Cutting-Edge Research to Empower Schools to Support Students with Reading Disabilities

  • DateJan 17, 2018 3:00 PM - 4:00 PM Eastern Time
  • CostView at no charge! (donor-supported webinar)
  • Event TypeOnline event
  • PresenterRichard Wagner, Associate Director, Florida Center for Reading Research

Register Now!

Current approaches to identifying students with reading disabilities are problematic. Students with reading disabilities are not being identified as soon as they could be, and diagnosis is not very accurate. When you can’t diagnose effectively, you can’t help your students with reading disabilities succeed. However, important advances have been made that will result in substantial improvements in diagnosis of reading disabilities within the next few years.

In this edWebinar, Rick Wagner, Associate Director for the Florida Center for Reading Research, will share recent research results that are leading to improved approaches for identifying students with reading disabilities that also can lead to positive outcomes for your students.

Attend this live, interactive event to learn about:

- The problems of current approaches to diagnosis of reading disabilities

- The importance of supporting these students during the process so they don’t fall behind

- A new cutting-edge model in research that points the way to improved diagnosis

There will be time to get your questions answered after Rick’s presentation. This session is designed for K-8 administrators, principals, teachers, librarians, and special education directors and teachers. Join us to learn about recent research that can help support students with reading disabilities at your school!

 About the Presenter

Richard Wagner is the Robert O. Lawton Distinguished Research Professor of Psychology and the Morcom Chair at Florida State University. He also is a co-founder and a current associate director of the Florida Center for Reading Research. He earned a master’s degree in school psychology from the University of Akron. He then earned a Ph.D. in cognitive psychology from Yale University in 1985. His major area of research interest is dyslexia and the normal acquisition of reading. He currently is the principal investigator of a Multidisciplinary Learning Disability Center funded by the National Institute of Child Health and Human Development (NICHD). He recently served on the California advisory group charged with developing dyslexia guidelines for the state. He has coauthored tests that are commonly used including the Comprehensive Test of Phonological Processing (CTOPP-2), the Test of Word Reading Efficiency (TOWRE-2), and the Test of Preschool Early Literacy