AOTA

Authors:

Lenin C. Grajo, PhD, EdM, OTR/L

Earn: .1 AOTA CEU (1.25 NBCOT PDU; 1 contact hour)

Overview:

Occupational therapy practitioners support students with reading difficulties using a holistic and participation approach. Although it is essential for practitioners to address the prerequisite skills students need for effective reading, these skills must be related to the goal of increasing meaningful participation in reading activities at school, at home, and in the community. Occupational therapy practitioners work toward students acquiring functional literacy skills to effectively fulfill daily life needs and participate in meaningful occupations and social roles.

Learning Objectives:

1.      Describe the unique role of occupational therapy in addressing reading participation of school-aged children.

2.      Discuss how school occupational therapy practitioners should be evaluating and treating cognition, sensory processing, and vision-related in relation to reading participation.

3.      Identify a facilitative teaching and learning approach in intervention when addressing reading difficulties.

Key Terms and Concepts:

·         Cognitive Orientation to daily Occupational Performance

·         Cooperative Learning Strategy

·         Double-deficit hypothesis of dyslexia

·         Dyslexia

·         Functional cognition

·         Functional literacy

·         Functional reading

·         Inhibition

·         Learning Together Approach

·         Magnocellular theory of dyslexia

·         Occupation and Participation Approach to Reading Intervention

·         Peer-Assisted Learning Strategies

·         Phonological processing deficit of dyslexia

·         Rapid automatic switching

·         Set shifting