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

Fourth Pillar Power: Deepen Vocabulary Knowledge Without All Those Words!

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

Identification: T27

Credits: None available.

Seasoned speech-language pathologists will, in the context of research-based recommendations, share how their discovery of semantic reasoning can improve deep vocabulary knowledge without relying on rote memorization or verbal explanation. Data from recent independent research studies is shared, showing the very significant impact the InferCabulary method has on vocabulary learning. Participants receive materials so they can immediately implement the methods.

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: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related 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:  Beth Lawrence and Deena Seifert are co-founders of the for-profit company, InferCabulary, and receive payment for annual licenses sold through their website. They receive royalties for sales of the Test of Semantic Reasoning which may be discussed in this session. No relevant nonfinancial relationships exist.

Speaker(s):
  • Beth Lawrence, M.A., CCC-SLP, Speech-Language Pathologist, CEO, InferCabulary Inc.
  • Deena Seifert, M.S., CCC-SLP, COO, InferCabulary Inc.
Standard: $20.00

Second and Foreign Language Learning Challenges for Dyslexic Learners: A Multilingual Approach

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

Identification: T28

Credits: None available.

Participants learn research-evidenced, explicit, multisensory structured strategies to help foreign/second language learners with dyslexia succeed in learning another language. Included are vocabulary, reading, writing, speaking/pronunciation, and grammar teaching strategies. Participants engage in simulations for essential language domains. Field-tested experiences are provided for German, French, Spanish, and English as a second and/or foreign language.

Learning Objectives:

  • English Language Learner: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia.
  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure:  Andrea Kulmhofer-Bommer and Elke Schneider have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Andrea Kulmhofer-Bommer, M.A., Research Assistant, Ph.D. candidate, Federal Institute BIFIE, Salzburg, Austria; University of Graz
  • Elke Schneider, Ph.D., Full Professor, Winthrop University, SC
Standard: $20.00

Explore Hot Topics in Dyslexia Through the Lens of IDA’s Infographics

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

Identification: T29

Credits: None available.

Come explore a suite of hot topics on dyslexia and reading through the lens of IDA’s infographics. This dynamic, fast-paced, two-hour session tackles issues such as controversial therapies, structured literacy, and a possible dyslexia-talent link. Since the goal is to make complex material easily digestible for the spectrum of decision-makers concerned with dyslexia and reading, this session is for all audiences and levels—including veterans looking for new ways to share important information. The session includes digital handouts and audience engagement.

Learning Objective:

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

Disclosure: Carolyn D. Cowen, John Alexander, and Nancy Cushen White have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Carolyn D. Cowen, Ed.M., CDT-IDA, Digital Media Strategist, Content Editor, IDA Examiner
  • John Alexander, M.Ed., Executive Director, Groves Academy
  • Nancy Cushen White, Ed.D., CALT-QI, BCET, Clinical Professor, University of CA-San Francisco
Standard: $20.00

Aligning to the Standards: A Case for Supporting Teachers Through Training and Communities of Practice

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

Identification: T30

Credits: None available.

Fidelity to implementation matters when it comes to delivering reading programs as intended. Typically, teachers are exposed to training and then expected to contextualize and individually translate this newly acquired knowledge into their complex classrooms. This session explores a unique training project coordinated with a large urban school district to improve the knowledge base of K–3 teachers supported by a virtual community of practice. Key objectives, lessons learned, and barriers navigated are shared.

Learning Objectives:

  • IMPLEMENTATION: Gain an awareness of methods and practices that support the successful implementation of literacy interventions in schools and districts, and around the globe.
  • 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:  Deborah Lynam and Suruchi Keenheel are employees of AIM Institute for Learning & Research. The Pathways to Proficient Reading course and the virtual community practice, and training opportunities offered by AIM Institute are discussed in this session. No relevant nonfinancial relationships exist.

Speaker(s):
  • Deborah Lynam, Director of Partnerships & Engagement, AIM Institute for Learning & Research
  • Suruchi Keenheel, Director of Instructional Coaching and Training, AIM Institute for Learning & Research
Standard: $20.00

Assistive Technology: What the Research Says About Which Technologies Support Learners With Dyslexia

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

Identification: T31

Credits: None available.

What does the research say about technologies that truly support the struggling reader, comprehender, speller, and writer? Based on the research, into which tools should we invest our time, talent, and resources? While there is not a lot of research about individual products, there is research that points out the best technology to harness to facilitate positive student outcomes. Come learn about what to look for when choosing a tool, and see some examples of what to use and what not to use with students with dyslexia.

Learning Objectives:

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

Disclosure:  Nanci King Shepardson has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Nanci King Shepardson, M.S.Ed., Ed.S., W.D.P., Senior Educational Technologist, Wilson Language Training
Standard: $20.00

Multimedia in the Classroom: Considerations for Students With Reading Disabilities

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

Identification: T32

Credits: None available.

Multimedia refers to multiple forms of media (e.g., text, images, and audio). Multimedia learning environments are commonplace in schools and colleges. However, it is currently unknown how students with reading deficits compare with their peers in these multimedia instructional environments. In this presentation, we review our findings from three studies investigating how multimedia formats affect the learning of students with reading deficits and conclude with recommendations for improving students’ learning in multimedia environments.

Learning Objectives:

  • ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities
  • ADULT: Examine research findings and implications for practice relevant to adults with dyslexia.
  • ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
  • 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.

Disclosure:  Sunjung Kim, Linda J. Lombardino, and Rebecca Wiseheart have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Research Findings From the Pages of the Annals of Dyslexia: An Update From the Editors

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

Identification: T33

Credits: None available.

The Annals of Dyslexia is IDA’s peer-reviewed research journal, serving as an outlet for theoretically sound, empirically rigorous studies intended to expand the current understanding of variations in reading development. During the session, the editors of the Annals of Dyslexia summarize selected studies published in the journal. The session also features the research published in the journal by the 2018 recipient of the Annals of Dyslexia Early Investigator Award.

Learning Objective:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.

Disclosure:  Becky Chen, Alexandra Gottardo, and Timoty Odegard have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Becky Chen
  • Alexandra Gottardo
  • Timothy N. Odegard, Ph.D., CALP, Professor of Psychology and Chairholder Murfree Chair of Excellence in Dyslexic Studies, Middle Tennessee State University Tennessee Center for the Study and Treatment of Dyslexia
Standard: $20.00

From the Classroom to the Capital: How to Implement, Improve, and Sustain Best Practices for Literacy

Oct 25, 2018 3:30pm ‐ Oct 25, 2018 5:30pm

Identification: T34

Credits: None available.

All educators share a common goal—to improve outcomes for all students. However, the education system is complex and rapidly evolving. Despite many research advances, state and local education agencies struggle to incorporate best practices in schools and provide teachers with the support they need to implement with fidelity. This session introduces leaders to implementation science and demonstrates how state and district leaders applied implementation best practices to overcome these challenges. Practical tools and tips are shared. 

Learning Objectives:

  • IMPLEMENTATION: Gain an awareness of methods and practices that support the successful implementation of literacy interventions in schools and districts, and around the globe.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.

Disclosure:  Michelle Duda, Jo Hannah Ward, Rebecca Rees, and Linda Wernikoff have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

How’s Your Lexicon? Developing Vocabulary in Social Studies

Oct 25, 2018 4:45pm ‐ Oct 25, 2018 5:45pm

Identification: T36

Credits: None available.

Textbook glossaries and flashcards are insufficient for students to assimilate content-specific vocabulary, especially for students with dyslexia or other language difficulties. Explore ways to review and expand vocabulary through structured presentations, templates, and kinesthetic activities. Bring a word list to create your own classroom-ready activities.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.

Disclosure:  Bruce Miller has no relevant financial or nonfinancial relationships to disclose.  

Speaker(s):
  • Bruce J. Miller, M.A., M.S.Ed., Social Studies Department Head, Landmark School
Standard: $20.00

Reading Comprehension Skills and Weaknesses in Adult College-Level Students With Dyslexia

Oct 25, 2018 4:45pm ‐ Oct 25, 2018 5:45pm

Identification: T37

Credits: None available.

This presentation discusses potential areas of ability and difficulties that adult students with dyslexia often show in comprehending written text. Although reading difficulties persist into adulthood, the specific features of these difficulties are less well understood when it comes to reading comprehension. Data collected from adult students, focusing on reading to retain details versus to make inferences, is used to discuss the likely comprehension difficulties experienced by adults with dyslexia and ways to support their achievement.

Learning Objective:

  • ADULT: Examine research findings and implications for practice relevant to adults with dyslexia.

Disclosure:  John Everatt has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • John Everatt, Ph.D., Professor of Education, University of Canterbury
Standard: $20.00
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