Dyslexia and Other Language Disorders (Loughran - Online)

Course overview

An alarming number of children (approximately 67% of children nationwide and more than 80% of those from low socioeconomic backgrounds) are unable to read proficiently by the end of third grade (AECF, 2010). Research demonstrates that students not reading proficiently by the end of third grade are four times more likely to drop out of high school (AEFC, 2010, Hernandez, 2011). Extensive research based on the science of reading indicates that the effective instruction of reading and writing must include a language-based approach that is direct, systematic, explicit in content, and includes a focus on the foundational skills of phonological and phonemic awareness, vocabulary study, and comprehension (NRP, 2000). Children with written language disorders (difficulties with reading, spelling, and written expression) encounter significant barriers to educational access, preventing them from successfully participating in academic activities and learning.¿These barriers can prevent children from advancing in general knowledge, and¿ultimately, can affect high school graduation, gainful employment, and independence (AEFC, 2010, Hernandez, 2011).¿Those from low socioeconomic backgrounds are at an increased risk of decreased academic development and the resulting negative consequences (Rothstein, 2013).¿¿ Speech-language pathologists are in a unique position and have the background knowledge and training necessary to identify, assess, and treat written language disorders to address the nationwide crisis that has developed in the lives of children with dyslexia and other written language disorders. This course will provide an overview of recent research-based information on dyslexia, how to identify children at risk for written language disorders, and how to assess and treat those with dyslexia and other written language disorders using evidence-based approaches.