This strategy-based course addresses the challenges faced by students with language-based learning disabilities (LBLD), primarily those identified with specific learning disabilities (SLD) such as dyslexia. As a result of the learning experiences in the course, participants will become more competent in their ability to:
identify the signs of language-based learning disabilities in students, including deficits in the language domains of reading, writing, listening, speaking
identify the language skills that are specific to both the production and processing of oral and written language so that these skills may be taught in isolation
informally assess students’ strengths and weaknesses with language skills
employ effective instructional strategies to help students with LBLD demonstrate academic progress
implement strategies to help students more effectively manage time, materials, and language in order build executive functioning
consider how to employ consistent strategies across grade levels and subject areas to best support students with LBLD
Due to the impact of the pandemic, we understand that it’s important to address how to implement instructional strategies in a variety of formats to meet students’ needs. Opportunities to adapt instructional practices for in-person and remote learning will be available in all of our online courses.
The course is divided into six, self-paced modules:
Overview of LBLD presents an introduction to language-based learning disabilities, including information and best practices for assisting students with LBLD to develop their language skills.
Reading Comprehension provides an overview of reading development, including strategies to support students’ decoding, fluency, and comprehension skills.
Expository Writing explains the hidden demands of writing and outlines a useful 5-step process to help students express their thoughts on a topic.
Listening & Speaking describes the expressive and receptive oral language challenges that students with LBLD face, describing additional disabilities that may be present and providing strategies to best support student engagement in class.
Executive Function outlines the complexity of demonstrating goal-oriented behavior for students with LBLD, focusing on tangible methods to help them reach their goals.
Cross-Curricular Application ties the other 5 modules together by explaining the benefit of employing consistent strategies in every academic experience. Participants are asked to consider how application of the previously learned strategies could benefit students with LBLD across the curricula.
Each module will follow the same basic outline:
The introduction will provide a basic overview of the main topic of the module.
The definition and clarification section will provide you with important background information about the central language task(s) covered in that module.
The LBLD impact section will provide specific information about how an LBLD affects the skills being covered in that course module.
The strategy section(s) will explain the necessary background and steps for a specific strategy that you can employ in order to help students who struggle with language. In addition to learning valuable background information, you will also observe two different demonstrations of each strategy: one with an elementary school student and the other with a high school student.
The conclusion will tie together all of the information in the unit.
Pre and Post-Assessments: These ungraded questionnaires will be used to self-assess knowledge and application of course content.
Quizzes: The quizzes will assess comprehension of the content from the required reading. The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.
Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post.
Assignments: The assignments in each module will require participants to put theory into practice as they read and follow the specific directions, and use examples provided as a guideline for format, length, and quality of writing. These tasks will be assessed using specific rubrics.
Written Reflection: This final 500-word reflection will require participants to reflect on the course content and its future application. This task will be assessed using a specific rubric.
The following text will be used in the course.
Newhall, P. W. (2012). Language-based learning disabilities. In P. W. Newhall (Ed.), Language-based teaching series. Prides Crossing, MA: Landmark School Outreach Program.
It can be purchased as an E-Book. For participants without the E-Book or a physical copy, the text will be provided within the course.
See our FAQ page for specific information about our online courses.
15 PDPs/Hours (included)
July 6 - August 17, 2021
Registration is unavailable at this time.
“Language-Based Learning Disabilities: Strategies for Success was the best course I have taken in a very long time. Comprehensive course content along with strategies to use now in the classroom were the motivating factors for me throughout the course. I recommend this course to teachers just starting out as well as veteran special education teachers like me looking to expand and update their teaching tool-kit.”
High School Teacher
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