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Register now for Dr. Jerome Schultz’s presentation on Reaching Students with Learning Disabilities and ADHD!

Based on his broad perspective on students with LD and ADHD, Dr. Schultz will provide an overview of the characteristics of programs that are “doing the right thing” for these kids. As a parent, you’ll be able to use this information to assess the nature and quality of the services your child is getting. If you’re a teacher, these criteria can serve as a scorecard that you can use to take a closer look at your own professional performance. Dr. Schultz, a former special education teacher and now a Clinical Neuropsychologist on the faculty of Harvard Medical School, will also discuss the reality that it’s often a challenge to get appropriate services. He’ll offer some simple but effective strategies that have helped many kids stay on the path to success.

About the Presenter:  Jerome Schultz, Ph.D. is a Clinical Neuropsychologist on the faculty at Harvard Medical School in the Department of Psychiatry. He received his undergraduate and Master’s degrees from The Ohio State University and holds a Ph.D. from Boston College. He has completed postdoctoral fellowships in both clinical psychology and pediatric neuropsychology.

For nearly four decades, Dr. Schultz specialized in the neuropsychological assessment and treatment of children and young adults with learning disabilities, attention deficit hyperactivity disorder and other special needs. He has served as a faculty member at Lesley University, Boston College, and Wright State University in Ohio, and for several years as the Co-Director of the Center for Child and Adolescent Development at the Cambridge (MA) Health Alliance.

Dr. Schultz currently serves as an international consultant on issues related to the neuropsychology and education of children and young adults with special needs. He is a content expert at and at, where he presents webinars and writes articles, many of which are about stress and anxiety. His book, called Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It, examines the role of stress in learning, and has served as a practical guide for families and schools across the globe.

Watch Recordings of Previous Webinars on Our YouTube Channel

The Reading Comprehension Blueprint: The Why, The What & A Bit of the How! with Nancy Hennessey

Expert Webinar Series Presented in Partnership between Glean Education + Washington State OSPI


Identifying and Teaching Students with Foundational Reading Difficulties

Nationally-recognized professor of psychology, Jack Fletcher, Ph.D. discusses how to identify and teach students with significant reading problems and dyslexia within an MTSS framework.

ALL students in Florida will receive Structured Literacy instruction, provided by effective teachers, who understand the Science of Reading.

Mission:  IDA-FL will be the state leader in the awareness and dissemination of current knowledge, research, and resources regarding dyslexia and related language-based learning disabilities. We will provide guidance, based on the Science of Reading, that informs appropriate assessment, Structured Literacy instruction, and intervention. This information will be available to all stakeholders, including children and adults with dyslexia, their families, teachers, and related professionals

Join IDA!

By joining our organization, you will be in the company of the world’s foremost researchers, teachers, professionals, and parents dedicated to helping individuals with dyslexia, their families and those that support them. Your membership will not only give you exclusive access to this extraordinary community but will also help support Structured Literacy teacher preparation and training required to help thousands of children in the years to come.

Visit the International Dyslexia Association Homepage

What is Dyslexia?

Dyslexia is a language-based specific learning disability, that is neurobiological in origin. It affects the phonological component of language. Characteristics include difficulties with accurate and fluent word recognition, spelling, and decoding abilities. Students with dyslexia require Structured Literacy instruction, based on the Science of Reading. Click on What is Dyslexia above for a complete definition and more information.

Rethinking How to Promote Reading Comprehension

by Hugh W. Catts

Reading comprehension is not a skill someone learns and can then apply in different reading contexts. It is one of the most complex activities that readers engage in on a regular basis, and the ability to comprehend is dependent upon a wide range of knowledge and skills. Despite a common view about comprehension, several lines of enquiry have recognized the true complexity of reading comprehension for some time. One individual may have multiple levels of comprehension ability depending upon what they are reading and why they are reading it. Chief among the factors influencing reading comprehension is background knowledge. Why is knowledge so critical for comprehension? To begin with, it provides a framework for organizing incoming information and guides the reader as a text is read through. Not only does knowledge improve comprehension, but comprehension allows the reader to build new knowledge. This article discusses comprehension as skill myth, shares a more accurate and complex model of comprehension, highlights the role of knowledge and what it does for comprehension, and provides implications for instruction and assessment.

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