Enroll now in this Postgraduate certificateto become an expert in the evaluation and intervention in cases of childhood Dyslexia in only 6 weeks” 

According to estimates, around 700 million people suffer from Dyslexia worldwide. Therefore, the number of children who, as a result of this pathology, have problems learning to read or write is high and, therefore, require strategies adapted to their particular needs to promote their learning and not fall behind the pace of their peers. For this reason, for the different professionals who converge in the educational world, it is essential to have high skills in the management of this neurobiological disorder to ensure the proper cognitive development of students who suffer from it. 

This is why TECH has designed the Postgraduate Certificate in Dyslexia, through which the student will master the most advanced assessment, diagnostic and intervention procedures to preserve the welfare in the classroom and the proper learning of children. Throughout this academic itinerary, students will delve into the use of the Dytective test to detect a possible case of Dyslexia at school age and will identify the advantages and limitations of tests such as TALE or PROLEC-R for this task. In the same line, the Orton-Gillingham method will be used to intervene in this disorder and students will learn to design their own material to promote the teaching of the younger patient. 

Since this program is taught 100% online, the student will be able to achieve efficient learning through the development of their own study schedules. Likewise, they will have access to teaching materials available in formats such as explanatory video or interactive summary, thanks to TECH's objective to promote an enjoyable teaching for each student. 

Use the Orton-Gillingham method to intervene with young patients suffering from Dyslexia thanks to the skills acquired in this program” 

This Postgraduate certificate in Dyslexia contains the most complete and up-to-date program on the market. The most important features include: 

• The development of case studies presented by experts in Speech Therapy specialized in Dyslexia. 
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice 
• The practical exercises where the self-evaluation process can be carried out to improve learning. 
• Its special emphasis on innovative methodologies 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection

By taking this program, you will have access to the most updated didactic contents in the pedagogical market in the area of Dyslexia"” 

The program includes in its teaching staff professionals of the field who pour into this training the experience of their work, in addition to recognized specialists from reference societies and prestigious universities. 

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive training programmed to train in real situations. 

The design of this program focuses on Problem-Based Learning, in which the professional will have to try to solve the different professional practice situations that will arise throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.

Master, through this program, tools such as the Dytective or TALE test that allow the detection of a possible case of Dyslexia in the youngest patients” 

Expand your knowledge in this field to grow professionally in a sector highly demanded by parents and educational institutions” 

The syllabus of this program has been created with the purpose of offering those contents that favor the expansion of the student's knowledge in the field of detection and intervention with young patients suffering from Dyslexia. The didactic contents that the student will study throughout his academic experience will be available in a wide range of textual and multimedia formats, accessible 24 hours a day and 100% online in order to favor a comfortable and individualized learning.

Through the complete module that makes up this Postgraduate Certificate, you will acquire an excellent knowledge in diagnosis and intervention for Dyslexia” 

Module 1. Dyslexia: Assessment, Diagnosis, and Intervention

1.1. Basic Fundamentals of Reading and Writing 

1.1.1. Introduction 
1.1.2. The Brain 

1.1.2.1. Anatomy of the Brain 
1.1.2.2. Brain Function 

1.1.3. Methods of Brain Scanning 

1.1.3.1. Structural Imaging 
1.1.3.2. Functional Imaging 
1.1.3.3. Stimulation Imaging 

1.1.4. Neurobiological Basis of Reading and Writing 

1.1.4.1. Sensory Processes 

1.1.4.1.1. The Visual Component 
1.1.4.1.2. The Auditory Component 

1.1.4.2. Reading Processes 

1.1.4.2.1. Reading Decoding 
1.1.4.2.2. Reading Comprehension 

1.1.4.3. Writing Processes 

1.1.4.3.1. Written Coding 
1.1.4.3.2. Syntactic Construction 
1.1.4.3.3. Educational 
1.1.4.3.4. The Act of Writing 

1.1.5. Psycholinguistic Processing of Reading and Writing 

1.1.5.1. Sensory Processes 

1.1.5.1.1. The Visual Component 
1.1.5.1.2. The Auditory Component 

1.1.5.2. Reading Process 

1.1.5.2.1. Reading Decoding 
1.1.5.2.2. Reading Comprehension 

1.1.5.3. Writing Processes 

1.1.5.3.1. Written Coding 
1.1.5.3.2. Syntactic Construction 
1.1.5.3.3. Educational 
1.1.5.3.4. The Act of Writing 

1.1.6. The Dyslexic Brain in the light of Neuroscience 
1.1.7. Laterality and Reading 

1.1.7.1. Reading with the hands 
1.1.7.2. Handedness and Language 

1.1.8. Integration of the outside World and Reading

1.1.8.1. Attention 
1.1.8.2. Memory 
1.1.8.3. Emotions 

1.1.9. Chemical Mechanisms involved in Reading 

1.1.9.1. Neurotransmitters 
1.1.9.2. Limbic System 

1.1.10. Conclusions and Appendices 

1.2. Talking and organizing time and space for Reading 

1.2.1.  Introduction 
1.2.2. Communication

1.2.2.1. Oral Language 
1.2.2.2. Written Language 

1.2.3. Relations between Oral Language and Written Language 

1.2.3.1. Syntactic Aspects 
1.2.3.2. Semantic Aspects 
1.2.3.3. Phonological Aspects 

1.2.4. Recognize Language Forms and Structures

1.2.4.1. Language, Speech, and Writing 

1.2.5. Develop Speech 

1.2.5.1. Oral Language 
1.2.5.2. Linguistic prerequisites for Reading 

1.2.6. Recognize the structures of Written Language 

1.2.6.1. Recognize the Word 
1.2.6.2. Recognize the Sequential Organization of the Sentence 
1.2.6.3. Recognize the meaning of Written Language

1.2.7.  Structure Time 

1.2.7.1. Organizing Time 

1.2.8. Structuring Space 

1.2.8.1. Spatial Perception and Organization 

1.2.9. Reading Strategies and their learning 

1.2.9.1. Logographic Stage and Global Method 
1.2.9.2. Alphabetic Stage 
1.2.9.3. Orthographic Stage and learning to Write 
1.2.9.4. Understanding to be able to Read 

1.2.10     Conclusions and Appendices    

1.3. Dyslexia

1.3.1. Introduction 
1.3.2. Brief History of the Term Dyslexia

1.3.2.1.Cronología 
1.3.2.2. Different terminological meanings 

1.3.3. Conceptual Approach 

1.3.3.1. Dyslexia

1.3.3.1.1. WHO Definition 
1.3.3.1.2. DSM-IV Definition 
1.3.3.1.3. DSM-V Definition 

1.3.4. Other Related Concepts 

1.3.4.1. Conceptualization of Dysgraphia 
1.3.4.2. Conceptualization of Dysgraphia 

1.3.5. Etiology 

1.3.5.1. Explanatory Theories of Dyslexia

1.3.5.1.1. Genetic Theories 
1.3.5.1.2. Neurobiological Theories 
1.3.5.1.3. Linguistic Theories 
1.3.5.1.4. Phonological Theories 
1.3.5.1.5. Visual Theories 

1.3.6. Types of Dyslexia

1.3.6.1. Phonological Dyslexia
1.3.6.2. Lexical Dyslexia
1.3.6.3. Mixed Dyslexia

1.3.7. Comorbidities and Strengths 

1.3.7.1. ADD or ADHD 
1.3.7.2. Dyscalculia 
1.3.7.3. Dysgraphia 
1.3.7.4. Visual Stress Syndrome 
1.3.7.5. Crossed Laterality 
1.3.7.6. High Abilities 
1.3.7.7. Strengths 

1.3.8. The Person with Dyslexia

1.3.8.1. The Child with Dyslexia
1.3.8.2. The Adolescent with Dyslexia
1.3.8.3. The Adult with Dyslexia

1.3.9. Psychological Repercussions 

1.3.9.1. The feeling of injustice

1.3.10. Conclusions and Appendices 

1.4. How to Identify the Person with Dyslexia? 

1.4.1. Introduction 
1.4.2. Warning Signs 

1.4.2.1. Warning Signs in Early Childhood Education 
1.4.2.2. Warning Signs in Primary Education 

1.4.3. Frequent Symptomatology 

1.4.3.1. General Symptomatology 
1.4.3.2. Symptomatology by Stages 

1.4.3.2.1. Infant Stage 
1.4.3.2.2. School Stage 
1.4.3.2.3. Adolescent Stage 
1.4.3.2.4. Adult Stage 

1.4.4. Specific Symptomatology 

1.4.4.1. Dysfunctions in Reading 

1.4.4.1.1. Dysfunctions in the Visual Component 
1.4.4.1.2. Dysfunctions in the Decoding Processes
1.4.4.1.3. Dysfunctions in Comprehension Processes 

1.4.4.2. Dysfunctions in Writing 

1.4.4.2.1. Dysfunctions in the Oral-Written Language Relationship
1.4.4.2.2. Dysfunction in the Phonological Component 
1.4.4.2.3. Dysfunction in the Encoding Processes
1.4.4.2.4. Dysfunction in Syntactic Construction Processes 
1.4.4.2.5. Dysfunction in Planning 

1.4.4.3. Motor Processes 

1.4.4.3.1. Visuoperceptive Dysfunctions 
1.4.4.3.2. Visuoconstructive Dysfunctions 
1.4.4.3.3. Visuospatial Dysfunctions 
1.4.4.3.4. Tonic Dysfunctions 

1.4.5. Dyslexia Profiles 

1.4.5.1. Phonological Dyslexia Profile 
1.4.5.2. Lexical Dyslexia Profile 
1.4.5.3. Mixed Dyslexia Profile 

1.4.6. Dysgraphia Profiles 

1.4.6.1. Visuoperceptual Dyslexia Profile 
1.4.6.2. Visoconstructive Dyslexia Profile 
1.4.6.3. Visuospatial Dyslexia Profile 
1.4.6.4. Visuoperceptual Dyslexia Profile

1.4.7. Dysorthographic Profiles 

1.4.7.1. Phonological Dysorthography Profile 
1.4.7.2. Orthographic Dysorthographic Profile 
1.4.7.3. Syntactic Dysorthography Profile 
1.4.7.4. Cognitive Dysorthography Profile 

1.4.8. Associated Pathologies 

1.4.8.1. Secondary Pathologies 

1.4.9. Dyslexia versus other Disorders 

1.4.9.1. Differential Diagnosis 

1.4.10. Conclusions and Appendices 

1.5. Assessment and Diagnosis 

1.5.1.  Introduction 
1.5.2. Evaluation of Tasks 

1.5.2.1. The Diagnostic Hypothesis 

1.5.3. Evaluation of Processing Levels 

1.5.3.1. Sublexical Units 
1.5.3.2. Lexical Units 
1.5.3.3. Suplexical Units 

1.5.4. Assessment of Reading Processes 

1.5.4.1. Visual Component 
1.5.4.2. Decoding Process 
1.5.4.3. Comprehension Process 

1.5.5. Evaluation of Writing Processes 

1.5.5.1. Neurobiological Skills of the Auditory Component 
1.5.5.2. Encoding Process 
1.5.5.3. Syntactic Construction 
1.5.5.4. Educational 
1.5.5.5. The Act of Writing 

1.5.6. Evaluation of the Oral-Written Language Relationship 

1.5.6.1. Lexical Awareness 
1.5.6.2. Representational Written Language 

1.5.7. Other Aspects to be Assessed 

1.5.7.1. Chromosomal Assessments 
1.5.7.2. Neurological Assessments 
1.5.7.3. Cognitive Assessments 
1.5.7.4. Motor Assessments 
1.5.7.5. Visual Assessments 
1.5.7.6. Linguistic Assessments 
1.5.7.7. Emotional Appraisals 
1.5.7.8. School Ratings 

1.5.8. Standardized Tests and Evaluation Tests 

1.5.8.1. TALE 
1.5.8.2. PROLEC-R 
1.5.8.3. DST-J Dyslexia 
1.5.8.4. Other Tests 

1.5.9. The Dytective Test 

1.5.9.1. Contents 
1.5.9.2. Experimental Methodology 
1.5.9.3. Summary of Results 

1.5.10. Conclusions and Appendices 

1.6. Intervention in Dyslexia 

1.6.1. General Aspects of Intervention 
1.6.2. Selection of objectives based on the Diagnosed Profile 

1.6.2.1. Analysis of Collected Samples 

1.6.3. Prioritization and Sequencing of Targets 

1.6.3.1. Neurobiological Processing 
1.6.3.2. Psycholinguistic Processing 

1.6.4. Adequacy of the Objectives to the Contents to be worked on

1.6.4.1. From the Specific Objective to the Content 

1.6.5. Proposal of Activities by Intervention Area 

1.6.5.1. Proposals based on the Visual Component 
1.6.5.2. Proposals based on the Phonological Component 
1.6.5.3. Proposals based on Reading Practice 

1.6.6. Programs and Tools for Intervention 

1.6.6.1. Orton-Gillingham Method 
1.6.6.2. ACOS Program 

1.6.7. Standardized Materials for Intervention 

1.6.7.1. Printed Materials 
1.6.7.2. Other Materials 

1.6.8. Space Organization 

1.6.8.1. Lateralization 
1.6.8.2. Sensory Modalities 
1.6.8.3. Eye Movements 
1.6.8.4. Visuoperceptual Skills 
1.6.8.5. Fine Motor Skills

1.6.9. Necessary Adaptations in the Classroom 

1.6.9.1. Curricular Adaptations 

1.6.10.    Conclusions and Appendices 

1.7. From Traditional to Innovative. New Approach 

1.7.1. Introduction 
1.7.2. Traditional Education 

1.7.2.1. Brief description of Traditional Education 

1.7.3. Current Education 

1.7.3.1. The Education of Our Days 

1.7.4. Process of Change 

1.7.4.1. Educational Change. From Challenge to Reality 

1.7.5. Teaching Methodology 

1.7.5.1. Gamification 
1.7.5.2. Project Based Learning 
1.7.5.3. Others 

1.7.6. Changes in the Development of the Intervention Sessions 

1.7.6.1. Applying the New Changes in Speech Therapy Intervention 

1.7.7. Proposal of Innovative Activities 

1.7.7.1. "My Logbook"
1.7.7.2. The Strengths of each Student 

1.7.8. Development of Materials 

1.7.8.1. General Tips and Guidelines 
1.7.8.2. Adaptation of Materials 
1.7.8.3. Creating our own Intervention Material 

1.7.9. The use of Current Intervention Tools 

1.7.9.1. Android and iOS Operating System Applications 
1.7.9.2. The use of Computers 
1.7.9.3. Digital Whiteboard 

1.7.10.     Conclusions and Appendices 

1.8. Strategies and Personal Development of the Person with Dyslexia 

1.8.1. Introduction 
1.8.2. Study Strategies 

1.8.2.1. Study Techniques 

1.8.3. Organization and Productivity 

1.8.3.1. The Pomodoro Technique

1.8.4. Tips on how to face an exam 
1.8.5. Language Learning Strategies 

1.8.5.1. First Language Assimilation 
1.8.5.2. Phonological and Morphological Awareness 
1.8.5.3. Visual Memory 
1.8.5.4. Comprehension and Vocabulary 
1.8.5.5. Linguistic Immersion 
1.8.5.6. Use of ICT 
1.8.5.7. Formal Methodologies 

1.8.6. Development of Strengths 

1.8.6.1. Beyond the  Person with Dyslexia 

1.8.7. Improving Self-concept and Self-esteem 

1.8.7.1. Social Skills 

1.8.8. Eliminating Myths 

1.8.8.1. Student with Dyslexia I am not lazy 
1.8.8.2. Other Myths 

1.8.9. Famous People with Dyslexia 

1.8.9.1. Well-known People with Dyslexia
1.8.9.2. Real Testimonials 

1.8.10. Conclusions and Appendices 

1.9. Guidelines 

1.9.1. Introduction 
1.9.2. Guidelines for the Person with Dyslexia

1.9.2.1. Coping with the Diagnosis 
1.9.2.2. Guidelines for Daily Living 
1.9.2.3. Guidelines for the Person with Dyslexia as a Learner 

1.9.3. Guidelines for the Family Environment 

1.9.3.1. Guidelines for collaborating in the Intervention 
1.9.3.2. General Guidelines 

1.9.4. Guidelines for the Educational Context 

1.9.4.1. Adaptations 
1.9.4.2. Measures to be taken to facilitate the Acquisition of Content 
1.9.4.3. Guidelines to be Followed to Pass Exams 

1.9.5. Specific Guidelines for Foreign Language Teachers

1.9.5.1. The Challenge of Language Learning 

1.9.6. Guidelines for other Professionals 
1.9.7. Guidelines for the Form of Written Texts

1.9.7.1. Typography 
1.9.7.2. Font Size 
1.9.7.3. Colors 
1.9.7.4. Character, Line, and Paragraph Spacing 

1.9.8. Guidelines for Text Content 

1.9.8.1. Frequency and Length of Words 
1.9.8.2. Syntactic Simplification 
1.9.8.3. Numerical Expressions 
1.9.8.4. The use of Graphical Schemes 

1.9.9. Writing Technology 
1.9.10. Conclusions and Appendices 

1.10.  The Speech-Language Pathologist's Report on Dyslexia 

1.10.1. Introduction 
1.10.2. The Reason for the Evaluation 

1.10.2.1. Family Referral or Request 

1.10.3. The Interview 

1.10.3.1. The Family Interview 
1.10.3.2. The School Interview 

1.10.4. The History 

1.10.4.1. Clinical History and Evolutionary Development 
1.10.4.2. Academic History 

1.10.5. The Context 

1.10.5.1. The Social Context 
1.10.5.2. The family context 

1.10.6. Assessments 

1.10.6.1. Psycho-Pedagogical Assessment 
1.10.6.2. Speech Therapy Assessment 
1.10.6.3. Other Assessments 

1.10.7. The Results 

1.10.7.1. Logopedic Evaluation Results

The modern relearning system offered by this TECH program will enable you to learn at your own pace”