The Neuropsychology of Learning Disabilities: Developing Evidenced-Based Writing, Reading, and Math Interventions

Presented by Steven G. Feifer, D.Ed., ABSNP

Live Streaming on June 7, 2022


6 Hours  |   Pre-approved for CEU’s


This online course will be streaming live on June 7, 2022 from 8:30am – 4:00pm PT, 10:30am – 6:00pm CT, 11:30am – 7:00pm ET after purchase.

10:00am – 10:15am PT, 12:00pm – 12:15pm CT, 1:00pm – 1:15pm ET
12:00pm – 1:00pm PT, 2:00pm – 3:00pm CT, 3:00pm- 4:00pm ET
2:30pm – 2:45pm PT, 4:30pm – 4:45pm CT, 5:30pm – 5:45pm ET

Recorded footage and all course content (certificate, videos, quiz) will be available until July 11, 2022. Extensions cannot be granted under any circumstances. 

Registration will close on June 6, 2022. 

The fundamental aim of this course is to utilize cognitive neuroscience to better understand learning disorders in children.  Each lecture has been designed to examine reading, writing, and math disorders from a brain-based educational perspective.  The primary learning objectives will be to classify learning disabilities into distinct subtypes based upon neural pathways in the brain.  There will be a detailed discussion linking each learning disability subtype with scores of evidenced based interventions.   Lastly, the role of diagnostic achievements tests that directly link assessment results with targeted interventions will be introduced with specific case studies included as well.

Reading:  The Neuropsychology of Reading lectures will examine reading from a brain-based educational perspective, and classify developmental reading disorders into four distinct subtypes.  An initial discussion will examine literacy rates in Canada and the United States, followed by a working definition of dyslexia.  Next, there will be a discussion on multiple cognitive constructs involved with reading including phonological processing, working memory, executive functioning, and orthographical processing skills. A brief review of the  Feifer Assessment of Reading (FAR) battery will be shared, as well as other key instruments used to screen and diagnose children with reading disorders and dyslexia.

Writing:  The Neuropsychology of Written Language lectures will examine the cognitive underpinnings inherent within the writing process.  There will be a discussion on national trends in written language, as well as gender differences in achieving proficient writing skills.  In addition, three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype, will be discussed as well.  Lastly, five essential steps for effective written language instruction will be shared, as well as key assessment tools to evaluate written language disorders. A brief review of the  Feifer Assessment of Writing (FAW) battery will be shared, along with targeted case studies.

Mathematics:  The Neuropsychology of Mathematics  lecture will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective.  Specific pedagogical styles, the role of anxiety, and cultural differences in mathematics will be shared.  There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as the central role of language to expand upon conceptually ordered number sets.  In addition, the role of working memory, visual-spatial reasoning, and executive functioning will be featured as core cognitive attributes to develop number sense in young children. Lastly, a brief review of the Feifer Assessment of Mathematics (FAM) battery will be discussed as well.

The Neuropsychology of Reading Disorders

* Examine literacy rates in Canada and the United States

* Defining developmental dyslexia

* Four universal truths of reading

* Establishing the main neurodevelopmental pathways for reading

* Subtypes of reading disorders


Diagnosing and Remediating Reading Disorders

* Review four subtypes of reading interventions

* Interventions for dyslexia subtypes

* Interventions for reading comprehension difficulties

* Introduction to the Feifer Assessment of Reading (FAR)

* Case studies


The Neuropsychology of Written Language Disorders

* Prevalence of written language disabilities

* Why do boys struggle more than girls in written language?

* Eight core cognitive constructs underscoring written language

* Three subtypes of written language disorders


Diagnosing and Remediating Written Language Disorders

* Is handwriting a lost art?

* Five essential components to develop written language proficiency

* Research based strategies to improve written language production

* Introduction to the Feifer Assessment of Writing (FAW)

*Case studies


The Neuropsychology of Mathematics

* Where does Canada and the United States rank in mathematical performance?

* What is developmental dyscalculia?

*  Four steps toward developing a math brain.

* The role of anxiety and mathematical problem solving


Diagnosing and Remediating Math Disorders 

* Subtypes of mathematical learning disabilities

* Interventions for math disorders

* Websites and Apps to develop mathematical problem solving skills

* Introduction to the Feifer Assessment of Mathematics (FAM)

* Case studies

  • Differentiate “developmental dyslexia, dysgraphia, and dyscalculia” from other learning disorders, and discuss how schools can best screen for early learning pitfalls in children.
  • Introduce a brain-based educational model of reading, math, and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies offered for each subtype.
  •  Discuss the weaknesses in using an “aptitude-achievement” discrepancy model to identify learning disorders in children.  Instead, a processing strengths and weaknesses model examining specific cognitive constructs associated with learning disorders in children will be featured.
  • Introduce a trio of diagnostic achievement tests to demonstrate how specific assessment results can be linked to targeted interventions utilizing specific case studies as well.

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Steven G. Feifer, D. Ed., NCSP, ABSNP  is an internationally renowned speaker and author in the field of learning disabilities, and has authored eight books on learning and emotional disorders in children.  He has more than 20 years of experience as a school psychologist, and is dually certified in school neuropsychology.  Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year.  He was the recipient of the 2018 Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association.   Dr. Feifer serves as a consultant to a variety of school districts, and is a popular presenter at state and national conferences.  He has authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.



RegistrationEarly bird FeeRegular Fee
Individual Enrollment$249.00N/A
Full-Time Student$199.00N/A

All fees are in Canadian dollars ($CAD).

For group and/or student rates please view our Terms & Conditions and contact for more information and registration. 

  • Canadian Psychological Association
    The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved continuing education credits