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.
Assistive Technology in Education: A New Day for Students With Dyslexia
Preview Available
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.
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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.
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Dyslexia Testing for Teaching and Beyond: Identification of Dyslexia K-12, College, University, and Workplace
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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.
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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.
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Vocabulary, Sentence, and Micro-Discourse Strategies for Writing
Preview Available
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.
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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.
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Certification with the Center for Effective Reading Instruction: Advancing Excellence in Educator Preparation and Effectiveness
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Identification: PC4
This symposium will present an overview of CERI's newly refined certification structures, requirements, and application/renewal processes.
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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):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.
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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.
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Building Knowledge: The Missing Ingredient in Comprehension and Literacy
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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.
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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.
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We Know What We Know, So What Do We Do Now? Implementing Best Practices in All Schools
Preview Available
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.
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Why is it so difficult to diagnose dyslexia and how can we do it better?
Preview Available
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.
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Disclosure: Richard Wagner has no relevant financial or nonfinancial relationships to disclose.
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Writing From Sources: Instructional Practices and Scaffolds
Preview Available
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.
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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.
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We Can't Teach What We Don't Know
Preview Available
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.
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Disclosure: Nancy Mather has no relevant financial or nonfinancial relationships to disclose.
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