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Understanding reading disorders in childhood: From assessment to intervention

This one-day workshop provides a comprehensive overview of current evidence-based practice in the diagnosis, assessment and remediation of reading disorders.

Participants will be introduced to the major theoretical and empirical issues in the definition and diagnosis of developmental reading disorders or dyslexia, with consideration of recent developments in the conceptualisation of the nature and classification of learning disorders. The DSM-5 criteria for learning disorders will be examined, with consideration of the justification for the most significant and controversial changes, such as the reduction in subtypes of learning disorder, the exclusion of reference to cognitive processing deficits, and the abandonment of the requirement to document an intelligence-achievement discrepancy.

Recent research into the nature and aetiology of reading disorders will be reviewed, with coverage of the current understanding of the genetic, neurobiological, cognitive, and linguistic aspects of reading development and reading disorders. We will discuss the implications of this work for the diagnosis of reading disorders, including the need for evidence of inadequate response to age-appropriate instruction.

The role of psychological assessment in diagnosis and classification will be explored, with an evaluation of the benefits and disadvantages associated with the Wechsler scales and other popular tests of cognitive functioning and academic achievement. A focus of the workshop will be the differential diagnosis of reading disorders, with particular consideration of language disorders and ADHD. The efficacy of popular interventions for children with reading disorders will be reviewed.

By the end of the workshop, participants will be able to:

  • Describe recent developments in the conceptualisation of the nature, diagnosis and classification of reading disorders
  • Identify the main features of the DSM-5 diagnostic criteria for specific learning disorders, and the strengths and limitations of these criteria
  • Evaluate the utility of common psychological tests in diagnosis and classification
  • Engage in the differential diagnosis of reading disorders, language disorders and other common conditions
  • Assess the evidence for the efficacy of interventions for reading disorders in childhood



Vibe Hotel (Goulburn Street)

29th May 2015 (8:30am- 5pm)


Savoy Vibe (Little Collins Street)

12th June 2015 (8:30-5pm)



Adina Apartment Hotel (Ivory Street)

16th June 2015 (8:30am -5pm)


To register for future PD events, please complete the Expression of Interest form.