2017 Reading, Literacy & Learning Virtual Conference

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

The Parent's Path to Advocacy

Nov 11, 2017 12:00pm ‐ Nov 11, 2017 1:00pm

Identification: S11

Credits: None available.

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!

Learning Outcomes:

• ADVOCACY & LEGISLATION: Identify avenues for advocating for children with dyslexia and related learning disabilities.

Disclosure: Deborah Lynam and Colleen Beguiristain have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Deborah Lynam, Director of Partnerships & Engagement, AIM Institute for Learning & Research
• Colleen Beguiristain, Decoding Dyslexia- GA

Teaching Morphological Awareness: Increasing Engagement and Enhancing Memory With Interactive Notebooks

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Teaching Morphological Awareness: Increasing Engagement and Enhancing Memory With Interactive Notebooks

Nov 11, 2017 12:00pm ‐ Nov 11, 2017 1:00pm

Identification: S12

Credits: None available.

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.

Learning Outcomes:

• 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.
• MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
• TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
• TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.

Disclosure: Kirstina Ordetx has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Kirstina Ordetx, Ed.D., IMSE Certified Trainer, CEO, Pinnacle Academy

Assistive Technology Through the Dyslexic Eyes

Preview Available

Assistive Technology Through the Dyslexic Eyes

Nov 11, 2017 12:00pm ‐ Nov 11, 2017 1:00pm

Identification: S13

Credits: None available.

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.

Learning Outcomes:

• TECHNOLOGY: Access potential applications of language based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.
• TECHNOLOGY: Evaluate what technological competencies students with language learning disabilities need to master before continuing on into higher education.

Disclosure: January Reed  and Mckenzie Reed has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• January Reed, M.Ed., Language Tutorial Instructor, Orton Gillingham Associate, Distinguished Apple Teacher, Dyslexic Practitioner, The Fletcher School
• Mckenzie Reed, High School Student

Using IDA Standards to Design Powerful and Effective Professional-Development Experiences for Teachers

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Using IDA Standards to Design Powerful and Effective Professional-Development Experiences for Teachers

Nov 11, 2017 1:15pm ‐ Nov 11, 2017 2:15pm

Identification: S16

Credits: None available.

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.

Learning Outcome:

• 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

Disclosure: Vivian Gonsalves and Holly Lane have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Vivian Gonsalves, Ph.D., Visiting Clinical Assistant Professor, University of Florida, School of Special Education, School Psychology and Early Childhood Studies
• Holly Lane, Ph.D., Associate Professor, University of Florida, School of Special Education, School Psychology and Early Childhood Studies

From Laboratory to Classroom: Lessons Learned in a Partnership Between a Medical Research Center and a School for Children Who Learn Differently

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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

Nov 11, 2017 1:15pm ‐ Nov 11, 2017 2:15pm

Identification: S18

Credits: None available.

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.

Learning Outcome:

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

Disclosure: Robert L. Hendren and Karen Kruger have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Robert L. Hendren, D.O., Co-Director, Professor of Psychology and Behavioral Science, UCSF Dyslexia Center
• Karen Kruger, M.S., Director of Teaching and Learning, Charles Armstrong School

Improving Writing Skills of Dyslexic Native and Non-Native Speakers of English With MSML "Tricks of the Trade"

Preview Available

Improving Writing Skills of Dyslexic Native and Non-Native Speakers of English With MSML "Tricks of the Trade"

Nov 11, 2017 1:15pm ‐ Nov 11, 2017 2:15pm

Identification: S19

Credits: None available.

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.

Learning Objectives:

• ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.

• ENGLISH LANGUAGE LEARNER: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia.
• 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).

Disclosure: Andrea Kulmhofer and Elke Schneider have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Andrea Kulmhofer, Ph.D. candidate, University of Graz
• Elke Schneider, Ph.D., Full Professor, Winthrop University, SC

The Law and Dyslexia: Reflections of a Psychologist and a Lawyer

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The Law and Dyslexia: Reflections of a Psychologist and a Lawyer

Nov 11, 2017 1:15pm ‐ Nov 11, 2017 2:15pm

Identification: S20

Credits: None available.

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.

Learning Outcome:

• 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

Disclosure: Linda Siegel and Rochelle Marcus have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Linda Siegel, Ph.D., Professor Emerita, University of British Columbia
• Rochelle Marcus, M.Ed., J.D., Lawyer, Marcus Ed Law, L.L.C.

Active Blending and Segmenting With Young Struggling Readers

Preview Available

Active Blending and Segmenting With Young Struggling Readers

Nov 11, 2017 1:15pm ‐ Nov 11, 2017 2:15pm

Identification: S21

Credits: None available.

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.

Learning Outcome:

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

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

Understanding Dyslexia and the Psychological Report

Preview Available

Understanding Dyslexia and the Psychological Report

Nov 11, 2017 1:15pm ‐ Nov 11, 2017 2:15pm

Identification: S23

Credits: None available.

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.

Learning Outcomes:

• ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
• 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).
• TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Pledger M. Fedora and Ann Edwards have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Ann Edwards, Fellow/AOGPE, CEO, Literacy for Life, Inc.
• Pledger M. Fedora, Ph.D., F/AOGPE, Professor/Director, Rose Institute for Learning and Literacy, Manhattanville College