3-9-2023 Prevention, Consultation, and Differential Diagnosis: Differentiated Instruction for Writing Disabilities  Live & Recorded Webinar 7:00-9:00 PM EST

3-9-2023 Prevention, Consultation, and Differential Diagnosis: Differentiated Instruction for Writing Disabilities Live & Recorded Webinar 7:00-9:00 PM EST

  • $40.00


 

Presenter: Virginia Berninger, Ph.D.

Thursday, March 9, 2023  7:00 PM – 9:00 PM EST

This is a per person fee

URGENT FINAL REGISTRATION STEP:  After purchasing this webinar, you will receive an email which will contain an important digital PDF that you need to download. (PLEASE CHECK YOUR SPAM FOLDER FOR ALL CORRESPONDENCE RELATED TO THIS TRAINING.) This is critical whether you plan to view the live presentation or the recording you will receive by March 11th. (You will have this recording for one month.) This PDF contains the link to the final registration step that you must complete asap to secure your registration. If you do NOT complete this final registration step in advance of the webinar, you will not get the link to the live training or the recorded webinar. 

Description:

Reading and reading disabilities have received more attention than writing disabilities. In this webinar the presenter will share research findings showing that writing and writing disabilities also deserve our attention as professionals working with children and adolescents to facilitate literacy development. For example, research has shown that teaching handwriting early in schooling transfers to improved word reading; and spelling predicts word reading achievement at the next grade level throughout the elementary school grades and transition to middle school.

The main focus of the webinar is on translation of over 25 years of writing research into educational practice within the “Other 3-Tier Model.” 

- At Tier 1 (Screen-Intervene) screening measures used in research to identify low achieving students in handwriting, spelling, or composing at specific grade levels will be described, followed by lessons plans shown in instructional research to be effective in improving low achievement in handwriting, spelling, or composing.  

- At Tier 2 (Problem Solving Consultation) a model will be explained that a multidisciplinary team can use to identify why a student is struggling in writing and what alternative instructional approaches might be designed, implemented, and evaluated.  Resources for implementing problem solving consultation will be discussed such as parent and teacher questionnaires and interviews, classroom observations, and evidence-based instructional and assessment approaches for specific writing problems. 

- At Tier 3 (Differential Diagnosis-Differentiated Instruction) evidence-based definitions and diagnostic procedures will be presented for Dysgraphia (impaired handwriting), Dyslexia (impaired word reading/decoding and spelling), and Oral and Written Language Disability (OWL LD) (impaired syntax for listening and reading comprehension, as well as oral and written expression).

Although research shows genetic and brain bases for these specific learning disabilities affecting writing, students who received specialized writing instruction tailored to their diagnosis have been shown in research studies to improve on behavioral (clinical) and brain measures. Strategies explaining how to implement the specialized instruction tailored to diagnosis within a Levels of Language framework will be illustrated.  Included in the handout is a list of cited research references and assessment and instructional resources that professionals can use at each of the three tiers.

Presenter Bio:

Virginia Wise Berninger (Ph.D. Psychology, Johns Hopkins University) had public school teaching experience (5 years general education in inner city and suburban schools in Pennsylvania; 3 years special education and 1 year reading specialist in Maryland) before completing interdisciplinary training as a research psychologist and clinical psychologist. As a faculty member at Harvard Medical School (2 years), she worked in clinics for developmental disabilities, learning disabilities, and neuropsychological disorders, taught medical fellows, and did research. As a faculty member at Tufts School of Medicine (3 years), she did research on individuals with congenital and acquired physical disabilities, and using computers for assessment and instruction, and she worked in a clinic at the Eunice Kennedy Shriver Institute. As a faculty member at University of Washington (30 years), she advised Ph.D. and masters students in school psychology and human development and learning sciences, and taught courses for students in school psychology, educational psychology, special education, and teacher education. Dr. Berninger also supervised clinical practicum students and interns and consulted with schools. She served as principal investigator for NIH grants on typical literacy development and intervention for low achieving readers and writers (1989-2008) and for a multidisciplinary learning disabilities center  involving genetics, brain, diagnostic, and instructional research (1995-2006, 2011-2016).  Dr. Berninger also participated in other grant-supported research, for example, on math and twice exceptional gifted students with learning disabilities, as co-principal investigator or investigator. She has authored or co-authored 211 research articles, 19 books, 80 book chapters, and 29 other publications such as dissemination of research relevant to practice to parents, teachers, or psychologists.  Her research has been translated into assessment and instructional tools. As Professor Emerita, University of Washington, since December 2016, she has remained professionally active as presenter at conferences and for professional development and as author of research publications and books on translating research into practice.  

CREDITS: Whether you watch live or view the recording, this training offers 2 cont. ed. hours for all, and Certificate Maintenance Hours (CMHs) for Speech Language Pathologists. ASHA accepts CMHs towards the 30 hours needed for re-certification. 

Purchase orders are accepted at check out on the order summary page or they may be faxed to 781-812-2441, emailed to info@readingwithtlc.com, or mailed to Reading with TLC, 775 Pleasant Street, Suite 6, Weymouth, MA 02189. 

ATTENDEES: If you are paying for and registering someone else or registering a group of people, please enter the attendee names and emails in the PO section on the order summary page.

CANCELLATION POLICYFor cancellations made at least 10 days prior to the training, the webinar fee will be fully refunded. Cancellations made less than 10 days prior to the training will be subject to a $25 administrative fee. 

 


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