Jan Hasbrouck, Ph.D. is an educational consultant, author, and researcher. She served as Executive Consultant to the Washington State Reading Initiative and as an advisor to the Texas Reading Initiative. Jan worked as a reading specialist and literacy coach for 15 years before teaching at the University of Oregon and later became a professor at Texas A&M University. She has provided educational consulting to individual schools across the United States as well as in Mexico, Peru, Guatemala, Honduras, Jamaica, and Germany, helping teachers, specialists, and administrators design and implement effective assessment and instructional programs targeted to help low-performing readers. Jan’s research in areas of reading fluency, reading assessment, coaching, and second language learners has been published in numerous professional books and journals. She is the author and co-author of several books including “Conquering Dyslexia”, “Reading Fluency”, “The Reading Coach: A How-to Manual for Success”, and “Educators as Physicians”, along with several assessment tools. Jan works with the McGraw Hill publishers as an author of their “Wonders” and “Wonder Works” reading and intervention programs. She also enjoys her volunteer work at her grandson’s K-8 school in Seattle.
A Practical Approach to Dyslexia: How to Identify and How to Teach
(Assessment and Data, Special Ed, Dyslexia, Other Learning Challenges, Components of Literacy Instruction, General Science of Reading)
Our understanding of dyslexia has greatly expanded over the past decade, due in large part to the newest technologies being used by researchers to study the complex brain functions involved in reading and writing. This session will provide an overview of the newest research on dyslexia and addresses many of the common myths that persist in our understanding of this neurobiological disorder. The importance of early identification and intervention will be stressed, with a discussion of the assessments that can be used to help us identify these students and plan effective instruction. It is exciting that research has also identified specific strategies that help us successfully address the reading, writing, and spelling challenges that our students with dyslexia face. Components of this effective instruction will be presented, including the role of phonological awareness, phonics/decoding, and reading fluency.
Target Audience(s): Early Childhood (Birth – 4 years), Elementary, Middle/Jr. High, High School
Education Track(s): New to the Science of Reading, Leadership