What if a simple shift in the way you look at instruction and assessment would improve the educational outcomes for 20% of your students? Would you do it?
Statistically one in five of our students falls on the spectrum of dyslexia, although many may be undiagnosed. By taking a step back and identifying the true and precise goal of our instruction or assessment, we can find ways to help students with dyslexia achieve increased success in any classroom, at any grade level, and in any subject area.
In this edWebinar, Cindy Kanuch will guide participants through the philosophical shift in thinking about instruction and assessment and provide recommendations for strategies and accommodations in the areas of:
- Instructional presentation
- Student response
- The gift of time
- Environmental considerations
This session will be of particular benefit to elementary through high school administrators, teachers, and tutors. There will be time for questions and answers at the end of the presentation.
About the Presenter
Cindy Kanuch is the reading interventionist at Calhan Elementary School in Calhan, CO. She has provided literacy interventions for K-12 students for over 10 years. Cindy is on the board of the Rocky Mountain Branch of the International Dyslexia Association, a member of the Academy of Orton-Gillingham at the Associate level and is a Certified Academic Language Practitioner (working to become a Certified Academic Language Therapist). She is the 2016 recipient of the inaugural Winslow Coyne Reitnouer Excellence in Teaching Award. Cindy also provides basic literacy assessments, and individual and small group tutoring, and has presented at several regional reading conferences. She has authored SpellWrite: A Systematic Morphophonological Approach to Word Study which is currently being piloted in her school. Cindy’s current concentration is training teachers to efficiently and effectively identify and remediate reading and spelling deficiencies for both dyslexic and non-dyslexic students.