Instructional Techniques for Students with Dyslexia
Presented in Partnership With:
9:00 a.m. - 2:00 p.m.
PLN District Members - NO COST
USA-Kansas Members - $100
Non-Members - $200
Dr. Elizabeth Stevens
Georgia State University
Elizabeth Stevens, Ph.D., is an Assistant Professor in the Department of Learning Sciences at Georgia State University. Stevens is currently co-Principal Investigator (Co-PI) of a four-year Institute for Education Sciences Development and Innovation grant, which aims to develop and test a professional development model for middle school teachers on using evidence-based literacy practices during content area instruction. Stevens completed her doctoral program at The University of Texas at Austin.
She holds a master’s degree in special education from the College of William and Mary and a reading specialist degree from the University of Virginia. Prior to pursuing her doctorate, she taught special education for nine years in Virginia. Stevens has extensive experience in designing literacy interventions for diverse and at-risk populations, providing professional development to districts, and examining the effects of such interventions and professional development through high quality research studies. In addition to this work, Stevens has provided statewide literacy professional development in New York, Kansas, Wyoming, Idaho, and Texas on a range of topics, including evidence-based reading and writing practices for struggling learners, intensive interventions, and teaching reading comprehension to students with learning difficulties. Stevens has published in the Journal of Learning Disabilities, Remedial and Special Education, Learning Disability Quarterly, Reading and Writing, and Teaching Exceptional Children. Some of her research interests include diagnosis and remediation of learning disability, with particular emphasis on developing effective reading interventions for students with learning difficulties or disabilities.
Brief session description:
This professional development (PD) workshop will focus on understanding and implementing
evidence-based reading practices for students with dyslexia and struggling readers. In
particular, we will discuss the implementation of two high-impact practices, main idea
generation and explicit vocabulary instruction, with information texts. At the end of the session,
teachers will be able to explain these practices and ways to implement the practices with
We will address the following questions during the PD:
Why is it important for students to generate main ideas while reading information texts?
Why is main idea generation so challenging for struggling readers?
How can teachers support students with this process?
What type of feedback can teachers provide students when they have difficulty identifying the most important information in the text?
Why is it important to teach vocabulary prior to reading information text?
How do teachers decide (a) which words to teach and (b) how many words to teach?
What is the best way to teach new words?
The session will include school-based or grade-level team planning time to develop lesson plans
and materials for the implementation of these practices. Finally, we will discuss ways to align
Tier 1 (general education) and Tier 2 intervention for students with dyslexia and reading
Please bring a content-area information text that you’ll be using with your students in
the next few weeks.