Steven G. Feifer, D. Ed., NCSP, ABSNP is an internationally renowned speaker and author in the field of learning disabilities, and has authored seven books on learning and emotional disorders in children. He has nearly 20 years of experience as a school psychologist, and 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.
Learning Opportunities
The Neuropsychology of Reading and Written Language Disorders
Presented By
Steven FeiferSession Details
| Date | Time |
|---|---|
| December 05, 2019 | 9:00 am to 3:00 pm |
Location
Grade Levels
All
*Note: The following session is part of a Neuroscience for Literacy series designed to deepen understanding of the application of research about how the brain works and literacy learning. By exploring how knowledge transfer, new skill development, and behavioral change occurs in the brain, this can clarify existing assumptions of how students read, write and numerate.
This workshop will examine reading and written language disorders from a brain-based educational perspective, and classify both dyslexia and dysgraphia into distinct subtypes. There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence-based interventions. Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction. The role of phonological processing, orthographic processing, working memory, language and motor skill development, and executive functioning will be discussed as being crucial for effective literacy skills to emerge. Lastly, the Feifer Assessment of Reading (Far) battery will be introduced as a more effective means to both identify and remediate language-based learning disabilities in children. The expected learner outcomes are:
- Examine current literacy rates in Canada and trends in reading achievement.
- Differentiate “developmental dyslexia” from other learning disorders, and discuss how schools can best screen for early reading pitfalls in children.
- Discuss four universal truths with respect to teaching reading based upon brain- behavioral principles.
- Introduce a brain-based educational model of reading and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype.
- Introduce the Feifer Assessment of Reading (FAR) as a more viable means to both diagnose and remediate subtypes of learning disorders using a process oriented approach to assessment.
Discuss five essential steps for effective written language instruction.
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Target Audience
Teachers (Grades K to 12); Instructional Coaches; Inclusive Learning Teachers; District Leaders/Consultants
Also Recommended For
School-based Administrators; Specialists who work directly with students