The Neuropsychology of Reading and Written Language Disorders:
A Framework for Effective Interventions
Steven G. Feifer, D.Ed., NCSP
This workshop will examine reading and written language disorders from a brain-based educational perspective, and classify each disorder into distinct subtypes. There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence based interventions. Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction. There will also be a discussion on new research developments revealing that brain chemistry and neural pathways can actually be altered based upon effective interventions. Lastly, the 90 minute learning disorders evaluation will provide practitioners with a multi-method approach to assessment by integrating the tenets of both norm reference testing, and curriculum-based measurement. The primary learning objectives will be:
1) Discuss the pitfalls of relying solely upon an IQ/Achievement discrepancy model solely upon a response-to-intervention model to evaluate learning disorders in children.
2). Discuss four universal truths with respect to teaching reading based upon brain- behavioral principles.
3) Discuss five essential steps for effective written language instruction.
4). Introduce a brain-based educational model of reading and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype.
5. Introduce the 90 minute LD evaluation to measure eight core constructs associated with learning disorders in children.