Update 9/1/2021: This live webinar was recorded. You can access the recording through the Lavi Institute website.

Go to Free CEU Courses – CEUs for SLPs (laviinstitute.com). Scroll to the middle of the page. You will see the webinar “A Deep Dive…”  Click on “Watch this course now,” and it will take you to another page where you are prompted to create a login for access. There is no charge.

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This is a free outreach webinar offered by IDA-GA.  You are ALSO invited to view sessions in the Power Up Outcomes with Evidence-Based Practice Literacy Conference on August 5 and 6, 2021. Find out more information here. SLP’s can sign up to earn up to 15 ASHA CEU’s.

REGISTRATION CLOSED.

Register for the outreach webinar at https://idagaoutreachwebinar8252021.eventbrite.com

COA’s (attendance to the live webinar required) and ASHA CEU’s will be available for those needing documentation of attendance. 

• This webinar will discuss the importance appropriate language and literacy testing plays in the remediation of reading-based disabilities.
• It will review current controversies with respect to the dyslexia diagnosis, as well as describe the role of language as a contributing factor to reading and writing deficits.
• The limitations of popularly recommended reading approaches/programs (e.g., Orton-Gillingham, Wilson, Lindamood-Bell, Barton, etc.)  will be discussed with respect to exclusivity of use.
• Finally, the process leading up to the appropriate treatment goal recommendations will be outlined.

At the end of this presentation, learners will be able to

1. Discuss the connection between language and literacy
2. Summarize current debates as pertaining to the dyslexia diagnosis
3. Discuss strengths and limitations of popular reading programs and approaches
4. Describe appropriate goal target selection with respect to the remediation of reading deficits 

Tatyana Elleseff, MA CCC-SLP is a bilingual speech-language pathologist, specializing in issues of multicultural, internationally & domestically adopted, as well as abused, at-risk, and traumatized children with language and literacy disorders in hospital, school, and private practice settings. She has been published in several peer-reviewed journals as well as presented for numerous national and international medical, academic, and non-profit organizations and speech-language-hearing associations both nationally and internationally. She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry and a Clinical Supervisor at Rutgers Day School, an outpatient facility located in a hospital setting for children with significant psychiatric disturbances and concomitant language and literacy impairments.