Mary Asper – Dyslexia and Dysgraphia: Effective Classroom Strategies to Build Students’ Reading and Writing Skills
Mary Asper – Dyslexia and Dysgraphia: Effective Classroom Strategies to Build Students’ Reading and Writing Skills
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Description
- Faculty:
- Mary Asper
- Duration:
- 6 Hours 16 Minutes
- Format:
- Audio and Video
- Copyright:
- Oct 23, 2020
Description
Outline
There are myths about Dyslexia and Dysgraphia.
- Dyslexia/Dysgraphia can be diagnosed
- Students will not just “get over it” or grow out of it
- Students won’t do better if they just “try harder”
Preparing the brain for learning.
- The benefits of music and movement for the reading/writing brain
- Engaging positive self-talk
- Resources for implementing movement in the classroom
Foundational skills for reading.
- Phonemic Awareness
- Phonological Awareness
- Visual Tracking
- Blending
- Segmenting
- Multi-syllable Words
- Fluency
There is a boost in comprehension.
- Identifying unknown words
- Thinking and remembering in categories
- Creating meaningful, memorable definitions
- Inference and prediction, Idioms, Multiple-Meaning Words
- Literal vs. Figurative language
- Fact vs. Opinion
There are strategies for written expression.
- Improving letter formation, spacing, capitalization, punctuation
- Overcoming spelling difficulties
- Choosing words to write with
- Building Sentences
- Writing from Pictures
- Collecting and using ideas for writing
There are accommodations and supports for people with disabilities.
Faculty
Mary Asper, MS, CCC-SLP Related seminars and products: 3
MARY B. Asser. , Ms. , SLP. Over the past 40 years, he has worked with children, adults, families and educators from all walks of life. Mary has focused on developing and implementing effective techniques and strategies to help students with language learning disabilities succeed in school for the last 10 years.
She is involved in all areas of treatment for dyslexia, including diagnosis, program development and implementation, therapeutic intervention and professional development for SLPs and educators. Through her work with students from the early grades through high school, Mary has developed strategies to address linguistic, cognitive and social concerns.
Mary is the president and speech-language pathologist for her company, and she coordinates a team of related professionals who serve students with severe language learning disabilities and communication disorders.
She holds certifications from the American Speech-Language Association and the Vermont Speech-Language Association.
There is a course content disclosure.
The use of auditory integration therapies will be exposed to participants in this course. Auditory Integration Therapy (AIT) has not met scientific standards for efficacy that would justify its usage according to the ASHA position policy.
Speaker disclosures.
Mary B. Asper has a private practice. She is paid by PESI, Inc.
Mary B. Asper is a member of the Vermont Speech-Language Hearing Association.
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