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

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Learning Outcomes with Sessions


Sessions

The Power of Words: Activating Vocabulary Through Embodied Cognition

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

Identification: T38

Credits: None available.

What does it take to unlock the power of words to create worlds of meaning? We know that students who struggle with comprehension struggle to put vocabulary in context, and this presents a barrier to reading success. Learn how to empower all students to communicate through multisensory strategies that involve movement and drama to bring rich text to life. Connect with other passionate educators in a professional learning community, and take away research-based strategies that will have an immediate impact on your students.

Learning Objectives:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
  • 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 effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.

Disclosure:  Elizabeth Woody-Remington and Debbi Arseneaux have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Liz Woody-Remington, M.A., Director of Professional Development and Co-Founder, The Learning Alliance; IDA Board of Directors
  • Debbi Arseneaux, Professional Development Program Manager & Educational Consultant, The Learning Alliance
Standard: $20.00

Transforming Classrooms by Implementing the Science of Goal Setting and Progress Monitoring

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

Identification: T39

Credits: None available.

Struggling readers need instruction that accelerates learning and closes the gap. Typical growth is likely to be insufficient. Knowing typical and above typical growth rates at all skill levels is useful for selecting ambitious and attainable progress-monitoring goals. Goal setting, progress monitoring, and evaluating growth are essential elements of RtI, particularly when identifying dyslexia and other reading disabilities. This workshop explores a tool for setting goals, evaluating growth, and evaluating system change to improve reading.

Learning Objectives:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).

Disclosure:  Roland Good and Stephanie Stollar are employed by Dynamic Measurement Group (DMG). DMG operates the DIBELSnet Data Service, where Pathways of Progress is available. No relevant nonfinancial relationships exist.

Speaker(s):
  • Stephanie A. Stollar, Ph.D., Director of Professional Development, Dynamic Measurement Group
  • Roland H. Good III, Ph.D., President and Associate Director of Research and Development, Dynamic Measurement Group
Standard: $20.00

Narrowing the Vocabulary Gap: Supporting Early Language and Vocabulary Within an MTSS Framework

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

Identification: T40

Credits: None available.

Children enter school with meaningful differences in vocabulary knowledge, and the vocabulary gap grows larger in the early grades. MTSS or RTI systems hold promise for transforming classrooms and schools by increasing the effectiveness of vocabulary instruction for at-risk students. This session describes a program of research supporting vocabulary development within an MTSS framework. Findings suggest that teachers and schools can narrow the vocabulary gap when they increase the intensity of instruction and intervention.

Learning Objective:

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

Disclosure:  Michael Coyne and Sharon Ware have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Michael D. Coyne, Ph.D., Professor, Neag School of Education, University of Connecticut
  • Sharon Ware, Ph.D., University of Saint Joseph
Standard: $20.00

Insider/Outsider: Advocacy and Actions Taken to Support Students With Dyslexia in Public Schools

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

Identification: T41

Credits: None available.

How do schools and school systems support students with dyslexia and their families? This session features findings from a qualitative study involving administrator, teacher, and parent experiences with supporting students with dyslexia in public schools across central New York. As much as the science of reading has been supported by years of scientific reading research, it has yet to affect and positively impact students with dyslexia in public schools.

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.

Disclosure:  Jorene Cook has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

How Balanced Literacy and Explicit Systematic Early Reading Instruction Differ and Why It Matters

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

Identification: T42

Credits: None available.

The difference between balanced literacy and explicit, systematic phonics instruction is difficult for many teachers and administrators to understand. Yet understanding and being able to recognize the differences is critical to early reading success. Participants in this session learn to: (1) confidently know the attributes of each, (2) explain the differences to others and why they matter, and (3) evaluate whether the methods used in their schools and classrooms qualify as the most effective based on current research.

Learning Objective:

  • READING, SKILLS, & STRATEGIES: Examine a collaborative service model designed to deliver literacy services to children and adults with language learning disabilities.

Disclosure:  Linda Farrell and Michael Hunter have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Dyslexia Basics: What Every Student, Parent, and Teacher Should Know

Oct 26, 2018 8:00am ‐ Oct 26, 2018 9:00am

Identification: F1

Credits: None available.

In this session, the presenters share decades of literacy research, using simple, everyday language about dyslexia for students and parents. Students and parents who understand literacy acquisition, including the prevalence, definition, symptoms, diagnosis, and treatment of dyslexia, are informed and can find the best evidence-based educational treatment. Once students and parents know how pervasive literacy problems are and understand that effective educational treatment is remediation and accommodation, they gain empowering insights.

Learning Objectives:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • 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.
  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and 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:  Susan Lowell and Margie B. Gillis have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Susan C. Lowell, M.A., BCET, Director, Reading and Literacy Clinic; Adjunct Faculty, Bay State University
  • Margie B. Gillis, Ed.D., CALT, Founder and President, Research Affiliate, Literacy How, Fairfield University and Haskins Laboratories
Standard: $20.00

Develop Cardinality and Number Sense With Whole-to-Part Icons of Quantity

Oct 26, 2018 8:00am ‐ Oct 26, 2018 9:00am

Identification: F2

Credits: None available.

A student who is confused by typical math instruction may excel when instructed in a way that always shows the big picture first, uses visual-spatial images, and directly examines how the parts are connected to the whole. Number sense is developed by establishing a robust understanding of quantities so their values may be compared. In essence, students take patterns apart and then reassemble them while describing the process.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure:  Christopher Woodin is employed by Landmark School and is paid to present professional development courses based on the material in this session. Christopher Woodin also provides materials, at no charge, via website download, that will be discussed in his session.

Speaker(s):
Standard: $20.00

The Science and Art of Storytelling: Strategies for Making Meaning Out of Personal Life Experiences

Oct 26, 2018 8:00am ‐ Oct 26, 2018 9:00am

Identification: F3

Credits: None available.

Storytelling is both an art and a science. When students understand the underlying structure of stories and develop the executive functioning strategies of visualization and self-questioning, they have a methodology for improving comprehension, oral expression, and writing. During this presentation, tools for self-questioning and visualization are provided, along with methods for teaching struggling learners how to get meaning from their own life events, enabling them to reflect and write about their experiences in a way that builds grit and perseverance.

Learning Objective:

  • ADD/ADHD: Identify characteristics of students with ADHD and/or potential interventions as it pertains to those with language learning disabilities.

Disclosure: Carolee Dean is an author and will be discussing her publications during this session. Carolee Dean and Amy Miller both serve on the board of the Southwest Branch of the International Dyslexia Association.

Speaker(s):
  • Amy Miller, M.A., M.F.A., CALP, Executive Director, May Center for Learning
  • Carolee Dean, M.S., CCC-CALP, Speech-Language Pathologist, Community Rehab Associates
Standard: $20.00

Multisensory Techniques and Mnemonics to Keep Your Lessons Effective and Fun

Oct 26, 2018 8:00am ‐ Oct 26, 2018 9:00am

Identification: F4

Credits: None available.

What is multisensory instruction? How did it develop, and why is it a critical component of the Orton-Gillingham approach? Active, multisensory techniques for improving recall of decoding and encoding skills are demonstrated. The presenter shares innovative ideas—from using paper and pencil, to easily made games, and even iPad applications—to help teachers keep their lessons effective and engaging, the presenter will share innovative ideas, from using paper and pencil, to easily made games, and even iPad applications.

Learning Objective:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.

Disclosure:  Karen Leopold has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Help!—Combining Assistive Technology and Active Reading to Study the Beatles

Oct 26, 2018 8:00am ‐ Oct 26, 2018 9:30am

Identification: F5

Credits: None available.

Reading comprehension is challenging for students with dyslexia. Difficulties with decoding, vocabulary, and reading fluency contribute to an imperfect understanding of the written word. Assistive technology makes reading easier. Text-to-speech, electronic graphic organizers, flashcard apps, and virtual note-taking tools contribute to improved comprehension. This session explores a selection of software, apps, and Chrome tools that can be utilized in the active reading process. The sample reading selections are taken from texts about The Beatles.

Learning Objectives:

  • 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: Jamie Martin has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Jamie Martin, B.A., Assistive Technology Specialist / Director of Assistive and Instructional Technology, AT Solutions for Dyslexia
Standard: $20.00
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