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.
Questions about ASHA CEUs should be directed to the Conference Department (conference@dyslexiaida.org).
The Parent's Path to Advocacy
Preview Available
Identification: S11
Parenting a child with dyslexia can feel confusing and often lonely. You may need to work through deeply personal feelings, including frustration or grief, and may become disillusioned with educational professionals that cant offer quick fixes. There is much to learn and an overwhelming amount of information to absorb. Its important for parents to map out a path from awareness to advocacy. Becoming a persuasive and courageous advocate takes focus, but you may ultimately find yourself in a position to speak out to a broader audience about systemic change!
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Disclosure: Deborah Lynam and Colleen Beguiristain have no relevant financial or nonfinancial relationships to disclose.
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Teaching Morphological Awareness: Increasing Engagement and Enhancing Memory With Interactive Notebooks
Preview Available
Identification: S12
The direct instruction of morphological knowledge allows for students to effectively make sense of unknown, complex words and has a far-reaching influence on pseudo-word reading, extending and applying word structure for decoding, spelling, accuracy, vocabulary study, and comprehension. This presentation provides participants with instructional activities that will motivate students, encourage focused attention to content, and develop word consciousness. Participants review sample interactive notebooks and receive materials to implement learned strategies immediately.
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Disclosure: Kirstina Ordetx has no relevant financial or nonfinancial relationships to disclose.
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Assistive Technology Through the Dyslexic Eyes
Preview Available
Identification: S13
There are so many different apps available to students to help with their learning disabilities, but how many of them are user-friendly? How many of them really work? Learn from a high school student how Wunderlist, Notability, Accessibility, and other applications have helped her overcome her struggles with dyslexia. During this session, participants are exposed to tech tools that will change a students study habits, including the most effective and current organizational strategies. These strategies not only take the anxiety out of learning, but promote academic success.
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Disclosure: January Reed and Mckenzie Reed has no relevant financial or nonfinancial relationships to disclose.
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Using IDA Standards to Design Powerful and Effective Professional-Development Experiences for Teachers
Preview Available
Identification: S16
This is an overview of the process for designing a professional-development experience for those working with dyslexic students. The Dyslexia Certificate has been designed to develop the knowledge and skills required to effectively assess and implement evidence-based interventions with these students. The certificate content and activities have been designed using the IDA Knowledge and Practice Standards for Teachers of Reading and is currently undergoing rigorous evaluation to measure the impact of the program on participants knowledge and practices as related to dyslexia.
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Disclosure: Vivian Gonsalves and Holly Lane have no relevant financial or nonfinancial relationships to disclose.
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From Laboratory to Classroom: Lessons Learned in a Partnership Between a Medical Research Center and a School for Children Who Learn Differently
Preview Available
Identification: S18
Dr. Robert Hendren and Karen Kruger explore how a medical research center and an L.D. school can form a mutually beneficial partnership. They describe key elements for a successful collaboration, discuss the necessary steps to begin the process, and demonstrate how to maintain the partnership. This discussion includes a description of the research at the UCSF Dyslexia Center and how the center, in partnership with the school, is using brain imaging, genetics, and cognitive neuroscience to identify individual student strengths and weaknesses with the goal of enhancing teaching and learning.
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Disclosure: Robert L. Hendren and Karen Kruger have no relevant financial or nonfinancial relationships to disclose.
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Improving Writing Skills of Dyslexic Native and Non-Native Speakers of English With MSML "Tricks of the Trade"
Preview Available
Identification: S19
Through simulations of research-evidenced, explicit, multisensory-structured (MSML) text composition strategies, participants learn to help dyslexic native and non-native speakers of English master expository text composition challenges at all grade levels. Differentiations for English as a native and non-native language are shared to ensure that practitioners can address specific needs effectively.
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Disclosure: Andrea Kulmhofer and Elke Schneider have no relevant financial or nonfinancial relationships to disclose.
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The Law and Dyslexia: Reflections of a Psychologist and a Lawyer
Preview Available
Identification: S20
Individuals with dyslexia have legal rights. This presentation is designed to help parents and individuals with dyslexia understand these legal rights. A lawyer and a psychologist reviews these rights and the procedures necessary to get remedial help for individuals with dyslexia. Procedures for requesting due process hearings are described and the type of evidence that is required for a successful resolution. Descriptions of the necessary and proper assessment are also provided, and arguments for the appropriate interventions and remediation are presented.
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Disclosure: Linda Siegel and Rochelle Marcus have no relevant financial or nonfinancial relationships to disclose.
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Active Blending and Segmenting With Young Struggling Readers
Preview Available
Identification: S21
Beginning readers must effectively and quickly blend sounds into words and segment (pull apart) sounds within words. These phonemic-awareness skills are the foundation for fluent reading and spelling. Children with dyslexia, auditory processing, and language-based learning disabilities often have weaknesses in blending and segmenting sounds. Learn effective and fun ways to help strengthen these skills in young learners by using activities that involve movement and help make these abstract skills more concrete, engaging, and understandable.
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Disclosure: Ann Whitten has no relevant financial or nonfinancial relationships to disclose.
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Understanding Dyslexia and the Psychological Report
Preview Available
Identification: S23
This presentation provides an overview of dyslexia, interpretation of formal test results, and components of effective multisensory reading instruction. Links between low scores and reading skills are provided along with educational implications and factors that may influence performance. Participants learn how to interpret test scores with a critical eye toward creating and/or understanding meaningful remediation.
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Disclosure: Pledger M. Fedora and Ann Edwards have no relevant financial or nonfinancial relationships to disclose.
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