Held at the Holiday Inn Boston-Dedham (see directions to the left)
8:15am - 2:30pm
This seminar is SOLD OUT
Please contact us at 781-449-4010 x101 or x102 to be placed on the waiting list.
You will learn about the relationship between the brain and reading development, from acquisition to expertise, and the effectiveness of reading interventions to help rewire the brains of struggling readers. Seminar leader Dr. Christodoulou will explain how readers who struggle with reading acquisition and development differ in their brain structure and function, as well as the differences and similarities between dyslexia and reading difficulty across languages. You will learn about the most recent advances in the field of neuroscience to predict who will be at the highest risk of struggling to read and who may benefit from intervention. You will examine the limitations and progress of the field of educational neuroscience as it relates to reading development, assessment and intervention. By the conclusion of the workshop, you will have had the opportunity to discuss the roles and contributions of neuroscience to understanding reading and dyslexia, and will take away with you information on reading-related research and intervention programs.
Download Seminar Brochure (pdf)
Participants will be able to:
This seminar will be applicable for professionals in education, including teachers, administrators, reading specialists, graduate students, college/university faculty training teachers and others with similar interests.
Joanna A. Christodoulou, EdD, works at the intersection of education and neuroscience. She is an Assistant Professor at the MGH Institute of Health Professions and a Research Affiiliate at the Massachusetts Institute of Technology. She has led professional development sessions internationally for a range of audiences and topics related to educational neuroscience. Her publications include a co-authored overview of reading research in Mind, Brain, and Education: Neuroscience Implications for the Classroom (2010) and a co-edited series in the Mind, Brain, and Education Journal (2009) titled “Usable knowledge in mind, brain, and education."