2018 Reading, Literacy & Learning Virtual Conference

Oct 24, 2018 ‐ Oct 27, 2018


IDA’s Annual International Conference is the premier professional development conference dedicated to dyslexia. The conference brings in experts from all over the world to educate attendees on the latest research, remediation, and more.

The Reading, Literacy and Learning Conference is held for both professionals and families and is attended by some 2,500 teachers, educators, and administrators, reading specialists, researchers, university faculty, psychologists, physicians, tutors, and parents.

This program is offered for up to 14.15 CEUs (various levels; professional area). IDA is approved by the Continuing Education Board of ASHA to provide continuing-education activities in speech-language pathology and audiology. ASHA CEY Provider approval does not imply endorsement of course content, specific products, or clinical procedures.

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ASHA ceus will be available for the 2018 Reading, Literacy & Learning on-demand courses through October 27, 2019.

Directions for ASHA CEUs Paperwork

Participation Form

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Learning Outcomes with Sessions


Sessions

Assistive Technology in Education: A New Day for Students With Dyslexia

Oct 24, 2018 8:00am ‐ Oct 24, 2018 4:00pm

Identification: PC1

Assistive technology is transformative in the lives of students with dyslexia. It gives them equal access to education; but perhaps more importantly, it contributes to greater independence and higher self-esteem. This comprehensive full-day symposium explores key aspects of assistive technology for dyslexia, including the selection of specific tools that help with reading and writing, ways that schools can support those tools, and the importance of student voice in their implementation.

Learning Objectives:

  • TECHNOLOGY: Access potential applications of language-based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.
  • TECHNOLOGY: Evaluate the different multimedia learning tools and show practical applications of these tools in professional development and teacher training.

Disclosure: Jamie Martin, Jennifer Topple, Jackie Hersh, Mike Marotta, and Karen Janowski have no financial relationships to disclose. Jennifer Topple is the board chair for IDA. Jamie Martin, Jackie Hersh, Mike Marotta, and Karen Janowski have no relevant nonfiancial relationships to disclose.

Speaker(s):
  • Jamie Martin, B.A., Assistive Technology Specialist / Director of Assistive and Instructional Technology, AT Solutions for Dyslexia
  • Jackie Hersh, M.Ed., Response to Intervention District Specialist, West Geauga Local Schools
  • Jennifer Topple, M.S., CCC-SLP, Director of Assistive and Instructional Technology, IDA Board of Directors Chair, The Howard School
  • Mike Marotta, RESNA, ATP, Assistive Technology Specialist; Board Chair, Inclusive Technology Solutions, LLC, International Dyslexia Association
  • Karen Janowski, M.Ed., Assistive Technology Consultant, EdTech Solutions, Inc.
Standard: $20.00

Dyslexia Testing for Teaching and Beyond: Identification of Dyslexia K-12, College, University, and Workplace

Oct 24, 2018 8:00am ‐ Oct 24, 2018 4:00pm

Identification: PC2

National data shows literacy problems are prevalent despite decades of research on effective literacy instruction for all readers and the importance of early identification and treatment of literacy problems. This symposium discusses dyslexia testing in public schools using a component-based approach, citing the definition of dyslexia, federal law and OSERS guidance about SLD including dyslexia, and learning disorders described in DSM-5 and ICD-10. Topics include assessment, comorbidity, remediation, and accommodation in schools, college, university, and the workplace.

Learning Objectives:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • ADD/ADHD: Identify characteristics of students with ADHD and/or potential interventions as it pertains to those with language learning disabilities.
  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
  • ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.

Disclosure: Susan C. Lowell, Melissa Lee Farrall, Eric Tridas, Rebecca H. Felton, Nancy Cushen White, and Loring C. Brinckerhoff have no relevant financial and nonfiancial relationships to disclose.

Speaker(s):
  • Susan C. Lowell, M.A., BCET, Director, Reading and Literacy Clinic; Adjunct Faculty, Bay State University
  • Melissa Farrall, Ph.D., Program Director for Evaluation, Stern Center for Language and Learning
  • Eric Q. Tridas, M.D., Director, The Tridas Center for Child Development
  • Rebecca H. Felton, Ph.D., Reading Consultant, NC Department of Public Instruction; private practice
  • Nancy Cushen White, Ed.D., CALT-QI, BCET, Clinical Professor, University of CA-San Francisco
  • Loring C. Brinckerhoff, Ph.D., Director, Office of Disability Policy, Educational Testing Service
Standard: $20.00

Vocabulary, Sentence, and Micro-Discourse Strategies for Writing

Oct 24, 2018 8:00am ‐ Oct 24, 2018 11:30am

Identification: PC3

Students with dyslexia and related language-learning difficulties often struggle to express themselves in writing. Sentences are meaning bearers of language, and research indicates that systematic sentence instruction improves the quantity and quality of children’s text-level writing. This interactive workshop provides an overview of structured, theme-centered strategies for developing sentence-level writing in ways that will then enable students to produce compelling and elaborated text-level writing, with richer sentences at the base of their writing.

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.

Disclosure: Charles Haynes and Leslie Laud have authored publications that will be presented in the presentation, royalties are received from these publications. It is recommended that participants purchase these publications but it will not be required. No relevant nonfinancial relationships exist.

Speaker(s):
  • Charles W. Haynes, EdD., CCC-SLP, Professor, Clinical Supervisor, MGH Institute of Health Professions
  • Leslie Laud, M.A., Ed.D., Director, thinkSRSD
Standard: $20.00

Certification with the Center for Effective Reading Instruction: Advancing Excellence in Educator Preparation and Effectiveness

Oct 24, 2018 8:00am ‐ Oct 24, 2018 11:30am

Identification: PC4

This symposium will present an overview of CERI's newly refined certification structures, requirements, and application/renewal processes.

Learning Objective:

  • EDUCATOR TRAINING: Understand the CERI certificate and certification requirements.

Disclosure: Louise Spear-Swerling, Thomas G. Bordenkircher, Suzanne Carreker, Erin Washburn, and Emily Binks-Cantrell have no relevant financial relationships to disclose. All speakers serve as volunteer board of director members for the Center for Effective Reading Instruction.Suzanne Carreker has no nonfinancial relationship to disclose.

Speaker(s):
  • Louise Spear-Swerling, Ph.D., Professor Emerita, Southern Connecticut State University
  • Thomas Bordenkircher, Ph.D., President, Board of Directors; Vice President for Accreditation Relations, Center for Effective Reading Instruction
  • Suzanne Carreker, Ph.D., CALT-QI, Principal Educational Content Lead, Lexia Learning Systems
  • Erin Washburn, Ph.D., Board Member; Associate Professor of Literacy Education, Center for Effective Reading Instruction, SUNY Binghamton
  • Emily Binks-Cantrell, Ph.D., Board Member, Clinical Assistant Professor of Reading and Language Arts Education, Center for Effective Reading Instruction, Texas A&M
Standard: $20.00

Pathways to Program Accreditation With the International Dyslexia Association

Oct 24, 2018 12:30pm ‐ Oct 24, 2018 4:00pm

Identification: PC5

This symposium will introduce IDA's newly refined Program Accreditation process, and will include an overview of available resources designed to support interested Institutions of Higher Education, and independent educator preparation programs in completing the application and renewal application processes.

Learning Objective:

  • EDUCATOR TRAINING: Identify pathways to IDA program accreditation

Disclosure: Julie McCombes-Tolis and Allison Quirion are employed by the International Dyslexia Association and responsible for IDAs accreditation initiative. Louisa Moats, David C. Winters, and Suzanne Carreker have no relevant financial relationships to disclose. Stephanie Al Otaiba is an IDA board member-at-large.

Speaker(s):
  • Jule McCombes-Tolis, Ph.D., Chief Academic Officer, International Dyslexia Association
  • Louisa Moats, Ed.D., Primary Author, Knowledge and Practice Standards for Teachers of Reading
  • Allison Quirion, Educator Training Initiatives Coordinator, International Dyslexia Association
  • Stephanie Al Otaiba, Ph.D., Patsy and Ray Caldwell Centennial Chair in Teaching and Learning, Boad Member, Southern Methodist University, Interntional Dyslexia Association
  • David C. Winters, Ph.D., Certified Dyslexia Specialist, Fellow/AOGPE, Eastern Michigan University
  • Suzanne Carreker, Ph.D., CALT-QI, Principal Educational Content Lead, Lexia Learning Systems
Standard: $20.00

Building Knowledge: The Missing Ingredient in Comprehension and Literacy

Oct 24, 2018 12:30pm ‐ Oct 24, 2018 4:00pm

Identification: PC6

Decades of research shows that background knowledge is the most important factor in reading comprehension. Similarly, writing ability is inextricably linked to knowledge of the topic at hand. Yet our elementary system has long failed to build children’s knowledge from the earliest grade levels, treating literacy as a set of transferable skills. To ensure all children reach their full potential, literacy instruction must begin to include a focus on knowledge as well as skills.

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • READING, SKILLS, & STRATEGIES: Examine the effect of age and method of instruction on the development of early literacy.
  • READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.

Disclosure: Lynne Munson is the CEO of Great Minds, developer of the Wit & Wisdom curriculum, which may be discussed during this session. Natalie Wexler and Judith Hochman have no relevant financial relationships to disclose. Natalie Wexler is chair of the board of The Writing Revolution. Judith Hochman is founder and chief academic officer of that organization but receives no salary. They are also co-authors of a book titled The Writing Revolution, describing the method, but receive no royalties or other compensation for book sales. The Writing Revolution's method may be discussed during this session. Lynne Munson has no nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

We Know What We Know, So What Do We Do Now? Implementing Best Practices in All Schools

Oct 24, 2018 4:30pm ‐ Oct 24, 2018 6:00pm

Identification: OGS

Join us for a conversation with distinguished voices in the field of dyslexia research and practice. Together we’ll discuss cutting-edge, dyslexia research, the role of research in interventions, and how we can more effectively align practice with this research.

Learning Objective:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.

Speaker(s):
  • Peggy McCardle, Ph.D., M.P.H., President/Consultant, Research Scientist, Peggy McCardle Consulting, LLC, Haskins Laboratories
  • Shawn Anthony Robinson, PH.D., Director, Pure and Complete Phonics LLC
  • Margie B. Gillis, Ed.D., CALT, President, Literacy How, Research Affiliate, Haskins Laboratories, Literacy How
  • Joanna Christodoulou, Ed.D., Assistant Professor, Dept. of Communication Sciences and Disorders, MGH Institute of Health Professions
  • Claudia Koochek, Head of School, Westmark School
  • Bob Broudo, President and Headmaster, Landmark School
Standard: $20.00

Why is it so difficult to diagnose dyslexia and how can we do it better?

Oct 25, 2018 8:00am ‐ Oct 25, 2018 9:30am

Identification: TGS

It is common for individuals with dyslexia to be misdiagnosed or even missed entirely. We understand more about why this happens, and we can use this understanding to improve our efforts to identify and help individuals with dyslexia. A path toward improving diagnosis of dyslexia will be described.

Learning Objective:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.

Disclosure: Richard Wagner has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Richard K. Wagner, Ph.D., Robert O. Lawton Distinguished Professor of Psychology W. Russell and Eugenia Morcom Chair Associate Director, Florida Center for Reading Research Department of Psychology, Florida State University
  • Peng Peng, Ph.D., Assistant Professor at The University of Texas at Austin, The University of Texas at Austin
Standard: $20.00

Writing From Sources: Instructional Practices and Scaffolds

Oct 25, 2018 10:00am ‐ Oct 25, 2018 11:00am

Identification: T1

Common core literacy standards emphasize teaching skills to students so they can successfully read and comprehend multiple sources and then integrate information from those sources to provide a response to a writing prompt. This session presents strategies for comprehending and annotating text, using two-column notes to gather and integrate relevant information, and turning notes into sentences and paragraphs for a writing response. Scaffolds for struggling writers are included. Appropriate for students in grades 5–12.

Learning Objectives:

  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.

Disclosure: Joan Sedita is the owner of a publishing company and author of several publications that may be discussed in this session.No nonfinancial relationships exist.

Speaker(s):
  • Joan Sedita, M.Ed., Founder and Author, Keys to Literacy
Standard: $20.00

We Can't Teach What We Don't Know

Oct 25, 2018 10:00am ‐ Oct 25, 2018 11:00am

Identification: T2

This session addresses the importance of teacher knowledge and how our own knowledge impacts student reading achievement. Research continues to demonstrate that many teachers are not adequately prepared to provide systematic reading instruction. This session describes a new online professional-development curriculum, the Mindplay Comprehensive Reading Course. This in-depth course is designed to enhance teacher knowledge of scientifically based reading instruction and includes videos of literacy experts and classroom demonstrations.

Learning Objectives:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.

Disclosure: Nancy Mather has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00
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