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.

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Sessions

Early Screening & Intervention for At-Risk Children: Lessons Learned From the Lab to the Classroom

Oct 27, 2018 10:45am ‐ Oct 27, 2018 1:45pm

Identification: SR1

This symposium presents current findings on how reading develops in the typical brain and factors that contribute to atypical reading development (i.e., developmental dyslexia). Participants learn about the research on longitudinal models of data-driven technologies for early screening of later reading problems. These models support teachers’ use of data for accurate instructional groupings. The third talk describes key elements of an early intervention model that focuses on language-rich learning environments and embedded instruction in early literacy skills. The final talk describes the challenges associated with applying screening and intervention research in a public school setting.

Learning Objectives:

  • 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: Margie B. Gillis, Nadine Gaab, Yaacov Petscher, and Sara Stetson have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Margie B. Gillis, Ed.D., CALT, President, Literacy How, Inc., Research Affiliate, Fairfield University and Haskins Laboratories, Literacy How
  • Sara Stetson, Ph.D., Director of Student Services
  • Nadine Gaab, Ph.D., Associate Professor of Pediatrics, Boston Children's Hospital, Harvard Medical School; Department of Medicine/Division of Developmental
  • Yaacov Petscher, Ph.D., Director, Quantitative Methodology and Innovation Division; Associate Director, Florida State University
Standard: $20.00

Modernizing Orton Gillingham Methodologies

Oct 27, 2018 10:45am ‐ Oct 27, 2018 1:45pm

Identification: SR2

This symposium presents a line of research investigating the modernization of traditional Orton-Gillingham approaches. The first question is the necessity of mastery-based learning for children with dyslexia. Second, is the role of directly teaching a reading concept and the value added by providing opportunities for distributed practice. Third, is the nature and needs of treatment resistors. Finally, the value added by directly teaching comprehension to children with dyslexia is discussed.

Learning Objectives:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.

Disclosure: Tim Odegard, Emily Farris, and Anna Middleton have no relevant financial or non-financial relationships to disclose. Jeremiah Ring is employed by the not-for-profit publisher of the program used to address the research questions in this session. No non-financial relationships exist.

Speaker(s):
  • Timothy N. Odegard, Ph.D., CALP, Professor of Psychology, Middle Tennessee State University
  • Jeremiah Ring, Ph.D., Research Psychologist, Texas Scottish Rite Hospital for Children Luke Waites Center for Dyslexia and Learning Disorders
  • Emily A. Farris, Ph.D., Assistant Director for Educational Services and Research Initiatives, Tennessee Center for the Study and Treatment of Dyslexia Middle Tennessee State University
  • Anna Middleton, Ph.D., CALT, Research Scientist, Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish Rite Hospital for Children
Standard: $20.00

My Brain Is Wired Differently! iconMy Brain Is Wired Differently!

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My Brain Is Wired Differently!

Oct 27, 2018 1:00pm ‐ Oct 27, 2018 2:00pm

Identification: S12

Creating champions by developing self-advocates is one of the most important things we can do to support our individuals who learn differently. "I have dyslexia!" is a simple phrase that can make a powerful statement when individuals have the confidence and tools to speak it proudly. Developing skills and providing resources that help individuals to be more confident and comfortable in advocating for themselves is the focus of this session as we talk about how to start developing those skills and resources.

Learning Objectives:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • ADVOCACY AND LEGISLATION: Understand the laws and interpretations under various legislative motions and learn ways to implement advocacy efforts locally or at the state level.
  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • 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.
  • READING, SKILLS, & STRATEGIES: Examine a collaborative service model designed to deliver literacy services to children and adults with language learning disabilities.

Disclosure: Tammy Tillotson has no relevant financial relationships to disclose. Tammy Tillotson is the president of IDA-Wisconsin.

Speaker(s):
  • Tammy Tillotson, DM, I-CALP, Director, IDA-WI Branch President; Board Member & Newsletter Editor, Children's Dyslexia Center of Upper Wisconsin; ALTA
Standard: $20.00

Cover Copy Compare: An Effective Intervention for ASL Acquisition Students With Dyslexia?

Oct 27, 2018 1:00pm ‐ Oct 27, 2018 2:00pm

Identification: S13

ASL is gaining popularity as a foreign language in U.S. colleges and high schools. However, the instructional and learning strategies used to teach printed languages to those with dyslexia may not be effective for learning a visual language. To improve automaticity in the recall of ASL vocabulary for students with dyslexia, Skinner’s intervention, Cover, Copy, & Compare was adapted to a multimedia format, providing needed practice for students with dyslexia to acquire ASL; the nature and results of this adaptation are the focus of this presentation.

Learning Objectives:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • English Language Learner: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • TECHNOLOGY: Access potential applications of language-based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.

Disclosure: Sara Evans and Sherry Mee Bell have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Sara Evans, M.Ed., NIC, Doctoral Candidate, Instructor, University of Tennessee
  • Sherry M. Bell, Ph.D., Professor, Department Head, University of Tennessee
Standard: $20.00

Teaching a Child With Dyslexia: How Much Is Enough?

Oct 27, 2018 1:00pm ‐ Oct 27, 2018 2:00pm

Identification: S14

This session is geared toward parents of children with dyslexia. Whether the parents are the sole educators of the child or supplementing the child’s education, the presentation aims to empower parents to educate their own children and to recognize success at all levels. Participants learn research-based practices effective for teaching literacy and producing results. Available curriculum, teaching the other subjects, and what to do if your middle school or high school child is not reading efficiently are all covered in this presentation.

Learning Objective:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).

Disclosure: Karen Deighan has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Forging Partnerships so All Children Can Read

Oct 27, 2018 1:00pm ‐ Oct 27, 2018 2:00pm

Identification: S15

This session details the work of the PA Branch of IDA in partnering with other organizations to advance teacher training in the science of reading. A panel of presenters representing PBIDA, Philadelphia's Read By 4th Campaign, and representatives from Pennsylvania's Dyslexia Screening and Early Literacy Intervention Pilot will discuss strategies for developing effective partnerships and mobilizing stakeholders.

Learning Objective:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.

Disclosure: Monica McHale-Small, Nancy Scharff, and Diane Reott have no relevant financial relationships to disclose. Monica McHale -Small is the president of IDA-Pennsylvania. Nancy Scharff and Diane Reott have no relevant nonfinancial relationships to disclose. 

Speaker(s):
Standard: $20.00

In Their Own Words: A Panel of High School Students with Dyslexia

Oct 27, 2018 1:00pm ‐ Oct 27, 2018 3:00pm

Identification: S16

YES! Ambassadors will talk with parents and other adults about their school experiences and answer audience questions.

Learning Objective:

  • ADVOCACY & LEGISLATION: Identify avenues for advocating for children with dyslexia and related learning disabilities.

Disclosure: The YES! Ambassadors may discuss Learning Ally audiobooks. No relevant nonfinancial relationships exist.

Speaker(s):
Standard: $20.00

Motivating Students With Dyslexia to Learn: Practical Tips for Teachers

Oct 27, 2018 2:15pm ‐ Oct 27, 2018 3:15pm

Identification: S19

This presentation discusses an important and necessary requirement for learning: motivation. Motivation is both central and essential for learning notably in the case of students with learning disabilities who face daily instances of low self-esteem and lack of confidence. This presentation looks at current knowledge and its application to motivate students with dyslexia and focuses on practical strategies to empower teachers in trying to help their students with dyslexia.

Learning Objective:

  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.

Disclosure: Gad Elbeheri has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

From Complaint to Compliance and Now Collaboration

Oct 27, 2018 2:15pm ‐ Oct 27, 2018 3:15pm

Identification: S20

In response to frustration over a lack of identification and appropriate reading instruction for their dyslexic children, a group of parents in Upper Arlington, Ohio banded together to affect change. Today the school district screens all kindergarteners, provides multisensory, structured language for all children in grades K–3, has at least one certified structured literacy professional in every building, and monitors progress for all students at least three times per year. Attend this panel discussion to hear how these parents transformed their district.

Learning Objectives:

  • ADVOCACY AND LEGISLATION: Understand the laws and interpretations under various legislative motions and learn ways to implement advocacy efforts locally or at the state level.
  • 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.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.

Disclosure: Brett Tingley, Kevin Gorman, Andrea Rowson, and Peter Wright have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Dyslexic Zen: Promoting Self-Esteem and Positive Identity (While Reducing Anxiety and Depression)

Oct 27, 2018 2:15pm ‐ Oct 27, 2018 3:15pm

Identification: S21

Children with dyslexia are prone to problems with anxiety, depression, and low self-esteem. This is mainly due to an identity and self-concept characterized by feeling inferior. This session focuses on ways to promote self-esteem. Aiding children in achieving a positive identity with their dyslexia, as opposed to despite their dyslexia, is essential. In addition, parents can learn practical, easy-to-use anxiety- and mood-management techniques and learn to identify red flags of more serious anxiety and mood disorders.

Learning Objective:

  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.

Disclosure: Roberto Olivardia has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Roberto Olivardia, Ph.D., Lecturer in Psychology, Department of Psychiatry; Clinical Psychologist, Harvard Medical School
Standard: $20.00