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).
IDA Educator Training Initiatives: Future Directions in Standards-Based Accreditation and Certification Practices
Preview Available
Identification: T29
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.
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Disclosure: Louisa Moats, Jule McCombes-Tolis,
and Suzanne Carreker have no relevant financial
or nonfinancial relationships to disclose.
Trauma-Informed Practices in Structured Literacy
Preview Available
Identification: T30
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:
Disclosure: Maria Diaz has no relevant financial or nonfinancial relationships to disclose.
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Research to Practice: Expanding the Outreach of Empower Reading, an Evidence-Based Intervention Program, With a Global Partner in India
Preview Available
Identification: T31
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.
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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.
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Thinking Through the SAT: Helping Students Bring Advanced Comprehension and Problem Solving Strategies to the Reading Test.
Preview Available
Identification: T32
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.
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Disclosure: Robin Forsyth has no relevant financial or nonfinancial relationships to disclose.
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Stages of Instruction for Teaching Reading, Spelling, and Vocabulary
Preview Available
Identification: T33
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:
Disclosure: Karen Leopold has no relevant financial or nonfinancial relationships to disclose.
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Who Can Say Dyslexia? Identification of Students With Dyslexia in Our Public Schools
Preview Available
Identification: T35
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:
Disclosure: Charlotte G. Andrist has no relevant financial or nonfinancial relationships to disclose.
Speaker(s):Identification: T36
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:
Disclosure: Ibrahim Dahlstrom-Hakki and Manju Banerjee have no relevant financial or nonfinancial relationships to disclose.
Speaker(s):
Infographic Learning in the Common Core Era for Students With Dyslexia
Preview Available
Identification: T37
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:
Disclosure: Sunjung Kim and Rebecca Wiseheart have no relevant financial or nonfinancial relationships to disclose.
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Beyond Vocabulary: Creating Lessons That Will Develop the Language Skills Needed to Read, Write, and Comprehend Complex Text
Preview Available
Identification: T38
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:
Disclosure: Helen Mannion and Kathleen Koehler have no relevant financial or nonfinancial relationships to disclose.
Speaker(s):Identification: T39
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:
Disclosure: Marilyn Zecher has no relevant financial or nonfinancial relationships to disclose.
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