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

Credit Hour Calculation Form

Learning Outcomes with Sessions


Sessions

Improved Reading Fluency Outcomes: Data-Inspired Instruction

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

Identification: T3

Credits: None available.

Systematic, structured language instruction is essential to help students with language-based learning difficulties (LBLD) to acquire strong, fluent reading skills. However, too often students with LBLD, such as dyslexia, become reasonably skilled decoders but continue to be dysfluent readers. This presentation focuses on the impact of a combined approach to promote efficient reading in students with LBLD: dedicated phonics instruction and targeted cognitive intervention. A seven-year, longitudinal study provides the evidence to support this approach.

Learning Objective:

  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure: Steve Wilkins and Eric Falke have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Eric Falke, M.D., Researcher in the Gabrieli Lab; Director of Cognitive Intervention and Research, MIT, Carroll School
  • Stephen Wilkins, Head of School, Carroll School
Standard: $20.00

The Vocabulary-Attuned Educator: Implementing an Informed Instructional Framework

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

Identification: T4

Credits: None available.

The vocabulary-attuned educator recognizes the contribution of word meaning to comprehension and the multifaceted nature of acquisition. Designing effective instruction requires an understanding of the role of vocabulary, the dimensions of word meaning, and evidenced-based instructional principles and practices. This session explores this knowledge base and an informed framework for intentional and incidental instruction. It also purposefully incorporates text-based examples of strategies and activities applicable in the classroom.

Learning Objectives:

  • READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.
  • 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.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.

Disclosure: Nancy Hennessy and Julia Salamone have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Nancy Hennessy, M.Ed., LDTC, Educational Consultant, The Consulting Network
  • Julia Salamone, M.Ed., Curriculum & Instructional Leader, AIM Academy
Standard: $20.00

The Impact of Reading Aloud to Dogs: Evidence From a Randomized-Control Study

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

Identification: T5

Credits: None available.

The use of therapeutic animals to reduce anxiety and increase engagement is becoming more prevalent. This session highlights the outcomes of a randomized-control research study held during a remedial, specialized summer program. The research compared the on-task behaviors of struggling readers who read aloud to dogs compared to those who read aloud independently. Findings suggest significant increases in on-task behaviors among the students paired with dogs. Implications for instruction where animals cannot be present are also discussed.

Learning Objectives:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.
  • 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: Melissa Orkin has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Melissa Orkin, Ph.D., Program Director, Center for Reading and Language Research, Tufts University
Standard: $20.00

The Secret to Increasing Student Literacy Outcomes Lies in Understanding the Diagnostic Profile

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

Identification: T6

Credits: None available.

This session discusses the critical aspects of the diagnostic evaluation to be considered when creating an intervention program designed to meet the individual needs of students with dyslexia. While it is known what guides effective reading intervention, there are key factors identified within the diagnostic report that must be recognized to provide the most targeted intervention. This understanding will result in the most significant growth for struggling readers. Implications for both diagnosticians and interventionists are explored.

Learning Objectives:

  • ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure: Corey Pollard has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Corey Pollard, M.S., Educational Consultant & Diagnositician, Ascend Learning & Educational Consulting
Standard: $20.00

Developing English Learner’s Vocabulary and Comprehension Through Meta-Morphological Awareness

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

Identification: T7

Credits: None available.

The number of English learners attending public schools has increased. These students must achieve high levels of English vocabulary. Morphological awareness across languages has been described as an evidence-based, word-learning strategy for English learners. Participants learn an explicit manner for teaching morphological awareness to English learners. A cross-linguistic routine is modeled and practiced. Strategies for developing multiple opportunities for students to practice, master, and apply these concepts are also discussed.

Learning Objectives:

  • English Language Learner: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia.
  • MORPHOLOGICAL INSTRUCTION: Analyze teaching higher level reading and vocabulary development through Morphological Awareness instruction.
  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
  • READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.

Disclosure: Elsa Cardenas-Hagan has no relevant financial relationships to disclose. Elsa Cardenas-Hagan is a national IDA board member-at-large.

Speaker(s):
  • Elsa Cardenas-Hagan, Ed.D., CCC/SLP, CALT-QI, Director, Valley Speech Language and Learning Center
Standard: $20.00

The Virtuous Cycle Between Academic Research and Education Technology

Oct 25, 2018 10:00am ‐ Oct 25, 2018 1:00pm

Identification: TR2

Credits: None available.

Decades of research has led to a deep understanding of the mechanisms underlying children’s struggles in learning to read. However, evidence-based intervention programs remain costly and, in many areas of the country (and world), are not widely available to children with dyslexia. There is great promise that education technology can fill this void by providing broad access to tools for assessment and intervention. This symposium highlights efforts to develop technologies that are grounded in extensive scientific literature on what works for children with dyslexia.

Learning Objectives:

  • 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: 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.
  • TECHNOLOGY: Access potential applications of language-based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.

Disclosure: Jason Yeatman and Nadine Gaab have no relevant financial relationships to disclose. Kevin Larson, Stephanie Gottwald, and Tinsley Galyean receives salaries from companies that have products or services that may be discussed during part of this session. No nonfinancial relationships exist.

Speaker(s):
  • Jason Yeatman, Ph.D., Assistant Professor, University of Washington
  • Kevin Larson, Ph.D., University of Washington; Microsoft Advanced Reading Technologies Group
  • Stephanie Gottwald, Ph.D., Co-Founder and Director of Content, Curious Learning
  • Tinsley Galyean, Ph.D., Executive Director, Curious Learning
  • Nadine Gaab, Ph.D., Associate Professor of Pediatrics, Boston Children's Hospital, Harvard Medical School; Department of Medicine/Division of Developmental
Standard: $20.00

Technol-OGy: EdTech to Enhance Structured Literacy Instruction

Oct 25, 2018 11:15am ‐ Oct 25, 2018 12:15pm

Identification: T10

Credits: None available.

Historically, structured literacy approaches have been the most effective for remediating language difficulties. Educational technology can make this type of instruction a multisensory process that is engaging and explicit while maintaining individualization and diagnostic-prescriptive aspects that are its hallmarks. An Orton-Gillingham fellow and a director of technology share their collaboration to include technology as an instructive and assistive tool following the traditional Orton-Gillingham approach in a small classroom setting.

Learning Objective:

  • TECHNOLOGY: Access potential applications of language-based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.

Disclosure: Sharon Plante and Theresa Collins have no relevant financial or nonfinancial relationships to disclose. 

Speaker(s):
  • Theresa Collins, M.S., Fellow/AOGPE, Director, Southport Teacher Training Institute, The Southport School
  • Sharon LaPage Plante, M.Ed., CE/AOGPE, Director of Technology, The Southport School
Standard: $20.00

Elementary-Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Oct 25, 2018 11:15am ‐ Oct 25, 2018 12:15pm

Identification: T11

Credits: None available.

In this session, participants learn about intensifying structured language and literacy interventions for elementary students with reading and writing difficulties. This session reviews current literature and describes a process for individualizing and intensifying these practices within a response to intervention (RTI) and multitiered systems of support (MTSS) context. The session applies this knowledge through a case study of a student. Participants receive a resource guide that they can immediately implement with their students.

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • READING, SKILLS, & STRATEGIES: Examine a collaborative service model designed to deliver literacy services to children and adults with language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.

Disclosure: Kristi Baker and Stephanie Al Otaiba have no relevant financial relationships to disclose. Stephanie Al Otaiba is a national IDA board member-at-large.

Speaker(s):
  • Kristi Baker, M.Ed., Doctoral Student, Southern Methodist University
  • Stephanie Al Otaiba, Ph.D., Patsy and Ray Caldwell Centennial Chair in Teaching and Learning, Boad Member, Southern Methodist University, Interntional Dyslexia Association
Standard: $20.00

Using Writing to Develop Reading Comprehension With Beginning Readers

Oct 25, 2018 11:15am ‐ Oct 25, 2018 12:15pm

Identification: T13

Credits: None available.

While the main instructional focus in the beginning stages of reading is on acquiring accurate and automatic word-recognition skills, it is essential to also lay the foundation for text comprehension. Research supports the role writing can play in developing reading comprehension and content knowledge. This session explores the relationship between written expression and reading comprehension for beginning readers. Activities and their application to text types—predictable, decodable, and authentic—are presented and practiced during the session.

Learning Objectives:

  • comprehension: Examine the critical role knowledge plays in reading comprehension for students with reading difficulties.
  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.

Disclosure: Nancy Eberhardt and Margie G. Gillis have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Margie B. Gillis, Ed.D., CALT, Founder and President, Research Affiliate, Literacy How, Fairfield University and Haskins Laboratories
  • Nancy Chapel Eberhardt, M.A., Educational Consultant, Author, 3T Literacy Group
Standard: $20.00

Beyond Dyslexia Laws: How to Influence Implementation in Your School District

Oct 25, 2018 11:15am ‐ Oct 25, 2018 12:15pm

Identification: T15

Credits: None available.

Representatives from IDA’s new Advocacy Task Force, a working group of IDA staff, Decoding Dyslexia members, branch presidents, and experts in Structured Literacy committed to supporting parents and educators with research, access to experts, and tools needed to advocate for best practices based on the science of reading, will point attendees to the latest research and provide specific strategies, tools, and tips to be used by teachers and parents to influence public school district decision-makers and change how schools deliver reading instruction and interventions.

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.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • 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.
  • TEACHING/INSTRUCTION/INTERVENTION: Assess the critical issues of adolescent literacy including the nature of the problem, differentiated language needs of students and effective instructional solutions (principles and practices).

Disclosure:  Denise Douce is employed by the International Dyslexia Association. Denise Douce has no relevant nonfinancial relationships to disclose. Laura Shultz, Sarah Sayko, and Kristin Kane have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Denise Douce, M.A., Director, Media/Communications, International Dyslexia Association
  • Laura Shultz, Decoding Dyslexia Maryland
  • Kristin Kane, Decoding Dyslexia Virginia
  • Sarah Sayko, M.Ed., Deputy Director , The National Center on Improving Literacy (NCIL)
Standard: $20.00
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