Recent research has greatly expanded our understanding of dyslexia and how best to screen students for this language-based learning challenge. What specifically does this research show—and how does it support more effective assessment practices in US schools?

In this webinar, four distinguished literacy experts provide the answers. Topics include:

• Why the International Dyslexia Association updated its definition of dyslexia—and how this impacts K–12 education
• Guiding principles and best practices for screening and data-based decision making
• The language development process and which skills to assess at each point in time
• The current landscape of state testing policies, with recommendations for the best screening measures at each grade level

Middle Tennessee State University

Tim Odegard, PhD, is Professor of Psychology at Middle Tennessee State University. His research spans the identification of struggling readers, effective intervention methods, and comprehensive teacher training. He also serves as editor-in-chief of the Annals of Dyslexia and has made significant contributions to improving literacy services for all learners.

Matthew Burns, PhD, is Fein Professor of Special Education at the University of Florida. He has published more than 200 articles and 15 books and is dedicated to positively influencing practice in K–12 schools. He is a co-editor of Remedial and Special Education and a past editor of School Psychology Review and Assessment for Effective Intervention.

Tiffany Hogan, PhD, CCC-SLP, is Professor of Communication Sciences and Disorders at MGH Institute. She teaches courses in literacy assessment and intervention, and she conducts federally funded studies on dyslexia, developmental language disorders, and implementation science. She also serves on national committees of the American Speech-Language-Hearing Association and is a board member of the Society for the Scientific Study of Reading.

Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor of School Psychology at the University of Alaska. She is a former classroom teacher and special educator, and her research focuses on effective interventions in MTSS. She served as the Senior Academic Advisor at FastBridge Learning, has published numerous books and articles about MTSS, and serves on the Advisory Board of the International MTSS Association.