AOTA Web Site Notice

We will be performing our annual physical AOTA Store inventory beginning Tuesday, June 28th.  During this process, we will be able to accept orders but will be unable to ship physical products right away. We anticipate shipping to resume on or before Friday, July 8th. Please note that orders for online products and ebooks are not affected and will continue to be fulfilled as usual. Thank you for your patience.

Literacy: Reading to Enhance Participation (Chapter 50)
Sorry! Image not available at this time

SKU: OL7050

Publisher: AOTA Continuing Education

Published: 2019

Basic Member Price
Non-Member Price: $34.95

Product Overview


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

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


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