SB 1003 Dyslexia Related Teacher Training-final | Page 7
Dyslexia Understood
Dyslexia represents the most
common and most prevalent of
all known learning disabilities
and impacts approximately 1 in
5 individuals (National Institute
of Health). Dyslexia Understood
will provide a clear
understanding of the
neurological basis of dyslexia.
Scientic and peer reviewed
research has shown that the
brains of those with dyslexia
show functional variations, and
that these variations explain
why some
individuals—dyslexics—struggle
to master reading, writing,
spelling and occasionally math,
despite their intelligence and
effort.
WORKSHOP OUTCOMES (HIGHLIGHTS):
Ÿ Explain the reasoning or evidence
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behind the main points in the denition.
Address common myths and
misconceptions about dyslexia
Recognize that reading difculties
coexist with other cognitive and
behavioral problems.
Explain a scientically valid model of
other cognitive inuences on reading
and writing including RAN, executive
function, working memory, etc.
Explain major research ndings
regarding the contribution of linguistic
and cognitive factors to the prediction
of literacy outcomes.
Recognize characteristics of individuals
with by age and grade level.
Identify student learning behaviors and
test proles typical of students with
dyslexia and related learning
difculties.
Explore accommodations that level
the playing eld for individuals with
dyslexia
Recognize the power of early
intervention and identify levels of
instructional intensity, duration, and
scope.
For a complete list of outcomes and
standards for this workshop, click here.