This workshop will examine reading and written language disorders from a brain-based educational perspective, and classify both dyslexia and dysgraphia into distinct subtypes.  There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence-based interventions.  Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction.

The role of phonological processing, orthographic processing, working memory, language and motor skill development, and executive functioning will be discussed as being crucial for effective literacy skills to emerge. 

Lastly, the Feifer Assessment of Reading (Far) battery will be introduced as an effective means to both identify and remediate language-based learning disabilities in children.