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The Neuropsychology of Reading Disorders: An Introduction to the FAR

By: Steven G. Feifer, D.Ed., ABSNP

This workshop will examine reading from a brain-based educational perspective, and discuss current literacy trends in the United States. The primary focus of the presentation will be to differentiate “dyslexia” from other reading disorders, as well as to classify developmental reading disorders into four distinct subtypes. There will be a discussion matching each reading disorders’ subtype with scores of evidence-based interventions. The use of a neuropsychological paradigm to discuss multiple facets of the reading process including phonemic proficiency and awareness, phonological processing, orthographic processing, working memory, and executive functioning will be featured. Lastly, the Feifer Assessment of Reading (FAR) battery, a diagnostic educational assessment designed to examine the underlying cognitive and linguistic processes that supports proficient reading skills, will be introduced. Specific learning objectives include:

  1. Examine current literacy rates in the United States and the prevalence rate of dyslexia.
  2. Introduce a brain-based educational model of reading by examining specific neural circuits that underscore phonological development, orthographic development, and reading comprehension skills.
  3. Discuss four subtypes of reading disabilities, and link scores of evidenced-based interventions and relevant classroom strategies to address each subtype.
  4. Discuss the differences between a traditional achievement test versus a diagnostic achievement test, and introduce the Feifer Assessment of Reading (FAR) as a more viable means to both diagnose and remediate subtypes of reading disorders.


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