Course curriculum

    1. Welcome & Course Materials

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. Defining “dyslexia”; Four universal truths when teaching the reading brain (1:10:32)

    1. Chapter 1 Quiz

    1. Subtypes of reading disorders and targeted interventions for each type; Introducing the Feifer Assessment of Reading (1:13:52)

    1. Chapter 2 Quiz

    1. Defining “developmental dysgraphia”; Cognitive constructs involved with written language (1:18:02)

About this course

  • $200.00
  • 6.5 Content Hours

Learning Objectives

Differentiate “developmental dyslexia” from other learning disorders and discuss how schools can best screen for early reading pitfalls in children

Classify reading and written language into distinct subtypes, and to link specific intervention strategies to each subtype

Operationally define the terms ”dyslexia” and ”dysgraphia” and learn five essential steps for effective written language instruction

Describe how the Feifer Assessment of Reading and Writing tests can serve as a more viable means to both diagnose and remediate subtypes of language-based learning disorders

Meet Your Instructor

Steven Feifer

Steven G. Feifer, DEd, ABSNP is an internationally renowned speaker and author in the field of learning disabilities and has authored eight books on learning and emotional disorders in children. He has nearly 20 years of experience as a school psychologist and is dually certified in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008 and awarded the 2009 National School Psychologist of the Year. He was the recipient of the 2018 Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer serves as a consultant to a variety of school districts and is a popular presenter at state and national conferences. He has authored two tests on diagnosing learning disabilities in children; the FAR and FAM, both published by PAR. Financial disclosure: Dr. Feifer is in private practice and receives royalties from his publisher, PAR. He receives speaking and consulting fees. There are no non-financial disclosures.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, Speech-Language Pathologists, Clinical Psychologists, School Psychologists, Social Workers, Assistive Technology Specialists, Private Tutors, Case Managers, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists

Target Age Range: K-Grade 12

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • APA credit: 6.5 hours

  • Graduate Credit

  • Clock Hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Horowitz-Kraus, T., Vannest, J.J., Kadis, D., Cicchino, N., Wang, Y.Y. & Holland, S. K. (2014). Reading acceleration training changes brain children with reading disorders. Brain and Behavior, 886-902.

Kilpatrick, D. A. (2015): Essentials of assessing, preventing, and overcoming reading difficulties. Wiley Press: Hoboken, N.J.

Richlan, F. (2020). The functional neuroanatomy of developmental dyslexia across languages and writing systems. Frontiers in Psychology, Vol 11 (155), 1-8.

Rueckl, J. G. et al. (2015). Universal brain signature of proficient reading: Evidence from four contrasting languages. Proceedings of the National Academic of Sciences: 112 (50): 1-6

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Alfred A. Knopf: New York.