Thinking Outside the “Box”: Exploring the SLP’s Role in Dyslexia

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Course Title: Thinking Outside the “Box”: Exploring the SLP’s Role in Dyslexia

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Learning Objectives:

Describe 3 additional service delivery domains outside of assessment and treatment that are essential when working with students with dyslexia.

Describe three barriers to upstream thinking when discussing prevention and early identification.

Describe 3 ways you can play a role in upstream thinking for early identification of students who are already struggling with early literacy skills.

References & Resources:

Catts, H.W. and Hogan, T. Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment. Reading League Journal, 2, 6-13, 2021. https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/Catts_Hogan_preprint.pdf

Catts, H.W., and Petscher, Y. A cumulative risk and resilience model of dyslexia. Journal of learning disabilities. 2021. https://www.researchgate.net/publication/353804517_A_Cumulative_Risk_and_Resilience_Model_of_Dyslexia

Adolf, S.M., & Hogan, T.P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773.