Evaluation Criteria

In order to be considered for evaluation at the Center, an individual must be:

  • A Tennessee resident
  • In grades Kindergarten - 12
  • In public, private, or home school

We are unable to evaluate individuals whose learning difficulties are primarily related to:

  • Lack of English proficiency
  • Low cognitive ability / Intellectual Disability
  • Severe emotional or behavioral problems / Emotional Disturbance
  • Autism Spectrum Disorder
  • Hearing or vision impairment that cannot be corrected
  • Students identified with a Specific Learning Disability in Basic Reading Skills and/or Reading Fluency

We do not provide testing services to students who have a documented Specific Learning Disability in Basic Reading Skills and/or Reading Fluency. These students have already been found to have characteristics of dyslexia based on the special education eligibility criteria adopted by the state of Tennessee for those two categories. These students should be receiving dyslexia specific intervention services in accordance with TN HB 2616/SB 2635. The following document further explains the relationship between Specific Learning Disability and dyslexia:

https://www.tn.gov/content/dam/tn/education/special-education/dys/dys_conversations.pdf.

Students who have a documented Specific Learning Disability in Basic Reading Skills and/or Reading Fluency are eligible for consideration for a consultation with the Center. Requests for consultations are processed through our evaluation application process. Please visit https://www.mtsu.edu/dyslexia/Evaluation_Process.php for additional details.

 

 

 

 

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October 25, 2019

Comprehension Construction Zone: A Blueprint for Instruction

Nancy Hennessy, M.Ed., LDT-C 

Comprehension Construction Zone: A Blueprint for InstructionComprehension is complex and multi‚Äźdimensional. Designing and delivering effective instruction for all students requires an understanding of the contributions of language and cognitive processes to the construction of meaning. It is particularly important for working with at risk students including those with dyslexia. This session will present a blueprint, a master plan, for acquiring and accessing these essential skills. Participants will explore why and how to use evidence informed strategies for developing vocabulary knowledge, sentence comprehension, use of text structure, background knowledge and inference making.

Registration Opens 8/15/2019

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