Spotlight on Structured Literacy #3: Screening for Dyslexia and Other Reading Disabilities: The WHY, WHEN, WHOM and HOW
February 28 @ 7:00 pm
The Spotlight on Structured Literacy series is now an annual offering by IDA Georgia and The Reading League Georgia. There is no cost to attend
Registration is OPEN! Click HERE.
All registrants will have an opportunity to earn a Certificate of Attendance upon completion of a knowledge check/request for COA form after viewing the webinar (live or recorded). Register by Feb. 27 at 11:59 pm to receive live webinar access information on the morning of Feb. 28. We have a Zoom capacity of 500 attendees; thus, we will limit live access to the first 500 registrants.
Presentation + Q&A
This webinar will address screening for literacy milestones and reading disabilities, including developmental dyslexia in early elementary grades. It will provide the WHY behind the screening movement, focusing on the neurobiology of reading development and reading disabilities. It will further introduce the ‘Dyslexia Paradox’, outline the important constructs to screen for with a developmental lens, and discuss practical steps for implementing a screening protocol in various educational or clinical settings. The session will conclude with an overview of different screening instruments and criteria for picking the most appropriate screener for various contexts, as well as a discussion about the educational and clinical implications of screening young children for learning disabilities.
Nadine Gaab is an associate professor of Education at the Harvard Graduate School of Education. Her work focuses on typical and atypical learning trajectories from infancy to adolescence with a special emphasis on language, reading and literacy development and the role of the environment in shaping these trajectories. Her work is at the intersection of developmental psychology, learning sciences, neuroscience, EdTech, and educational policy within a learning disability framework. Her research laboratory employs longitudinal behavioral and neuroimaging studies to characterize differences in learning as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adolescence. Her theoretical work focuses on multifactorial frameworks of learning differences with an emphasis on early identification, and ‘preventative education’. One important key aspect of her work is the translation of research findings to address contemporary challenges in educational practice and policy.
She is the 2023 recipient of the Academic Research Recognition Award from the World Literacy Foundation and the 2019 recipient of the Learning Disabilities Association America Award for her work on learning disabilities. Furthermore, she has received the Norman Geschwind Memorial lecture in 2020 and the Alice Garside Award in 2017 from the International Dyslexia Association for outstanding leadership in advancing the science and advocacy of dyslexia. She also received the Allan Crocker Award in 2018 from Boston Children’s Hospital for advocacy on behalf of children with reading disabilities and efforts around the passage of the Massachusetts dyslexia screening legislation. She is currently an associate editor for the Journal of Learning Disabilities, Scientific Studies of Reading, and Developmental Science. Furthermore, she is the co-founder of EarlyBird Education, a gamified platform system for identifying children at-risk for language-based learning disabilities.