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

IDA Educator Training Initiatives: Future Directions in Standards-Based Accreditation and Certification Practices

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 4:00pm

Identification: T29

Credits: None available.

IDA’s Educator Training Initiatives are committed to advancing excellence in reading education for pre-service and in-service educators, including those in private practice. Participants in this session will learn about how refinements to IDA’s Knowledge and Practice Standards (KPS) will inform Accreditation and Certification processes.

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.

Disclosure: Louisa Moats, Jule McCombes-Tolis,
and Suzanne Carreker have no relevant financial
or nonfinancial relationships to disclose.

Speaker(s):
  • Louisa Moats, Ed.D., Primary Author, Knowledge and Practice Standards for Teachers of Reading
  • Jule McCombes-Tolis, Ph.D., Chief Academic Officer, International Dyslexia Association
  • Suzanne Carreker, Ph.D., CALT-QI, Principal Educational Content Lead, Lexia Learning Systems
Standard: $20.00

Trauma-Informed Practices in Structured Literacy

Nov 9, 2017 3:15pm ‐ Nov 9, 2017 4:15pm

Identification: T30

Credits: None available.

Structured literacy is an effective method of treating dyslexia and other reading difficulties. When universally designed with trauma informed practices in mind, structured literacy are effective not just for students with emotional difficulties, but for all students. This paper aims to identify these practices, in order to help educators truly use a Universally Designed model while working with students with dyslexia.

Learning Outcome:

  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.

Disclosure: Maria Diaz has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Maria Diaz, M.S. Ed., Ed.M., Special Educator and Advocate
Standard: $20.00

Research to Practice: Expanding the Outreach of Empower Reading, an Evidence-Based Intervention Program, With a Global Partner in India

Nov 9, 2017 3:15pm ‐ Nov 9, 2017 4:15pm

Identification: T31

Credits: None available.

This presentation describes a partnership between The Hospital for Sick Children (in Canada) and the Morris Foundation in Pune, India, an IDA Global Partner and a resource center for children and teens with LD. The focus is on implementation of Empower Reading, a comprehensive, evidence-based, literacy program for children and teens with reading disabilities. The culmination of 35 years of research, Empower Reading has reached more than 25,000 Canadian children. This new collaboration will explore whether the program could benefit children in developing countries where English is the main language of instruction.

Learning Outcomes:

  • READING, SKILLS, & STRATEGIES: Examine a collaborative service model designed to deliver literacy services to children and adults with language learning disabilities.
  • READING, SKILLS, & STRATEGIES: Examine the effect of age and method of instruction on the development of early literacy.
  • READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.

Disclosure: Maria De Palma is employed by the Hospital for Sick Children. Uma Kulkarni is employed by the Dr. Anjali Morris Education and Health Foundation. No relevant financial relationship exists.

Speaker(s):
  • Maria De Palma, M.A., Associate Empower Reading Director and Systems Coordinator , Learning Disabilities Research Program, The Hospital for Sick Children
  • Uma Kulkani, MBBS, DCH, PGDHHM, Chief Executive Officer (CEO), Dr. Anjali Morris Education and Health Foundation
Standard: $20.00

Thinking Through the SAT: Helping Students Bring Advanced Comprehension and Problem Solving Strategies to the Reading Test.

Nov 9, 2017 3:15pm ‐ Nov 9, 2017 4:15pm

Identification: T32

Credits: None available.

This presentation demonstrates instructional practices designed to help dyslexic students apply advanced comprehension strategies to the reading test on the SAT. Although these passages challenge their ability to understand difficult subject-matter text, by learning to identify central ideas and support, make inferences, analyze arguments, and interpret information presented in graphs and charts, students who struggle with reading and language skills can increase their test-taking confidence and score.

Learning Outcome:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.

Disclosure: Robin Forsyth has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Robin Forsyth, M.S., Chair: Language Fundamentals, The New Community School
Standard: $20.00

Stages of Instruction for Teaching Reading, Spelling, and Vocabulary

Nov 9, 2017 3:15pm ‐ Nov 9, 2017 4:15pm

Identification: T33

Credits: None available.

Three stages of reading, spelling, and vocabulary instruction exist in the Orton-Gillingham approach, and each stage requires students to make a cognitive shift in thinking as they learn specific skills. Effective instruction progresses logically and systematically from simple to complex, enabling the student to make connections with the information taught at each stage. Fitting the instruction to the individual is paramount in helping the student make the greatest gains. This presentation discusses these stages.

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).
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.

Disclosure: Karen Leopold has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Karen Leopold, Fellow/AOGPE; IDA Dyslexia Specialist, Teaching Morphological Awareness - Why, When, and How, Fellow/AOGPE
Standard: $20.00

Who Can Say Dyslexia? Identification of Students With Dyslexia in Our Public Schools

Nov 9, 2017 3:45pm ‐ Nov 9, 2017 4:45pm

Identification: T35

Credits: None available.

This workshop is for educators and school psychologists interested in learning the hows and whys of identifying students with dyslexia. An overview of the reading process and a short history of reading disabilities are presented. During this presentation, the assessment of dyslexia is based on the IDA definition of dyslexia and the I.D.E.A. framework for assessment. Participants use sample case studies of struggling reader to determine whether performance patterns are consistent patterns of dyslexia. The use of the term dyslexia in our public schools is also discussed.

Learning Outcome:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.

Disclosure: Charlotte G. Andrist has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Teaching Students With LD Online: Key Challenges and Ways to Overcome Them

Nov 9, 2017 3:45pm ‐ Nov 9, 2017 4:45pm

Identification: T36

Credits: None available.

Online education has experienced exponential growth during the past few decades; however, the online environment poses significant challenges for students with executive-function and language-processing weaknesses. This session explores the sources of struggle for students with LD online and presents lessons learned from research and practice on ways to overcome those challenges. Participants leave with practical guidelines for improving the cognitive accessibility of their online courses.

Learning Outcomes:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.
  • TECHNOLOGY: Evaluate what technological competencies students with language learning disabilities need to master before continuing on into higher education.

Disclosure: Ibrahim Dahlstrom-Hakki and Manju Banerjee have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Ibrahim Dahlstrom-Hakki, Ph.D., Director of LCIRT, Landmark College
  • Manju Banerjee, Ph.D., Vice President of Educational Research and Innovation, Landmark College, Banerjee, M. (July, 2018). Invited Guest Speaker. College Board. Diminishing Value of Disability Documentation: A National Survey of DS Websites. Banerjee, M. (February, 2017). Session Presenter. Learning Disability Association of America Annual Conferen
  • Zachary Alstad, Ph.D.
Standard: $20.00

Infographic Learning in the Common Core Era for Students With Dyslexia

Nov 9, 2017 3:45pm ‐ Nov 9, 2017 4:45pm

Identification: T37

Credits: None available.

Informational text makes up 50% of required reading at the elementary level and up to 80% in college. As opposed to narrative text, informational text includes figures, tables, and graphs, collectively known as infographics. These graphic aides may enhance a readers comprehension of informational text, especially for students with dyslexia who struggle in text-dominant educational environments. This presentation reviews the findings from three eye-tracking studies investigating how students with dyslexia use infographics. Recommendations for improving comprehension of informational text are also included.

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 the different multimedia learning tools and show practical applications of these tools in professional development and teacher training.
  • TECHNOLOGY: Evaluate what technological competencies students with language learning disabilities need to master before continuing on into higher education.
  • ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities
  • ADULT: Examine research findings and implications for practice relevant to adults with dyslexia.

Disclosure: Sunjung Kim and Rebecca Wiseheart have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Sunjung Kim, Ph.D., CCC-SLP, Assistant Professor, University of Central Arkansas
  • Rebecca Wiseheart, Ph.D., CCC-SLP, Assistant Professor, St. John's University
Standard: $20.00

Beyond Vocabulary: Creating Lessons That Will Develop the Language Skills Needed to Read, Write, and Comprehend Complex Text

Nov 9, 2017 3:45pm ‐ Nov 9, 2017 4:45pm

Identification: T38

Credits: None available.

The Common Core Sate Standards require teachers to develop the skills students need to interact with increasingly complex text. How can teachers support students ability to read, write, and comprehend complex text without losing focus of the curriculum in their content areas? Science, history, and other subjects present major challenges to students, and a great part of this challenge is linguistic. This session helps teachers learn how to develop lessons that will help support their students ability to read, write, and comprehend the complex text in their content areas.

Learning Outcomes:

  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
  • 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.
  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Helen Mannion and Kathleen Koehler have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Helen Mannion, M.A., CALT, Director of Teaching and Learning, Director of Teacher Training, Delaware Valley Friends School
  • Kathleen Koehler, Language Arts Teacher
Standard: $20.00

Multisensory Math: Mastering the Middle School Move From Arithmetic to Algebra

Nov 9, 2017 3:45pm ‐ Nov 9, 2017 4:45pm

Identification: T39

Credits: None available.

The transition from arithmetic to algebra can be problematic for students who struggle with language. This presentation focuses on instructional techniques and explicit language for supporting students with dyslexia as they transition to pre-algebra and algebra. Using manipulative objects and instructional techniques from structured literacy instruction, an educator can help students master essential concepts and procedures. Learn how to use morphology, coding, structured procedures, and manipulatives to teach expressions, equations, integers, exponents, and linear functions.

Learning Outcomes:

  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
  • TEACHING/INSTRUCTION/INTERVENTION: Assess the critical issues of adolescent literacy including the nature of the problem, differentiated language needs of students and effective instructional solutions (principles and practices).
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
  • 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.
  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Marilyn Zecher has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Marilyn Zecher, M.A., CALT, M.A.,CALT, The Atlantic Seaboard Dyslexia Education Center
Standard: $20.00
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