Skip to main content

September 10th, 12-2pm, Tuesday

UNC Chapel Hill School of Social Work Auditorium, 325 Pittsboro St, Chapel Hill, NC 27599  Directions and Parking

Continuing Education:
2 Hours (details)


We are streamlining our pricing options !

All in-person lectures will be offered at a discount and include lunch to encourage face-to-face engagement and community building.

**If you can’t make it to UNC-SSW we still offer the Live-Stream option for only $10 more

In-Person – $25.00
Live-Stream – $35.00

*Discount for family members/caregivers – $15.00

**Current UNC-SSW students, staff, faculty, field instructors, and task supervisors** Fee Waived
Everyone is welcome: scholarships also available. Contact Carol Ann Hincy <>

Participants will gain common language and an understanding of dyslexia that is relevant for the community, families, and schools. This includes an overview of dyslexia and its characteristics and myths and facts regarding policy, assessment, identification and instruction. This presentation is a companion to the NCDPI Dyslexia Topic Brief

Ginger Starling, M.Ed
. is a statewide consultant of online learning development and implementation
support for the North Carolina Department of Public Instruction. She received her master’s degree in
Learning Disabilities and Intellectual Disabilities from North Carolina State University. She has 20 years of
experience in education as a teacher, curriculum specialist, and early interventionist. Ginger has
provided multiple professional development opportunities on literacy and instructional practices to
teachers and administrators in North Carolina. She has supported regions as a Dyslexia Delegate as well
as a Regional Literacy Coach. She has also worked as an adjunct instructor at Campbell University to
prepare pre-service teachers in the area of special education. Currently, Ginger is developing blended
learning opportunities that will increase the access to the North Carolina State Improvement Project
courses Reading Research to Classroom Practice and Foundations of Mathematics, which provide
instructors with the causes of and instructional strategies for persistent reading and math difficulties.


Learning Objectives
At the conclusion of this workshop, participants will be able to:
1. Identify at least 2 broad skills required for reading proficiency with dyslexia.
2. Provide a definition of dyslexia and at least 2 characteristics of dyslexia.
3. Identify and counter at least 3 common myths regarding the evaluation, identification and instruction of students with dyslexia.
4. Identify and describe at least 1 state legislation, policy or practice related to dyslexia within the public-school setting.


  • Beattie, Rachel & Manis, Franklin. (2012). Rise Time Perception in Children With Reading and Combined Reading and Language Difficulties. Journal of learning disabilities. 46. 10.1177/0022219412449421.
  • Goswami, Usha & Cumming, Ruth & Chait, Maria & Huss, Martina & Mead, Natasha & Marie Wilson, Angela & Barnes, Lisa & Fosker, Tim. (2016). Perception of Filtered Speech by Children with Developmental Dyslexia and Children with Specific Language Impairment. Frontiers in Psychology. 7. 10.3389/fpsyg.2016.00791.
  • J. Hussey, W. (2019). NC Department of Public Instruction the Dyslexia Topic Brief. International Dyslexia Association Fact Sheets. [online] Available at:
  • Mather, Nancy & Wendling, Barbara J & Ebook Library (2012). Essentials of dyslexia assessment and intervention. John Wiley, Hoboken, N.J