Distinguishing Between Typically Developing English Learners (ELs) and Students with Reading Difficulties
Distinguishing Between Typically Developing English Learners (ELs) and Students with Reading Difficulties
*This is an online course
Audience:
K-Grade 12: General and Special Education Teachers, EL Teachers and Tutors, Reading Specialists, Literacy Coaches, Student Support Services Professionals, Directors/Supervisors of Special Education, and Principals
Description:
English learners (ELs) and students learning English as a second language need to simultaneously acquire interpersonal communication skills and respond to the demanding oral language requirements of academic language involved in reading, writing, speaking, and listening. This awareness-level online learning module will explore the factors related to distinguishing between below-level linguistic proficiency and a disability, including SLD/Dyslexia, to ensure that an appropriate determination has been made and to provide the student with an effective instructional plan.
Participants completing this online module will be able to: describe the factors that contribute to an EL’s difficulty meeting general education literacy standards; summarize the learning skills that transfer across languages; and outline the types of reading instruction that are most effective for ELs with reading difficulties, including SLD/Dyslexia.
For registration questions, please contact Lauren Johns, SERC, (860) 632-1485, ext. 256 or johns@ctserc.org.
For content questions, please contact Vernee Butterfield, SERC, (860) 632-1485 ext. 336 or butterfield@ctserc.org.
Distinguishing Between Typically Developing English Learners (ELs) and Students with Reading Difficulties
*This is an online course
Audience:
K-Grade 12: General and Special Education Teachers, EL Teachers and Tutors, Reading Specialists, Literacy Coaches, Student Support Services Professionals, Directors/Supervisors of Special Education, and Principals
Description:
English learners (ELs) and students learning English as a second language need to simultaneously acquire interpersonal communication skills and respond to the demanding oral language requirements of academic language involved in reading, writing, speaking, and listening. This awareness-level online learning module will explore the factors related to distinguishing between below-level linguistic proficiency and a disability, including SLD/Dyslexia, to ensure that an appropriate determination has been made and to provide the student with an effective instructional plan.
Participants completing this online module will be able to: describe the factors that contribute to an EL’s difficulty meeting general education literacy standards; summarize the learning skills that transfer across languages; and outline the types of reading instruction that are most effective for ELs with reading difficulties, including SLD/Dyslexia.
For registration questions, please contact Lauren Johns, SERC, (860) 632-1485, ext. 256 or johns@ctserc.org.
For content questions, please contact Vernee Butterfield, SERC, (860) 632-1485 ext. 336 or butterfield@ctserc.org.