Interventions for Students with Dyslexia and Other Reading Differences

Danielson Components:
1a : Demonstrating Knowledge of Content and Pedagogy
1e : Designing Coherent Instruction

Course Summary:

This course provides strategies for staff that instructs or develops instructional programs for students with dyslexia and other reading differences. Objectives include an investigation of the characteristics of dyslexia and other reading differences. Learners evaluate the reading research and apply the evidence-based strategies to strengthen skills with sound-symbol association, fluency, spelling, comprehension, and vocabulary. Learners apply multi-sensory approaches and technology applications that value the reading knowledge and levels of their students. Objectives include dyslexia action plans that honor collaboration with staff and students, and culturally responsive practices. Activities include the alignment of appropriate interventions to strengthen literacy skills across the curriculum. Activities in each module help staff assist learners to develop compensatory strategies with fluency, sound-symbol association, reading comprehension, vocabulary, written expression, and auditory processing skills to become better readers. Specific emphasis will include how to infuse technology with the appropriate digital tools to increase the reading skills and level of students.

Learners explore The International Dyslexia Knowledge and Practice Standards professional development requirements. Learners review research from What Works Clearinghouse to examine the effectiveness of programs intended to increase the literacy skills of beginning readers in K-3 and upper elementary students and adolescents in grades 4-12. Topics include alphabetics, early reading/writing skills, general literacy achievement, print knowledge, reading fluency, reading comprehension, and written expression. Students develop dyslexia action plans that include competencies from Danielson’s Framework for planning and preparation, instruction, and professional reading responsibilities. Common Core ELA standards are included in each of the modules.

What You Need To Know

  1. This course will provide you with 3 P-Credits through NYC DOE’s After School Professional Development Program (ASPDP).
  2. P-Credit courses can be applied to the BA+30, BA+60, and MA+30 differentials and NYS PD requirements.
  3. Spring 2017 registrations run from January 3rd, 2017 to April 17th, 2017.
  4. Spring 2017 semester starts on February 13th, 2017 and ends on June 23rd, 2017.

Don’t forget to register with NYC DOE's After School Professional Development Program (ASPDP) in order to earn P-Credits. Failure to register with NYC DOE before the registration deadline will disqualify participants from earning P-Credits.

*Please keep in mind there is a non-refundable, non-transferrable policy for credit fees paid to NYC DOE. Because of this, we ask that you complete your course(s) on time. If you want more information regarding credit fees please email ASPDP at