Dysgraphia, Dyslexia, and OWL LD (oral and written language learning disability) differ in the patterns of affected language skills and working memory components associated with genetic variables. In this webinar you’ll learn about the results of genetic and brain imaging studies that show that Dysgraphia, Dyslexia, and OWL LD differ in their biological bases and become familiar with educational outcomes research. You’ll gain a deeper understanding of why there needs to be more attention to specialized instruction tailored to the diagnosis and the writing problems students with specific kinds of language-based SLDs experience, and what that instruction may look like based on differential diagnosis of dysgraphia, dyslexia, and OWL LD.
- Explain why not all reading disabilities are the same (Dyslexia—word level real word/decoding and spelling/encoding impaired; OWL LD—reading comprehension impaired).
- Distinguish the different reasons that Dysgraphia, Dyslexia, and OWL LD may have spelling disabilities requiring different kinds of specialized instruction embedded within a multi-level language framework.
- Describe how Dysgraphia, Dyslexia, and OWL LD can interfere with math learning but in different aspects of math learning.
- Be able to define Dysgraphia, Dyslexia, and OWL LD and receive a handout with relevant readings and resources for understanding differences among these three SLDs.
- Understand why a multidisciplinary team is needed to diagnose these three SLDs and plan and implement specialized instruction tailored to diagnosis and the associated writing problems.
- Learn why students with specific learning disabilities may fail to respond to literacy instruction unless the nature of their specific learning disability is appropriately diagnosed and instruction tailored to the diagnosis.
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