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2018 Annual Spring Conference

Recent Advances in Understanding Word-Level Reading Problems: Assessment and Highly Effective Intervention

March 16th, 2018

Banquet and Conference Center of DeWitt

DeWitt, MI

Download the brochure


Michigan Association of School Psychology March 16, 2018.pptx

PAST 2016.pdf

Dropbox access to research articles

The presentation will focus on how children learn to read words and why some children struggle. This knowledge will be used to design more educationally relevant assessments and to guide intervention recommendations. Studies consistently show that the most commonly used reading interventions provide limited benefits. However, research has also shown that there are approaches available that yield very large and sustained reading gains for weak readers. 

Objectives for School Psychologists:

As a result of this session, participants will be able to:

1. Explain to teachers and parents how word-level reading skills develop and why some students struggle with those skills.

2. Assemble a battery of assessments that will allow them to pinpoint precisely why a student is struggling in reading. 

3. Administer and interpret the Phonological Awareness Screening Test.

4. Recommend to general and special educational teachers and administrators the most highly effective intervention approaches.

5. Recommend to administrators and K-1 teachers instructional practices that will prevent most reading difficulties from occurring in the first place.

David A. Kilpatrick, PhD is an associate professor of psychology for the State University of New York, College at Cortland. He is a New York State certified school psychologist with 28 years experience in schools. He has been teaching courses in learning disabilities and educational psychology since 1994. David is a reading researcher and the author of two books on reading, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success.

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