2015 Reading, Literacy & Learning Virtual Conference



Sessions

Take a Whirlwind Tour of Hot Topics in Dyslexia and Literacy


Identification: F01

What do these topics have in common—dyslexia’s possible upside, DSM-5, The Dyslexia Debate, teacher-prep reform in reading, and dyslexia-literacy legislation? IDA’s Examiner has covered them all! These complex issues are shaping the dyslexia-literacy landscape. Come explore these and related issues with the editors of the Examiner. Learn how these issues affect the lives of children and families struggling with dyslexia, the efforts of professionals working on their behalf, and the future of the field. Since we always seek great Examiner content/writing, we conclude with tips for aspiring Examiner authors.

Learning Objective:
  • Neuroscience, Identification/Assessment, Definition, Teacher Prep, Legislation
Standard: $20.00

The Tipping Point: The Birth of a Literacy Excellence School


Identification: F03

How does a Title One public school become a model of literacy excellence, including excellence for those with dyslexia? It started with one highly trained teacher and grew through visionary leadership. Incorporating IDA’s Knowledge and Practice Standards for Teachers of Reading in a school-wide initiative, hear the journey into identification and remediation of dyslexic students on a grand scale: the first public school in Colorado to take such a leap! See the faces and hear the stories of those whose lives have been changed in a supplemental documentary of these students, their teachers, and their parents.

Learning Objective:
  • Schoolwide Implementation of IDA Knowledge and Practice Standards for Teachers of Reading
Standard: $20.00

Boost Your Inference IQ!Boost Your Inference IQ!

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Boost Your Inference IQ!


Identification: F05

Can your students “read between the lines” or go beyond what is explicitly stated in the text? If not, creating a coherent and deep understanding of academic text will be problematic. The solution lies in informed instruction. How deep is your knowledge of inference, a critical contributor to comprehension? Why not boost your Inference IQ by delving into the nature of inference, connections to comprehension processes, sources of difficulty, and most importantly, instructional techniques and activities that will prompt your student’s ability to make meaning at all levels of understanding.

Learning Objective:
  • Comprehension
Standard: $20.00

Reading for Meaning--FluentlyReading for Meaning--Fluently

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Reading for Meaning--Fluently


Identification: F38

Learn how to develop fluency, support vocabulary, and promote comprehension by combining three research-based strategies into one powerful strategy that motivates struggling readers and accelerates reading achievement.

Learning Objective:
  • At-Risk Students
Standard: $20.00

Applying the Mindset Paradigm: Rethinking Traditional Transition-to-College Practices for Students with LD


Identification: F06

For students transitioning to college, a key component is knowing one’s own strengths and weaknesses, and being able to advocate for oneself. It is time, however, to rethink, traditional transition to college practices, particularly, self-advocacy. Profiles of strengths and weaknesses are not static, neither are student perceptions of themselves. Drawing from the mindset paradigm, this session will provide innovative recommendations for transitioning students, teachers, and service providers to engage and break the cycle of self-sabotaging behaviors. Authentic vignettes and scenarios will be discussed.

Learning Objective:
  • College Students and Young Adults
Standard: $20.00

The Relation between Oral and Silent Reading Fluency in Students with Dyslexia


Identification: F07

The purpose of this study was to examine the relation between oral and silent reading fluency in students with dyslexia. Sixty students (grades 2 through 8) attending a day treatment program for students with dyslexia completed measures of processing skills (i.e., phonemic awareness, rapid naming speed, and short-term verbal memory) and reading skills (i.e., word reading, oral reading fluency, silent reading fluency, and reading comprehension). The unique contributions of the processing skills to predicting reading skill were examined, and specific subgroups of readers were identified.

Learning Objective:
  • Critical Reading Skills
Standard: $20.00

Technology Assisted Structured Literacy Instruction: Traditional Multisensory Instruction Enhanced with Technology


Identification: F09

Multisensory instruction demands manipulatives and student participation. This presentation will demonstrate how technology can replace manipulatives and/or enhance student involvement in activities central to a Structured Literacy program. These activities include alphabet, handwriting, phonemic awareness, spelling, grammar, and vocabulary development. A variety of applications and software programs will be modeled.

Learning Objective:
  • Morphology, Phonemic/Phonological Awareness, Alphabetic Principle/Phonics
Standard: $20.00

CHANGE AGENTS: How New and Ongoing Collaborative Advocacy Efforts are Creating Change for Students with Learning and Attention Issues


Identification: F10

Current advocacy efforts for students with learning and attention issues are both widespread and collaborative. Join representatives from national and state-level advocacy organizations and parent-led grassroots efforts as they discuss how their work together is helping ensure that students with dyslexia and other learning and disabilities are at the forefront in the education conversation. Learn how you can become involved in national and state-level widespread efforts to improve our nation’s education laws and increase access for all students to appropriate education, plus weigh in on what's next.

Learning Objective:
  • Federal, State and Local Legislation
Standard: $20.00

Twenty Years Since Moats’ Seminal Study on Teacher Knowledge: Progress and Unfinished Business


Identification: F11

Since the publication of Moats’ seminal study on teacher knowledge, there have been many studies to validate and extend her studies. For the past decade, we have conducted several studies on preservice, inservice teachers’ and teacher educators’ knowledge of constructs related to reading instruction. Our studies have shown that preservice and inservice, on average, lack knowledge of basic language constructs related to phonological awareness, phonics instruction and morphology. We have also found that preservice teachers exhibited greater knowledge when they were taught by more knowledgeable teacher educators. We will share these findings and discuss them in light of IDA standards.

Learning Objective:
  • Morphology, Phonemic/Phonological Awareness, Alphabetic Principle/Phonics
Standard: $20.00

Handwriting Instruction Matters in the Computer Era: Evidence for Multimodal Handwriting Instruction Embedded in a Structured Language Approach


Identification: F12

A teacher leader in Slingerland Approach partnered with university researchers to compare first graders taught Slingerland handwriting embedded in structured language and controls receiving “business as usual” (Study 1). The Slingerland group outperformed the control group on handwriting, spelling, and composing outcomes. Second graders taught Slingerland manuscript improved more on copy tasks in manuscript than those taught Slingerland cursive, but both groups improved in alphabet writing, spelling, and composing, showing the value of handwriting instruction continuing beyond grade 1.

Learning Objective:
  • Written Expression, Handwriting & Dysgraphia
Standard: $20.00
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