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).


Sessions

What Do Upper Elementary Teachers Know About Teaching Reading to Struggling Readers?

Nov 9, 2017 11:15am ‐ Nov 9, 2017 12:15pm

Identification: T17

Credits: None available.

What do upper elementary teachers know about teaching reading to struggling readers? What else should they know? And how can we help them to build this knowledge? This presentation shares the results of a mixed methods study that investigated upper elementary teacher knowledge for teaching reading to struggling readers. As a result of analyses from both a survey and semi-structured interviews, this study begins to fill the gap in the research literature on this type of knowledge among the upper elementary teacher population.

Learning Outcome:

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

Disclosure: Amy Vanden Boogart has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

A Frickin' ElephantA Frickin' Elephant

Preview Available

A Frickin' Elephant

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:00pm

Identification: T19

Credits: None available.

It takes more than phonics to recognize an African elephant. Letters are the symbolic representation of the sounds of language. Being able to hear and produce sounds and words is the precursor to reading. Through a PowerPoint presentation and oral exercises, participants review the five pillars of reading and the foundation of writing with a focus on phonological awareness. Participants practice explicit instruction and correct practice in phonological awareness and the link to phonics.

Learning Outcomes:

  • 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.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure: Lavinia Mancuso has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Creating an Instructional System That Meets the Needs of the Dyslexic Student

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:00pm

Identification: T20

Credits: None available.

There are systemic structures and instructional practices, which must be implemented in order to effectively meet the needs of the dyslexic student in the school setting. This presentation provides the specifics of Liberty Bell Elementary School's successful system for teaching struggling readers and helping them achieve success. An overview of the system, as well as details on its research-based creation will be provided. Attendees will leave the session with a format that can be replicated in their own school.

Learning Outcomes:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).
  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.
  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • 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: Janet Miltenberg and Samuel Hafner have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Janet Miltenberger, M.Ed., Reading Specialist, Liberty Bell Elementary School, Southern Lehigh School District
  • Samuel Hafner, M.Ed., Principal, Liberty Bell Elementary School, Southern Lehigh School District
Standard: $20.00

The Contribution of Distinct Reading and Cognitive Skills to Reading Comprehension in Students With Dyslexia

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:00pm

Identification: T21

Credits: None available.

This presentation presents the results of two research studies that examined the relationship between reading skills (i.e., oral and silent fluency) and cognitive skills (i.e., phonemic awareness, rapid naming speed, short-term and working memory) and their relationship with reading comprehension. Both studies utilized elementary students attending a school that provided intensive remediation for students with dyslexia. Participants learn to understand the unique contribution of neurocognitive skills to reading so they can develop effective literacy interventions for their students with dyslexia.

Learning Outcome:

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

Disclosure: Melissa Fetterer Robinson and Ashley Anne Mayhew have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Teaching Teachers: Five Evidence-Based Methods for Integrating Structured Literacy Instruction Within Teacher Preparation

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:00pm

Identification: T22

Credits: None available.

IDAs Knowledge and Practice Standards established a roadmap for teacher-preparation programs. These standards provide educators with information on what to teach, yet limited information is available on howi.e., which methods work best to ensure candidate mastery of content. In this presentation, findings from a series of studies are presented. Specifically, information on how to apply principles of cognitive psychology, such as distributed practice, retrieval, integration, and performance feedback, for reading teacher preparation are presented.

Learning Outcome:

  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure: Kristin Sayeski has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Has Handwriting Become an Instructional Dinosaur? Handwriting May Be More Important Than You Think!

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:30pm

Identification: T24

Credits: None available.

Manuscript, cursive, and keyboarding have advantages at different ages. Handwriting involves both cognitive and motor skillsand influences reading, written expression, and critical thinking. Sequential hand movements activate brain regions associated with thinking, working memory, and language. A note-taking study showed better comprehension and retention of content for handwriters. Elementary students composing by hand wrote faster, longer pieces with more ideas. Cross-disciplinary research demonstrates effectiveness of explicit, integrated handwriting instruction from kindergarten to high school.

Learning Outcomes:

  • HANDWRITING/WRITTEN LANGUAGE: Examine the importance of legible and fluent handwriting in order to make gains in reading, spelling and writing.
  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.

Disclosure: Nancy Cushen White has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Nancy Cushen White, Ed.D., CALT-QI, BCET, Clinical Professor, University of CA-San Francisco
Standard: $20.00

The Comprehension Blueprint: A Structured Approach to Constructing Meaning

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:30pm

Identification: T25

Credits: None available.

The construction of meaning is complex and demands an informed approach to instruction whether reading by ear or eye. Explore a blueprint that aligns with essential language and cognitive processes and provides structure for the design and delivery of effective instruction for students with dyslexia. Deepen your understanding of the relationships between contributors, such as vocabulary, sentence comprehension, background knowledge, text structure and inference, and increase your knowledge of instructional routines, activities, and assessment strategies applicable to challenging texts.

Learning Outcomes:

  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.

Disclosure: Nancy Hennessy has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Nancy Hennessy, M.Ed., LDT-C, Educational Consultant, The Consulting Network
Standard: $20.00

Vocabulary Instruction: When Using Language Doesn't Work, Use Semantic Reasoning

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:30pm

Identification: T26

Credits: None available.

Seasoned speech-language pathologists will, in the context of gold-standard vocabulary instruction methods, share their highly visual instruction techniques, InferCabulary and WordQuations. Results of a recent independent research study are shared, showing the very significant impact the InferCabulary method has had on vocabulary learning. Materials are provided so attendees can immediately implement the methods.

Learning Outcomes:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
  • READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.

Disclosure: Beth Lawrence and Donna Seifert hold trademark and copyright intellectual property on Communication APPtitude, InferCabulary and WordQuations which may be discussed in their session. They receive a financial benefit from the sales of InferCabulary and WordQuations apps and royalties on the sale of the Test of Semantic Reasoning. No relevant financial relationship exists.

Speaker(s):
  • Beth Lawrence, M.A., CCC-SLP, Speech-Language Pathologist, CEO, InferCabulary Inc.
  • Deena Seifert, M.S., CCC-SLP, COO, InferCabulary Inc.
Standard: $20.00

How Do We Solve This Reading Crisis?

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:30pm

Identification: T27

Credits: None available.

The purpose of this session is to provide an overview of how to help students with dyslexia improve their basic reading skills. The speaker: (a) explains how basic reading skills develop and (b) provides examples of effective evidence-based interventions that are matched to developmental levels. We know how to solve this crisis, but we are not doing enough.

Learning Outcome:

  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.

Disclosure: Nancy Mather has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

The Devil is in the Details: Scaling Literacy Initiatives for Successful and Sustainable Change

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 3:30pm

Identification: T28

Credits: None available.

District superintendents shape change through initiatives with varying degrees of effectiveness and success. At times, initiatives create confusion and resistance to change. Ideally, a responsible roll out of an initiative creates clarity about why change is imperative, diversity of input sets the initiative up for buy-in, and positive change is advanced with a sustainable impact. It all starts at the top! Learn from this case study how the superintendent of Harlingen Consolidated School District and Neuhaus Education Center are partnering to dynamically move the needle within the districts early childhood program through a thoughtfully planned, responsible roll out to prevent reading failure. District formative assessment data will be presented providing evidence of how quality strategic planning in advance of committing to a course of action produces more rapid return on investment for the three variables that can be impacted in any district initiative; time, talent, and funding.

Learning Outcome:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).

Disclosure: Tracy Weeden and Arturo Cavazos have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Tracy Weeden, Ed.D., President/CEO, Neuhaus Education Center
  • Arturo Cavazos, Ed.D., Superintendent, Harlingen Consolidated School District
Standard: $20.00
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