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Practical Multi-sensory Approach to Teaching Dyslexic Learners Training

Are you an educator looking to improve your skills and help dyslexic learners succeed in the classroom?

Look no further than our Practical Multi-sensory Approach to Teaching Dyslexic Learners training program!

Our comprehensive program is designed to equip you with practical skills and techniques that will help dyslexic learners thrive in the classroom. With a focus on multi-sensory approaches to teaching, you’ll learn everything from the nature and needs of dyslexic learners to the structure of the English language.

Our expert instructor bring a wealth of real-world experience to the table, ensuring that you receive the most up-to-date and relevant training possible. You’ll gain hands-on experience with manipulatives and other tools, as well as instruction on how to develop effective lesson plans, analyze student progress, and involve parents in the teaching and learning process.

Best of all, your program cost goes directly towards supporting the work we do at Africa Dyslexia Organisation.

The 10-session training program is spread over 5 weeks and will be conducted via Zoom. Sessions will take place on the following dates: May 12-13, 19-20, and 26-27, and June 2-3 and 16-17. All sessions will begin at 6pm GMT, making it easy to fit into your busy schedule.

What You’ll Learn:
  • The philosophy, research, theory, and practical skills of a multi-sensory approach to language learning.
  • The nature and needs of dyslexic learners.
  • How to use manipulatives to implement a program of remedial therapy.
  • Multi-sensory approaches to teaching language, spelling, and handwriting.
  • Instructional topics, such as the structure of the English language and spelling rules
  • How to assess student needs and progress.
  • How to involve parents in the teaching and learning process.
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What You’ll Get:
  • Expert instruction from an experienced instructor.
  • Hands-on experience with manipulatives and other tools.
  • Instruction on developing effective lesson plans, analyzing student progress, and involving parents in the teaching and learning process.
  • A valuable addition to your professional development portfolio.
  • A certificate of completion.

Trainer's Bio

Dr. Rhaleta Bernard is a highly qualified and experienced Reading Specialist and Founder of P.O.J. Tutoring, located in South Ozone Park, Queens, New York. She obtained her Master’s degree in Education from John’s University, New York and is a licensed Orton Gillingham Associate, specializing in students with dyslexia. Dr. Bernard is a certified New York State teacher and Reading Specialist, with over a decade of experience working with a wide range of reading disabilities.

Dr. Bernard is also enlisted as an Independent SETTS provider on the New York Municipal list for the Department of Education. Prior to starting P.O.J. Tutoring, she was employed at Catherine Laboure Special Education Program in Brooklyn, where she worked as a Reading Specialist.

In addition to her work in education, Dr. Bernard holds a doctorate in Theology and is an ordained minister. She is passionate about teaching and believes that when you love what you do, you never work a day in your life.

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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Mother

The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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