Many students in grades 4-12 lack proficiency in foundational reading skills. This is the reason many older students cannot comprehend text. This session addresses the needs of those students.
During the first day, participants will delve deeply into the science of teaching reading. On day 2, through hands-on activities aligned to Kindergarten - Grade 5 ELAR standards, participants will explore how cognitive processes, associated with disabilities including dyslexia and related disorders, impact the learning of foundational literacy skills. Participants will build knowledge and understanding of how to utilize the Universal Design for Learning (UDL) framework to proactively identify and address instructional and environmental barriers. Participants will learn how to design instructional supports, including assistive technology, to accommodate for the impact of the disability in order to improve student achievement in reading.
This session was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency and is aligned with the HB 3 Reading Academies. K-3 educators must still attend the HB 3 Reading Academies to meet the requirements of that legislation.

Special and General Educators, Instructional Coaches, Administrators, Reading Specialists, Dyslexia Specialists, Diagnosticians, LSSPs, SLPs, Occupational and Physical Therapists

Curriculum
Diagnosis / Removal of Obstacles to Student Learning
Diversity and Special Needs Populations
Dyslexia
English Language Arts/Reading
Instruction for Students with Diverse Needs
Instructional Strategies
Learning Strategies
Special Education

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