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.
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.
Disclosure: Elizabeth Woody-Remington and Debbi Arseneaux have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
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):
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.
Disclosure: Michael Coyne and Sharon Ware have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Jorene Cook has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Linda Farrell and Michael Hunter have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Susan Lowell and Margie B. Gillis have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
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):
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.
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):
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.
Disclosure: Karen Leopold has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Jamie Martin has no relevant financial or nonfinancial relationships to disclose.Speaker(s):