• Phonological Awareness

    Upon completion of this section, you will:

    • Understand that phonemic awareness is an essential skill that underlies a student's ability to learn to read and spell
    • Know the basics of phonemic awareness so that we may help dyslexics and parents understand

    "Phonological awareness is the most potent predictor of success in learning to read."

  • How should writing be assessed?

    How should writing be assessed?

    Upon completion of this section, you will:

    • Understand the components of writing
    • Know how to assess these components
    • Have compendium of writing tests

    Overcoming writing problems begins with a good assessment

    Many individuals with dyslexia or learning disabilities think that writing c

  • How should spelling be taught?

    How Should Spelling be Taught?

    Upon completion of this section, you will:

    • Have an understanding of the rules and complexity of the English orthography
    • Have a starting point for effective treatment ideas to teach spelling
    • Understand the importance of reading and exposure to sophisticated vocabulary
    • Have tools and resources to treat spelling

  • Writing

    Given that dyslexia is a language-based learning disability, many dyslexics have great difficulty with (and subsequent dislike for) writing.

  • Writing

    Upon completion of this section, you will:

    • Know the components of the writing process
    • Understand that dyslexics often struggle with writing because they have difficulty identifying sounds, and thus spelling words
    • Be aware that writing is more than spelling words and involves understanding of oral language and writing conventions

    To write we need knowledge of our languag

  • Writing

    A child who cannot read cannot write.

    Upon completion of this section, you will:

    • Know that along with reading, dyslexics often struggle with writing because they have difficulty identifying sounds, and thus spelling words

    To write we need knowledge of our language

    Johnson & Myklebust (1967) discussed the connections between writing and oral language and no