reading skills and know how to link assessment to instruction? This webinar series explores how to administer a comprehensive diagnostic assessment, how to analyze the results, and how to use an Orton-Gillingham scope and sequence to meet your students’ needs.
Curriculum Directors
When Writing is Hard: Written Language Disorders and Dysgraphia
Writing can be challenging, and our understanding of the writing process impacts how we teach, assess, and respond to our students. Participants will leave this workshop with an understanding of how writing develops, the root causes of most writing problems, tools for progress monitoring, and areas of support that children require to express their thoughts on paper.
Trauma-Informed Social Learning Course
The Trauma-Informed Social Learning Course focuses on defining, identifying, and understanding children’s developmental experiences—such as early adversity or autism—that negatively impact typical social development. Our goal is to help teachers and programs protect vulnerable learners and provide the knowledge and support needed for robust instruction in social-emotional learning.
Linking Assessment to Instruction with a Structured Literacy Approach
This interactive course is designed for educators with a background in Orton-Gillingham or Structured Literacy. In this class, we will explore different profiles of dyslexia together with related conditions, such as ADHD and dysgraphia. We will use our knowledge of structured literacy to analyze what different tests actually measure and how to think beyond test scores and data as a foundation for lesson planning and instruction.
Wilson Reading System® Introductory Course
This course provides participants with an overview of the Wilson Reading System® (WRS) 4th Edition curriculum and serves as the prerequisite for WRS Level I Certification. Over three consecutive days (16.5 hours), this course examines how WRS addresses the teaching of phonemic awareness, word identification, vocabulary, fluency, and comprehension through an integrated study of phonology, morphology, and orthography with students in grade two and above with persistent phonological coding deficits.
Comprehensive Reading Evaluations
Reading comprehension is not easily quantified, and it can be difficult to separate out the factors that support readers in their efforts to make meaning from text. This workshop will focus on the components of a comprehensive reading evaluation and how a well-designed assessment can provide instructors with targeted instructional responses to student needs.
