Tennessee Center for the Study and Treatment of Dyslexia
Releasing the Potential
Dedicated to Unraveling the puzzle of dyslexia
The Center for Dyslexia is one of MTSU's research centers. The center actively conducts research and supports the translation of research to practice. It is a model for interdisciplinary research dedicated to unraveling the puzzle of dyslexia and reading struggles that impact far too many individuals across Tennessee and our nation. The Center translates research to practice through the organization and delivery of professional services to students with dyslexia, to psychologists and teachers who identify and instruct them, and to schools that must orchestrate a broad range of factors that will enable these students to achieve their potential.
The Center is dedicated to the following objectives:
- Identifying factors that negatively impact reading
- Identifying instructional approaches that promote reading
- Informing the public about the condition of dyslexia and related learning differences
- Establishing reliable approaches to identifying students (K-12) with dyslexia and reading failure
- Informing teachers (pre-service and in-service) about best practices that promote literacy acquisition among students with dyslexia and others who struggle with reading
- Enhancing the knowledge base regarding the nature of dyslexia and reading underachievement
- In-service workshops for schools
- Public workshops for parents and community stakeholders
- Hosted instructional trainings for educators
- Regional conferences to raise awareness of dyslexia and causes of reading failure
- Assistance to parents and educators to aid school based identification of dyslexia and related learning differences
- Testing services to inform our understanding of dyslexia and related learning differences
Stay up to date on our events
Using Assessment Data to Identify Needs and Plan for Instruction
Erin Alexander, Ed.S., NCSP, CALP
Emily Farris, Ph.D.
October 5, 2019
Screening not only indicates which children need intervention, it also supports data-based decisions for instruction. This practice should be considered a necessary next step in the screening process in order to plan appropriate, targeted instruction.
October 25, 2019
Comprehension Construction Zone: A Blueprint for Instruction
Nancy Hennessy, M.Ed., LDT-C
Comprehension is complex and multi‐dimensional. Designing and delivering effective instruction for all students requires an understanding of the contributions of language and cognitive processes to the construction of meaning. It is particularly important for working with at risk students including those with dyslexia. This session will present a blueprint, a master plan, for acquiring and accessing these essential skills. Participants will explore why and how to use evidence informed strategies for developing vocabulary knowledge, sentence comprehension, use of text structure, background knowledge and inference making.
This event is designed to help parents become more knowledgeable and confident advocates for their children. Parents will learn different ways to obtain services and support within the public school setting. This workshop will provide strategies for developing resiliency, self-advocacy, and social skills in children with learning disabilities.