Literacy Assessment and Intervention

2114V - Back to Basics: The Collaborative Role of SLPs in the Assessment and Treatment of Dyslexia

ON-DEMAND

Format: 1-Hour Seminar (Virtual)

Audience: Researchers, Related Professionals, Early Career Professionals (under 5 years)

Keywords: School-age language disorders, dyslexia, collaboration, language learning disabilities, common core state standards

Presenting Author(s)

Alaina Ocampo

California State University at Long Beach

View Slides
Geraldine Wallach

California State University, Long Beach

This session is developed by, and presenters invited by, SIG 16: School-Based Issues. The distinctive and changing role of language ability across literacy “levels” will be highlighted and team-based cases will be shared to emphasize the collaborative role of SLPs in the decision-making process for the assessment and treatment of dyslexia. Assessment and intervention prototypes will provide brainstorming opportunities for participants who will evaluate different clinical decisions.

Learning Objectives:

Create Generate intervention plans that support the collaborative development of disciplinary literacy in content area subjects
Explain Explain how to involve related service providers in the schools to be part of the collaborative process in the assessment and treatment of dyslexia
Discuss : Discuss how the reciprocal relationship between spoken and written language can inform how SLPs should be involved in the assessment and intervention process to support the reading and writing needs of students with dyslexia