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.

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Sessions

Understanding Reading Fluency: Research Implications for Assessment and Instruction

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

Identification: F14

This presentation provides educators with an understanding of brain development and the cognitive processes that support reading fluency. Participants learn what eye movements and brain research reveal about the cognitive processes involved in fluent reading. Participants learn how to make better decisions regarding test selection and test interpretation as a foundation for meaningful recommendations. In the end, participants learn to bridge the link between science, assessment, and effective instruction to support gains in reading fluency.

Learning Objective:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.

Disclosure:  Melissa Lee Farrall and Jane Ashby have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Melissa Farrall, Ph.D., Program Manager, Stern Center for Language and Learning
  • Jane Ashby, Ph.D., Senior Director of Education, Stern Center for Language and Learning
Standard: $20.00

Savvy Spelling Skills iconSavvy Spelling Skills

Preview Available

Savvy Spelling Skills

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

Identification: F15

Learning to spell adequately requires explicit instruction and a purposeful integration of knowledge about print, speech sounds, and meaning. Students must be given adequate opportunities to integrate newly learned skills to develop into accurate and automatic spellers. In this hands-on, interactive workshop, participants are exposed to creative multisensory methods for teaching spelling. They practice with the concepts introduced and leave with tools and manipulatives they can immediately implement in their classrooms.

Learning Objectives:

  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.

Disclosure:  Wendy Stacy has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Wendy Stacy, M.S., CCC-SLP, LDT, CALT-QI, CDT, Director, ReadWrite Center
Standard: $20.00

Erasing the Misery of Reading and Spelling Multisyllabic Words

Oct 26, 2018 10:30am ‐ Oct 26, 2018 11:30am

Identification: F16

Did you know you can teach students to read and spell long words using some very functional, simple techniques? This session demonstrates explicit, scaffolded teaching of multisyllabic word decoding with various multisensory techniques, including a manipulative that is easy to access or create for use with students of all ages. Additionally, participants learn a scope and sequence in which to teach powerful, multisyllabic word decoding, and they receive a list of words that are effective for teaching the scope and sequence.

Learning Objective:

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

Disclosure:  Amy E. Vanden Boogart and Scott DeSimone are employed by Really Great Reading. No relevant nonfinancial relationships exist.

Speaker(s):
Standard: $20.00

Dyslexia 101 iconDyslexia 101

Preview Available

Dyslexia 101

Oct 26, 2018 10:30am ‐ Oct 26, 2018 11:30am

Identification: F17

The diagnosis of dyslexia can be overwhelming to a family. Your child is frustrated from working hard to read, write, and spell and not achieving success. Classmates and siblings may be exceling, which only adds to the frustration. The dyslexia diagnosis can be a relief, but what does it mean? What happens next? What is the Orton-Gillingham method? It is important for families to have accurate information to understand the diagnosis and intervention process. An informed parent is an empowered parent.

Learning Objective:

  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.

Disclosure:  Mary Yarus has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Mary H. Yarus, M.Ed., Licensed Dyslexia Therapist, Certified Academic Language Therapist, Structured Literacy Dyslexia Therapist, Vice President, Parent Support and Adult Literacy, Neuhaus Education Center
Standard: $20.00

Five Great Spelling “Rules” and Fun Ways to Teach Them

Oct 26, 2018 10:30am ‐ Oct 26, 2018 11:30am

Identification: F19

Several common spelling generalizations help children become more thoughtful spellers and are included in any Orton-Gillingham based program. These rules are often difficult for children with dyslexia to remember and apply in their writing. In this workshop, participants learn fun and engaging ways to teach these generalizations to students and consider motivating activities and games to encourage more accurate spelling.

Learning Objective:

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

Disclosure:  Ann Whitten has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Ann Whitten, M.Ed., Reading Specialist, President, Aiken Learning Lab, IDA-SC
Standard: $20.00

Middle School Is Not Elementary School: Addressing Dyslexia in This Unique Instructional Setting

Oct 26, 2018 10:30am ‐ Oct 26, 2018 11:30am

Identification: F20

The Appalachian State University Reading Clinic provides reading instruction to students with dyslexia. These students have specific instructional needs that must be met in settings where decoding and fluency are not generally addressed. This session includes three detailed case studies of middle school students with dyslexia. Discussion will focus on the: (1) instructional needs of each student; (2) specialized interventions used to address areas of weakness; and (3) accommodations and modifications implemented in middle school settings.

Learning Objectives:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • READING, SKILLS, & STRATEGIES: Examine a collaborative service model designed to deliver literacy services to children and adults with language learning disabilities.

Disclosure:  Devery Ward and Ashley Pennell have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

A Molecular Genetic Perspective on Speech and Language

Oct 26, 2018 1:30pm ‐ Oct 26, 2018 3:00pm

Identification: FGS

A significant proportion of children have unexpected difficulties mastering speech, language and/or reading, despite adequate intelligence and opportunity. It has long been suspected that genetic factors make a substantial contribution to such disorders. With advances in DNA methods, scientists can now identify key genes that are involved and study how they work. The FOXP2 gene provides a compelling example. Rare mutations of this gene cause problems with learning to sequence mouth movements during speech, accompanied by deficits in language production and comprehension, spanning spoken and written domains. FOXP2 codes for a regulatory protein which switches other genes on and off. Versions of FOXP2 are found in many species; studies of animals and birds are deciphering how it affects development and function of brain circuits. This research shows that genetic contributions to human language are built on pathways that are evolutionarily ancient. Overall, the FOXP2 story highlights the value of interdisciplinary research for tracing the connections between genes, neurons, circuits and behaviour.

Learning Objectives:

  • ADULT: Recognize the various speech/language issues of adults who have dyslexia and other language learning disabilities.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • 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.

Disclosure:  Simon Fisher has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Simon Fisher, Ph.D., Director, Professor of Language and Genetics, Max Planck Institute for Psycholinguistics, The Donders Institute for Brain, Cognition and Behaviour
Standard: $20.00

A Study of Teacher Candidates’ Achievement, Early Reading and Math Experiences, and Reading Volume

Oct 26, 2018 3:15pm ‐ Oct 26, 2018 4:15pm

Identification: F21

This session presents a study exploring academic achievement, self-reported early reading and math experiences, and reading volume in 100 teacher candidates after a state law eliminated the basic skills test requirements for educators. Results raise concerns about the ability of some teacher candidates to implement research-based recommendations for reading, writing, and math instruction. Implications for teacher education policy and students with dyslexia are discussed.

Learning Objectives:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).
  • 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: Louise Spear-Swerling and Yan Wei have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Yan Wei, Ph.D., Assistant Professor, Department of Special Education, Southern Connecticut State University
  • Louise Spear-Swerling, Ph.D., Department of Special Education & Reading Professor, Southern Connecticut State University
Standard: $20.00

Using the Science of Reading to Teach the Language of Math

Oct 26, 2018 3:15pm ‐ Oct 26, 2018 4:15pm

Identification: F22

For students with dyslexia, understanding the language of math can seem like an impossible barrier. Using the science of reading to teach math language can quickly change their outlook. This session focuses on why structured vocabulary instruction is critical for students’ success in math, what methodology best supports this vocabulary development, and how to implement these research-based strategies with students. Participants leave this session with tools to help students overcome the challenges of learning the language of math.

Learning Objectives:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • 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: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Cheryl Cook and Jamie Williamson have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Can Parental Input Predict Reading Failure in Children Prior to Kindergarten?

Oct 26, 2018 3:15pm ‐ Oct 26, 2018 4:15pm

Identification: F23

Parents are often the first to notice that their children are struggling with reading. The present study was conducted to determine if parents could predict reading failure in their children prior to kindergarten. Children were assigned to an at-risk or not-at-risk group based on their performance on phonological processing, letter knowledge, reading, and spelling tasks. Parents completed a questionnaire without knowledge of their children's performance. Results indicated that parents' responses predicted their children's performance. This presentation discusses those findings.

Learning Objectives:

  • 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.

Disclosure: David Hurford and Cody J. Lindbloom have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00