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 (email@example.com).
This presentation provides an understanding of a growth mindset and grit research and equips educators with strategies to foster and support growth in these areas. The presenters demonstrate how small changes can support academic learning and growth, particularly with students with dyslexia and other learning disabilities. Research-based strategies are presented to allow educators to: (a) create an environment that encourages risk and growth; (b) help students strengthen and develop characteristics of perseverance; and (c) increase student engagement and responsibility.
Disclosure: Jane Wilkinson and Becky Stamatiades have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
This interactive session features innovative methods to explain concepts and perform procedures customarily taught at the middle school level. Concrete manipulatives and graphic organizers used in hands-on, gross motor/kinesthetic activities provide students with the ability to perceive, process, and describe abstract material that may otherwise elude or overwhelm them. Learn to teach abstract concepts, sophisticated vocabulary, and complex procedures using concrete, structured interactive activities.
Disclosure: Chris Woodin is employed by Landmark School, author of Multiplication and Division Facts for the Whole-to-Part Visual Learner and receives royalty payments. No relevant nonfinancial relationship exists.Speaker(s):
With each new release of its iOS operating system, Apple has improved the built-in accessibility features of the iPad. Students with dyslexia can take advantage of built-in tools like dictation and text-to-speech. In addition, iOS allows for the installation of third-party onscreen keyboards, increasing the amount of assistive technology that can be used universally with apps that involve reading and writing. First, this presentation reviews how alternate onscreen keyboards are installed and used on iPads. Then, a number of specific keyboards are discussed, including Read&Write for iPad, Co:Writer Universal, Dyslexia Keyboard, and Phraseboard Keyboard.
Disclosure: Jamie Martin has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Good question, one that remains a bone of contention within the dyslexia field and community. The answer probably isnt binary. Well begin by considering this question through historical and research lenses and in the context of cerebrodiversity and neurodiversity frameworks. As we go, well explore various perspectives and implications, including the role of the environment. Well wrap up with an activity to capture and share your own thinking on the question.
Disclosure: Carolyn Cowen has no relevant
financial or nonfinancial relationships to disclose.
Given research advances, there is an urgent need to provide evidence-based early literacy instruction in general education, thereby minimizing the number of individuals requiring specialized instruction. This presentation (a) highlights research findings that support the provision of structured literacy instruction in general education, (b) provides practical examples and video models of evidence-based practices consistent with structured literacy that are appropriate for all students, and (c) explains how to use data to inform and refine instruction.
Disclosure: Jill Allor, Heather Stephens, and Thea Woodruff have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Structured literacy demands a high level of teacher preparation and knowledge. This session presents Lawrence Schools approach to preparing teachers and how the school supports student learning through the role of a literacy coach. The literacy coach provides professional development and classroom-based coaching in the implementation of multisensory structured-language instruction. The process of hiring a literacy coach and the role of the coach in the implementation of structured literacy while aligning with current research and best practices are the center of discussion.
Disclosure: Amy Erich and Vanessa Diffenback have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Parents are often the first to notice that their children are struggling with reading. This session discusses a present study that was conducted to determine if parents have the ability to objectively and accurately administer a dyslexia evaluation tool to their children. To examine this possibility, parents' scores were compared to the scores of trained professionals. The results indicated that parents effectively and reliably used the online dyslexia assessment tool equally as well as trained professionals. This session includes a discussion of the online dyslexia assessment tool along with the results of the study.
Disclosure: David Hurford, Autumn Wines, and Samantha P. Nitcher have no relevant financial relationships to disclose. All funds from the evaluation tool are donated to the nonprofit Center for the Assessment and Remediation of Reading Difficulties. No relevant financial relationship exists.Speaker(s):
As students grow aware of their learning styles and the process of studying, they become more successful. Content disciplines, such as social studies or science, require students to integrate many skills and provide a prime opportunity to explicitly teach metacognition. A structured metacognitive approach can be especially effective and even necessary for struggling readers to succeed, especially for those students with dyslexia. Explore strategies to foster students ability to think about thinking as they face reading and executive-functioning challenges in their content classes.
Disclosure: Bruce Miller has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
This presentation discusses the program Tongji Reading Environment and Dyslexia Study (READ), which was designed to explore the interaction between and impact of environment and genetics on dyslexia since 2011. A total of 45,850 students were recruited from grades three to six from seven cities in Hubei province. This presentation discusses the prevalence of Chinese dyslexia and the potential risk factors, including socioeconomic status, unfavorable prenatal and perinatal events, and the home literacy environment, that were explored in the study and the results of the biological samples that were collected and the role of genetic mutation.
Disclosure: Song Ranran has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
Success in mathematics requires cognitive and psychological processing about more than just math concepts. Educators who understand these different avenues of processing can more effectively pinpoint specific areas of breakdown for their students. This session helps participants understand how students develop mathematical thinking, explains considerations for a supportive environment to encourage that math development, and covers successful teaching methods for instructing students with and without math learning disabilities.
Disclosure: Tom Pittard and Tara Terry have no relevant financial or nonfinancial relationships to disclose.Speaker(s):