To Register: https://casponline.org/events/necasp-training/

NECASP is proud to offer a workshop on Friday, November 4th by Dr. Stephen Feifer - The Neuropsychology of Reading and Writing Disorders: Developing Research Based Interventions. 

Friday, November 4, 2022

9 am - 12 pm: Part One - the Neuropsychology of Reading Disorders

1 pm - 4 pm: Part Two - the Neuropsychology of Written Language Disorders

Placer County Office of Education, Seavey Center

655 Menlo Drive, Rocklin CA 95765

Also available virtually via Zoom (link will be emailed prior to event). 

For NECASP and other CASP Affiliate Members: half day $40; full day $70

For Graduate Students, Interns, and Retirees: half day $10; full day $20

For Nonmembers: half day $50; full day $100

Workshop Description: 

Part 1: The Neuropsychology of Reading Disorders

This workshop will examine reading from a brain-based educational perspective, and discuss current literacy trends in the United States. The primary focus of the presentation will be to differentiate “dyslexia” from other reading disorders, as well as to classify developmental reading disorders into four distinct subtypes. There will be a discussion matching each reading disorders’ subtype with scores of evidence-based interventions. The use of a neuropsychological paradigm to discuss multiple facets of the reading process including phonemic proficiency and awareness, phonological processing, orthographic processing, working memory, and executive functioning will be featured. Lastly, the Feifer Assessment of Reading (FAR) battery, a diagnostic educational assessment designed to examine the underlying cognitive and linguistic processes that supports proficient reading skills, will be introduced. Specific learning objectives include:

Examine current literacy rates in the United States and the prevalence rate of dyslexia.

Introduce a brain-based educational model of reading by examining specific neural circuits that underscore phonological development, orthographic development, and reading comprehension skills.

Discuss four subtypes of reading disabilities, and link scores of evidenced-based interventions and relevant classroom strategies to address each subtype.

Discuss the differences between a traditional achievement test versus a diagnostic achievement test, and introduce the Feifer Assessment of Reading (FAR) as a more viable means to both diagnose and remediate subtypes of reading disorders.

Part 2: The Neuropsychology of Written Language Disorders

This presentation will explore the neuropsychological underpinnings of the written language process, and the use of evidenced based interventions to remediate writing disorders in children. For years, educators have struggled to cultivate more effective writing skills in their students, as well as to identify early signs of written language disorders. The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), efficient word retrieval skills, executive functioning skills to organize and plan our inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output. A breakdown in these fundamental cognitive, linguistic, or motoric processes can result in various subtypes of written language disorders. The primary objectives of this presentation will include:

Define the term developmental dysgraphia and discuss key warning signs of writing difficulties at all grade levels.

Discuss the neural architecture responsible for written language development in children and learn key brain regions responsible for the organization and production of writing skills.

Discuss three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype.

Differentiate between evidenced-based and research-based interventions and strategies pertaining to written language.

Introduce the Feifer Assessment of Writing as a more effective diagnostic tool to determine subtypes of dysgraphia in children, as well as to provide targeted intervention strategies.