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(615) 494-8880
dyslexia@mtsu.edu
Workshops Available for
The
Whenever possible, the Center staff will work with school system personnel to plan a workshop related to dyslexia, reading, or other literacy skills that meets the needs of the system. Workshops are provided at a *nominal cost.
To schedule a workshop please contact Janet Camp jccamp@mtsu.edu
In addition to workshops, the Center now offers an online/On-Demand course (about 30 clock hours) for school personnel. Information about this course is provided following the workshop descriptions in this announcement.
Dyslexia: The Severe Decoding Disability
The workshop presents a brief overview of the reading disability, dyslexia. Information is presented on the characteristics of dyslexia, formal and informal methods used to identify dyslexia, types of instructional materials successfully used for intervention, and accommodations needed for persons with dyslexia to be successful learning and working as persons without a reading disability. (3-hour workshop for teachers or administrators)
Dyslexia: Identification and Intervention K – 3rd
This workshop focuses on dyslexia as it relates to young children. Information is presented on the definition and characteristics of dyslexia, specific ways of identifying young children at risk for dyslexia; the benefits of early identification and intervention; and specific Orton-Gillingham-based instructional techniques, materials, and programs which provide successful remediation for young children with dyslexia as well as other students with decoding and spelling difficulties. (6-hour workshop)
Dyslexia: Identification and Intervention 4th – 12th
This dyslexia workshop relates to students in middle and high school. Information is presented on the definition and characteristics of dyslexia, specific ways of identifying students with dyslexia; assessment for dyslexia; and specific Orton-Gillingham-based instructional techniques, materials, and programs which provide successful remediation for adolescents with dyslexia as well as other students with decoding and spelling difficulties. (6-hour workshop)
Early Identification and Intervention for Students At Risk of
This workshop presents a model of reading that can be used to determine, informally or formally, the specific cause(s) of poor reading for an individual child and permit targeted intervention. Research-based information will be used to discuss the best predictors of reading and spelling failure in the early grades. Specific research-based techniques and materials will be demonstrated to assess a student’s skill level and provide tiered intervention instruction in curriculum areas such as phonological and phonemic awareness, alphabetic code and phonics, and decoding and spelling. (6-hour workshop or 3-hour workshop without participant activities and demonstrations)
Phonological and Phonemic Awareness PreK – 3rd
This workshop covers the definition of phonological and phonemic awareness (with demonstrations) and the importance of developing these skills in order to be successful decoders and spellers in the early grades, and the developmental sequence of these skills, beginning in the PreK years. Research-based techniques, assessment tools, and instructional materials are presented and demonstrated for assessing and developing these skills in the general classroom as well as in tiered intervention and special education. Participants will demonstrate activities for each other. (6-hour workshop)
This is a 2-day workshop addressing the most essential components of reading instruction in the early grades. Research-based information from the National Reading Panel (NRP) report is presented which includes the sequence of instruction and materials that facilitate development of skills. The first day addressed (1) phonological and phonemic awareness and (2) the alphabetic code, phonics, decoding, and spelling. The second day focuses on (3) fluency, (4) vocabulary, and (5) comprehension (listening and reading). This workshop is geared for general ed., special ed., and intervention teachers and includes demonstrations of materials for tiered instruction. (The workshop can be divided into 2 one-day workshops to be offered at different times.)
This is a hands-on workshop addressing how to assess a child’s stage of reading and spelling development using spelling samples and a specific analysis procedure; how to group children for instruction based on the spelling analysis; and how to use word study and developmentally appropriate games to assist children in mastering tasks at each developmental level. Participants will learn how to administer a generic spelling analysis procedure and how to use the teacher resource book, Words Their Way, to group students appropriately to provide differentiated instruction based on spelling analysis levels. Spelling analysis is a 3 hr. workshop and intervention, using Words Their Way, is a 3 hr. workshop that is appropriate for general, special education, and Title I personnel; Grades 1-5. (6-hours total)
Owning the Alphabet: What are the Pre-K and Kindergarten Skills?
This workshop will focus on the key visual, auditory, and eye-hand coordination skills that predict later success in decoding and writing. A developmental sequence of alphabet skills will be presented, covering the Pre-K and kindergarten school years, and includes when and how these skills should intersect and converge to contribute to the reading and writing processes. The presenter will share related information from the National Reading Panel (NRP) report as well as best practice techniques from researchers and teachers who work with young at-risk children. (6-hour workshop or 3-hour workshop without participant activities and with fewer demonstrations)
Progressing toward Literacy in PreK
This workshop focuses on the sequence of development of the literacy-related skill areas in PreK and Kindergarten: visual skills, auditory skills, eye-hand coordination, print awareness, concepts and vocabulary, and oral expression skills. The best predictors of later reading development will be identified, based on current research-based information. The importance of speech-language development in later successful reading and the relationship of each PreK skill area to reading instruction will be emphasized. A technique for developing these skills in a sequential manner, while embedding their development in the content of thematic units, will be presented. (6-hours workshop)
*The TN Center for Dyslexia charges a professional fee of $200 per half-day, $350 per full-day, and $700 per 2-day workshop plus reimbursement, at state rates, of expenses (mileage, meals, lodging, copying).
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