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

Comparison of Visual and Tactile Interventions: Transforming Grammar Learning

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T16

Credits: None available.

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.

Learning Objectives:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.

Disclosure:  Alisha P. Springle has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Alisha P. Springle, M.D., CCC-SLP, BCS-CL, Lecturer/Clinical Educator, Old Dominion University
Standard: $20.00

Science + Knowledge = Crushing the Core: Teaching the Tier I Classroom

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T17

Credits: None available.

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.

Learning Objective:

  • STRUCTURED LITERACY: Recognize the nature of dyslexia and related language learning disabilities and the role of Structured Literacy.

Disclosure:  Rebecca Tolson and Jennifer LaHaie have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Rebecca Tolson, M.Ed., CALT-QI, Director of Academic Planning and Research, Adjunct Professor, Neuhaus Education Center, Ashland University
  • Jennifer LaHaie, M.Ed., CALT, Instructional Staff, Adjunct Professor, Neuhaus Education Center, JL Dyslexia Consulting, Notre Dame College
Standard: $20.00

Teaching Students With Poor Comprehension

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T18

Credits: None available.

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.

Learning Objective:

  • COMPREHENSION: Examine the critical role knowledge plays in reading comprehension for students with reading difficulties.

Disclosure:  Steven Rosenberg has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Steven Rosenberg, Ed.D., Director, Literacy Program, Teacher Certification Program, Graduate School of Education, University of Bridgep
Standard: $20.00

The 3 Ms of Math: Morphology, Metacognition, and Mastery

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T19

Credits: None available.

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.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.

Disclosure:  Susan Miller and Deadra Ledet-Rosenberg have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Susan E. Miller, M.A., LDT-C, Math Instructor, Assistant Director, The Laurel School of Princeton and the Robinowitz Education Center
  • Deadra Ledet-Rosenberg, M.A., LDT-C, The Laurel School of Princeton and the Robinowitz Education Center
Standard: $20.00

Spelling: Who Knew There Were Rules?!

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T20

Credits: None available.

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.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.

Disclosure:  Nancy Coffman has no relevant financial relationships to disclose. Nancy Coffman is a national IDA board member-at-large.

Speaker(s):
  • Nancy M. Coffman, M.S., CALT-QI, Director of Outreach/Training, June Shelton School and Evaluation Center
Standard: $20.00

Visual/Orthographic and Auditory/Phonological Stimuli Processing in Colombian Children With Dyslexia

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T21

Credits: None available.

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.

Learning Objectives:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
  • 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: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.

Disclosure:  Silvia Anglica Puertas Cspedes has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Translating the Science of Reading Within Online Teacher Preparation Courses

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T22

Credits: None available.

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.

Learning Objectives:

  • 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.
  • TECHNOLOGY: Evaluate the different multimedia learning tools and show practical applications of these tools in professional development and teacher training.

Disclosure:  Kristin Sayeski has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Moving the Needle in the Lufkin School District—Reading by Third Grade Regardless of Zip Code

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Identification: T23

Credits: None available.

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.

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:  Regina Boulware-Gooden and Tracy Weeden have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Regina Boulware-Gooden, Ph.D., Vice President of Academic Planning and Research, Neuhaus Education Center
  • Tracy Weeden, Ed.D., President and CEO, Neuhaus Education Center
Standard: $20.00

Improving Reading Comprehension for Adolescents With Significant Reading Disabilities

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 4:15pm

Identification: T25

Credits: None available.

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.

Learning Objective:

  • 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: Michael Hock, Mary Beth Calhoon, and Irma Brasseur-Hock have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Michael F. Hock, Ph.D., Senior Research Scientist/ Director, University of Kansas Center for Research on Learning
  • Mary Beth Calhoon, Ph.D., Associate Professor, Department of Teaching and Learning, University of Miami
  • Irma Brasseur-Hock, Ph.D., Assistant Research Professor
Standard: $20.00

College Students' Perceptions of Extended Time Accommodations

Oct 25, 2018 3:30pm ‐ Oct 25, 2018 4:30pm

Identification: T26

Credits: None available.

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.

Learning Objectives:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing students with learning or attentional challenges with respect to transitioning to college.

Disclosure:  Mary Hall Slaughter and Jennifer H. Lindstrom have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Mary Hall Slaughter, Doctoral Student, Department of Educational Psychology (School Psychology), University of Georgia
  • Jennifer H. Lindstrom, Ph.D., Associate Professor/Co-Director, Graduate Certificate in Dyslexia, University of Georgia, Department of Communication Sciences & Special Education
Standard: $20.00
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