About this course

Learning Objectives

• Describe the Science of Reading and relevant models of cognitive neuroscience.
• Name the components of skilled reading according to the Science of Reading.
• Apply the evidence base to implement effective reading interventions.
• Identify assessment tools to effectively measure reading strengths and weaknesses of students from a Science of Reading-aligned perspective.
• Identify free resources, including criterion-referenced tools and curriculum evaluation guides, to support MTSS processes.
• Apply the information described in the NYASP Evaluating Dyslexia Guidance Document in the school setting, in order to align to best practices.

Learning Levels

• Intermediate

Target Audience

Course Instructor(s)

• 

  Michelle Storie, PhD

  Associate Professor, SUNY Oswego School Psychology Program

  Michelle S. Storie, Ph.D., is a New York State licensed psychologist and permanently certified school psychologist. She is an Associate Professor in the Counseling and Psychological Services Department at the State University of New York at Oswego and is Coordinator of the School Psychology Program. Dr. Storie has also served as Director and Coordinator of the Syracuse University Psychoeducational Teaching Laboratory since 2000. She has eighteen years of experience as a school psychologist, and has worked in urban, suburban, and rural school districts. Dr. Storie is Conference Chairperson of The Reading League and is one of its founding board members. She is a member of the National Joint Committee on Learning Disabilities and is on the Professional Advisory Board of the Learning Disabilities Association of America. Dr. Storie also serves as Secretary for the Trainers of School Psychology New York chapter. Dr. Storie runs a part-time private practice, where she specializes in assessment of dyslexia, anxiety, and ADHD in children, adolescents, and college students. Dr. Storie also conducts professional development for school districts on dyslexia and the Science of Reading. She earned her Ph.D. in School Psychology from Syracuse University in 2001 and has continued to adjunct at Syracuse University since that time. Dr. Storie’s research interests include dyslexia screenings, evidence-based practices for assessment and intervention of reading deficits, educator knowledge of effective reading practices, and impact of professional development aligned with Science of Reading on student outcomes. She is co-author of "Assessing Dyslexia in Schools: Empowering Practitioners through Reading Science".

Disclosure

References

• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10.
• Kilpatrick, D. (2016). Equipped for reading success. Equipped for reading success: A comprehensive step-by-step program for developing phonemic awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch.
• Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. A. S. Kaufman & N. L. Kaufman (Ed.). Hoboken, NJ: John Wiley & Sons, Inc.
• L. Kaufman (Ed.). Hoboken, NJ: John Wiley & Sons, Inc. Moats, L. C. & Tolman, C. A. (2019). Language Essentials for Teachers of Reading and Spelling, 3rd Edition. Dallas, TX: Voyager Sopris Learning, Inc.
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read and its implications for reading instruction: Reports of the subgroups (NIH Publications NO. 00-4754). Washington, DC: U.S. Government Printing Office.
• Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. Journal of Literacy Research, 34(3), 299-336.
• Seidenberg, Mark (2017). Language at the speed of sight: How we read, why so many can’t and what can be done about it. NY, NY: Basic Books.
• The Reading League. (2022). Science of Reading: Defining Guide.