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.
ASHA ceus will be available for the 2018 Reading, Literacy & Learning on-demand courses through October 27, 2019.
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.
Disclosure: Steve Wilkins and Eric Falke have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Nancy Hennessy and Julia Salamone have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Melissa Orkin has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Corey Pollard has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Elsa Cardenas-Hagan has no relevant financial relationships to disclose. Elsa Cardenas-Hagan is a national IDA board member-at-large.Speaker(s):
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.
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):
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.
Disclosure: Sharon Plante and Theresa Collins have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
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):
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.
Disclosure: Nancy Eberhardt and Margie G. Gillis have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
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):