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.

custom image


Sessions

Phonology + Phonics + Morphology + Etymology = Orthography: Spelling Connections→Meaning Connection

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

Identification: F6

Pronunciation of morphemes often varies when spelling does not: define→definition, sign→signature. We never know the pronunciation of a morpheme until it lands in a word (Real Spelling). Good readers notice meaningful parts of words—and make connections between words with related meanings—and spelling. Pattern recognition reduces the load on memory. Related words that share structural elements at the morpheme level activate memory, especially when spelling reveals these connections: science→conscious→conscientious→conscience→omniscient.

Learning Objectives:

  • MORPHOLOGICAL INSTRUCTION: Analyze teaching higher level reading and vocabulary development through Morphological Awareness instruction.
  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.

Disclosure:  Nancy Cushen White has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Nancy Cushen White, Ed.D., CALT-QI, BCET , LDT-TX , Certified Structured Literacy Dyslexia Specialist, Clinical Professor; Teacher and Program Consultant-Department of Special Education [Retired]-San Francisco Unified School District; Teacher Training Course Director-Slingerland Institute, Division of Adolescent and Young Adult Medicine-Department of Pediatrics-University of California-San Francisco
Standard: $20.00

Stop Arguing With Me! Crafting Opinion/Argument Texts

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

Identification: F7

Students who wish to succeed and advance in school must both understand and write argument (and opinion) texts. First, participants examine the components of a good paragraph. Then, they consider how paragraph structure informs argument writing. They examine prompts, develop brainstorming activities, work with claim and support, and finally look at how the counter claim challenges student writers. Participants leave this workshop with activities they can use with their students the very next day!

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Examine the importance of legible and fluent handwriting to make gains in reading, spelling and writing.
  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.

Disclosure:  William Van Cleave has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Dyslexia? Structured Literacy? What Does It Look Like in Public Schools

Oct 26, 2018 8:00am ‐ Oct 26, 2018 10:00am

Identification: F8

In 2017, a dyslexia bill (HB 2202) was passed in Arizona. This bill required the AZ Department of Education to create a dyslexia handbook for educators and parents. Several partners have been collaborating on resources and supports for both educators and parents. In this session, participants learn the definition of dyslexia, how to identify early risk indicators, what administrators and teachers can do to provide early interventions, and information about a pilot project in an AZ district to address teacher training.

Learning Objectives:

  • 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.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • 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.

Disclosure:  Mary Wennersten, Kim Rice, and Sandra Laine have no relevant financial relationships to disclose. Mary Wennersten is the vice chair of the International Dyslexia Association board of directors. Kim Rice and Sandra Laine have no relevant nonfinancial relationships to disclose.

Speaker(s):
  • Mary Wennersten, Md.E., IDA Board of Directors, Mary Wennersten
  • Kim Rice, M.Ed., Education Program Specialist, Arizona Department of Education
  • Sandra Laine, Ed.D., Special Education Director, Kyrene School District
Standard: $20.00

Early Identification of Dyslexia: Research to Practice

Oct 26, 2018 8:00am ‐ Oct 26, 2018 11:00am

Identification: FR1

The early identification of dyslexia can lead to timely and appropriate intervention and prevent or reduce the negative consequences often associated with dyslexia. This symposium considers the challenges faced in early identification and how recent developments in theory and technology have begun to address them. The implications of this work for practice (and policy) in the schools and elsewhere is highlighted.

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

Disclosure:  Hugh Catts, Yaacov Petscher, and Fumiko Hoeft have no relevant financial relationships to disclose. Hugh Catts and Yaacov Petscher are funded by a grant to develop a screening and assessment protocol for the early identification of dyslexia and language problems. Fumiko Hoeft is an IDA national board member-at-large and will discuss the development of a screening tool that involves a collabortion with a non-profit organization, Curious Learning.

Speaker(s):
  • Hugh W. Catts, Ph.D., CCC-SLP, Professor and Director, School of Communication Science and Disorders, Florida State University, Florida State University
  • Yaacov Petscher, Ph.D., Director, Quantitative Methodology and Innovation Division; Associate Director, Florida State University
  • Fumiko Hoeft, MD, Ph.D., Associate Professor of Child & Adolescent Psychiatry & Dyslexia Center, University of California, San Francisco (UCSF)
Standard: $20.00

Dyslexia Assessment in Multilingual Populations

Oct 26, 2018 8:00am ‐ Oct 26, 2018 11:00am

Identification: FR2

In a number of multilingual countries, children are provided literacy instruction in more than one language. In many of these countries, like those in southeastern Asia, languages belong to distinct writing systems. For instance, in India, many children learn to read in Hindi and English; however, Hindi is written in Devnagari, which belongs to the class of akshara writing systems, while English, which is written in the Roman alphabet, belongs to the alphabetic system. In such scenarios, it is crucial that children at risk for dyslexia be assessed in all the languages in which they are instructed. The symposium has three presentations, as described below.

Learning Objectives:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • 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.
  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • READING, SKILLS, & STRATEGIES: Examine the effect of age and method of instruction on the development of early literacy.

Disclosure:  Nandini Chatterjee Singh, Cammie McBride, and Malatesha Joshi have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Study Skills: Strategies to Support Executive Function

Oct 26, 2018 9:15am ‐ Oct 26, 2018 10:15am

Identification: F10

This presentations explores practical instructional strategies to explicitly teach students to manage time, materials, and language to address executive function deficits and support their academic proficiency.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.

Disclosure:  Katie Chhu and Kate Kinsman have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Kate Kinsman, M.P.A., M.Ed., Teacher, Director of School Partnerships, Landmark School and Landmark Outreach
  • Katie Chhu
Standard: $20.00

Fostering Children’s Language Development Through Lively Conversations With Text

Oct 26, 2018 9:15am ‐ Oct 26, 2018 10:15am

Identification: F11

Reading aloud to and with young children serves a variety of purposes. A nurturing reading experience can jumpstart the career of a successful reader. Attendees receive the most powerful, engaging, and proven strategies for helping children develop oral language skills through reading together. This hands-on workshop reviews current shared reading practices. Attendees receive tips/pamphlets on shared reading and role-play suggested evidence-based activities for children with delayed language skills.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing African American students who have learning disabilities/dyslexia and the importance of cultural competence for those who teach them language related skills.

Disclosure:  Anne Cunningham has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Anne Cunningham, Ph.D., Director of the Joint Doctoral Program in Special Education, University of California, Berkeley, Graduate School of Education
Standard: $20.00

It Begins With Spoken Language: Evidenced-Based Spelling Instruction as the Gateway to Reading Success

Oct 26, 2018 9:15am ‐ Oct 26, 2018 10:15am

Identification: F12

The role of speech in reading is now well documented by behavioral and brain-imaging studies. How does one effectively use this research in practice? Understand the brain’s innate wiring for oral language, rewiring for reading and writing, and factors that can interfere with this neural development. Practice speech-to-print methods and activities that integrate phonology-orthography-morphology and facilitate statistical learning processes. Gain a new level of confidence in your ability to deliver structured literacy instruction.

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Examine the importance of legible and fluent handwriting to make gains in reading, spelling and writing.
  • 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).
  • READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure:  Jan Wasowicz is president of Learning By Design, publisher of the SPELL-Links to Reading & Writing word study curriculum. Methods of instruction that appear in SPELL-Links will be used to illustrate the principles of instruction covered in this presentation. Jan Wasowicz has no relevant nonfinancial relationships to disclose.

Speaker(s):
  • Jan Wasowicz, Ph.D., CCC-SLP, Founder, President & CEO, Learning By Design, Inc.
Standard: $20.00

Making Phonemic Awareness and Basic Phonics Instruction Child Friendly, Engaging, and Multisensory

Oct 26, 2018 9:15am ‐ Oct 26, 2018 10:15am

Identification: F9

This interactive session engages participants from the beginning! The presenters review the importance of engaging the whole child when teaching foundational reading skills by using a multisensory approach that incorporates visual, auditory, action, and story cues. Learn engaging, research-based strategies for teaching phonemic awareness and phonics for decoding and spelling to young children. A child-friendly approach motivates all learners, but these strategies have special appeal for children with dyslexia.

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Examine the importance of legible and fluent handwriting to make gains in reading, spelling and writing.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure:  Vickie Norris and Reba Walden have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

LD: The Emotional Consequences of Delayed Intervention

Oct 26, 2018 9:45am ‐ Oct 26, 2018 11:15am

Identification: F13

Research indicates that different LD profiles vary significantly in the severity of risk for developing emotional problems. Unless the term learning disability is understood and intervention is provided in a timely manner, prevention will be prevented, and the special education community will continue to be relegated to cleaning up the mess. Timely intervention holds promise for many who would otherwise fall through the cracks. The ultimate benefit to the child and society is to prevent need, not postpone help!

Learning Objectives:

  • RESEARCH: Understand how genes, brains and contemporary culture contribute to learning disorders and develop effective strategies to support each child’s success both in school and in life.
  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.

Disclosure:  Emerson Dickman has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00