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.
This presentation shares the results of a study that extends previous research using a visual intervention strategy, by adding a motor intervention strategy, for grammar learning with two early primary-age students. The alternating treatment design study compared the rate of learning and accuracy attained using each intervention targeting separate grammar features. During the presentation, implementation of both intervention techniques are explained, and participant results are reviewed to help interventionists provide appropriate support for students with dyslexia.
Disclosure: Alisha P. Springle has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
This session highlights the impact of northeastern U.S. public school districts’ implementation of core instruction using structured literacy. As a first line of defense, core teachers raise achievement for students who have high-risk factors, such as environmental issues and special education. Demonstrations, activities, videos, and data seek to empower core teachers with the will to do the work.
Disclosure: Rebecca Tolson and Jennifer LaHaie have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Participants learn how to help students who exhibit poor comprehension despite having adequate decoding skills, vocabulary knowledge, and sentence comprehension. The presentation focuses on teaching these students to make local inferences as they read in an effort to integrate adjacent sentences and make global inferences to understand the text as a whole.
Disclosure: Steven Rosenberg has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Reading instruction shouldn’t end when the period ends, especially for our dyslexic students who struggle to develop decoding and comprehension skills that are required in all content areas. The generalization of decoding skills and comprehension strategies outside of the reading classroom is also a challenge for dyslexic students. During this session, participants learn how teachers at The Laurel School of Princeton, a private school for dyslexic students, apply their knowledge of the science of reading to their math instruction.
Disclosure: Susan Miller and Deadra Ledet-Rosenberg have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Spelling is a vital link in literacy instruction. Solid instruction in the patterns of English for reading and spelling is lacking in most general education classrooms. Teacher training courses do not provide strong instruction in these patterns, resulting in a lack of strong instruction in the classroom. Current research supports the link between strong spelling instruction and improved reading skills. This interactive presentation leads participants through activities to reveal predictable spelling patterns in the English language.
Disclosure: Nancy Coffman has no relevant financial relationships to disclose. Nancy Coffman is a national IDA board member-at-large.Speaker(s):
This presentation informs about the research entitled: “Differences in processing speed, in children with dyslexia vs. controls, measured with long latency evoked potentials (P300).” This research studied the differences in processing speed between visual-auditory and orthographic-phonological modalities through the analysis of long latency-evoked potentials in children with dyslexia compared with normal readers, considering the asynchrony hypothesis of dyslexia, which posits a temporal gap between visual-orthographic and auditory-phonological processing.
Disclosure: Silvia Anglica Puertas Cspedes has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
An expanding understanding of how to teach reading coupled with new legislative requirements related to dyslexia has created a unique opportunity for online instruction. Thus, many teacher preparation programs are looking to online instruction as an option for scalable, accessible professional development. Online instruction, however, can be an electronic version of sit-and-get training, or it can be transformative. In this presentation, techniques and technologies used to develop reading-related competencies within online courses are presented.
Disclosure: Kristin Sayeski has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
This presentation investigates a mid-size district that transformed a critical mass of students reading below grade level to performing at a Tier 1 level of reading. This goal was accomplished through teaching structured literacy daily to students in grades K through 2. Not only did students gain in their reading skills, but teachers learned how to teach the science of reading, and administrators learned how important it was to become literacy leaders. Formative data will be used to demonstrate growth over time.
Disclosure: Regina Boulware-Gooden and Tracy Weeden have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
During this presentation, a discussion of the various subtypes of reading disabilities and two comprehensive supplemental reading programs designed to respond to the subtypes are presented. Findings from studies showing the effectiveness of the reading interventions and their impact on student comprehension and application of learned reading skills to core class text are discussed.
Disclosure: Michael Hock, Mary Beth Calhoon, and Irma Brasseur-Hock have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Students with disabilities often take tests using extended-time accommodations. These accommodations aim to reduce the impact of the students’ disability on their scores so students can show their true academic potential. The hope is that this will then reduce anxiety during testing, but this may or may not actually occur. In this presentation, presenters explain results from current research on students' perceptions of extended-time accommodations and the factors influencing whether students choose to utilize their approved accommodations.
Disclosure: Mary Hall Slaughter and Jennifer H. Lindstrom have no relevant financial or nonfinancial relationships to disclose.Speaker(s):