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

Comprehending Text Versus Answering Comprehension Questions: Instructional Implications

Nov 9, 2017 4:30pm ‐ Nov 9, 2017 6:00pm

Identification: T40

Credits: None available.

Comprehending text and answering comprehension questions are related, but they are not the same. To comprehend text, students must build a mental model while reading. This involves the integration of vocabulary, syntax, and background knowledge. Answering questions requires other abilities, such as creating schema to organize and remember content and interpreting questions. This session examines the differences and interaction between these two related, but distinct, reading processes. Participants learn and practice specific instructional activities and strategies during the session.

Learning Outcomes:

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

Disclosure: Nancy Chapel Eberhardt and Margie B. Gillis have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Nancy Chapel Eberhardt, M.A., Educational Consultant, Author, 3T Literacy Group
  • Margie B. Gillis, Ed.D., CALT, President, Literacy How, Research Affiliate, Haskins Laboratories, Literacy How
Standard: $20.00

Assessing Listening Comprehension in a Comprehensive Reading Evaluation: The Heart of the Matter

Nov 9, 2017 4:30pm ‐ Nov 9, 2017 6:00pm

Identification: T41

Credits: None available.

This presentation focuses on the oral-language foundation that supports reading comprehension and its potential for informing instruction. The workshop examines how tests of listening comprehension can be used to shed light on the oral-language skills that are integral to reading comprehension. Different views of listening comprehension are examined, and standardized tests are compared and contrasted. Participants learn how to make informed decisions regarding test selection and how a well-designed evaluation can provide a window into the mind of the reader.

Learning Outcomes:

  • 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.

Disclosure: Melissa Lee Farrall has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Melissa Farrall, Ph.D., Program Director for Evaluation, Stern Center for Language and Learning
Standard: $20.00

Keeping Up With the Times: Updated LD Guidelines at ETS and the Changing Legal Landscape

Nov 9, 2017 4:30pm ‐ Nov 9, 2017 6:00pm

Identification: T43

Credits: None available.

During the past three years, the legal landscape focusing on accommodations on high-stakes tests has changed. The Department of Justice (DOJ) has published guidance specifically targeted to testing agencies that have had a significant impact on how these entities review documentation. As a result, ETS has made substantial changes to our documentation guidelines and procedures. In this presentation, ETS representatives discuss the newly published Guidelines for Documenting Learning Disabilities (4th ed.), the expanded use of the Certification of Eligibility, and the importance of personal statements for test takers.

Learning Outcomes:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • 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: Nora Pollard and Morgan Murray have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Morgan Murray, M.S.Ed., Disability Policy Coordinator, Educational Testing Service
  • Nora Pollard, Ph.D., Senior Disability Policy Specialist, Educational Testing Service
Standard: $20.00

Syntax Matters! Developing Sentence Sense in Struggling Writers

Nov 9, 2017 4:30pm ‐ Nov 9, 2017 6:00pm

Identification: T44

Credits: None available.

Too often, instructors overlook the sentence level in working with student writing. Syntax is essential for developing students writing and comprehension skills. This hands-on, interactive workshop explores useful strategies for developing students' sentence sense. Beginning with a brief overview of writing research, participants then focus on parts of speech and sentence parts as they apply to the act of writing. They learn about the components of a good lesson and practice with introduced techniques, many of which they can then apply the very next day in their classrooms!

Learning Outcome:

  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.

Disclosure: William Van Cleave has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Mississippi Momentum: Teacher Preparation for Early Literacy Instruction--Findings and Lessons From a Statewide Study

Nov 9, 2017 5:00pm ‐ Nov 9, 2017 6:00pm

Identification: T45

Credits: None available.

A representative from the Barksdale Reading Institute (BRI) and lead author will describe a Statewide Study of all fifteen teacher preparation programs in Mississippi to assess how well pre-service candidates are being prepared to teach reading. The study began with 4 essential questions which led to 9 key findings and 3 big ideas for improving teacher preparation for early literacy in Mississippi. The Study was conducted in collaboration with the Institutions of Higher Learning (IHL). Educator Preparation Program participation in the Study was voluntary and unanimous and included both public and private institutions. At the completion of the Study the Governor of Mississippi established a Task Force to develop action plans for addressing all of the Studys recommendations.

Learning Outcome:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.

Disclosure: Kelly Butler and Linda Farrell have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Kelly Butler, Ed.M., Director of Policy & Partnerships, The Barksdale Reading Institute
  • Linda Farrell, M.Ed., MBA, Founding Partner, Readsters
Standard: $20.00

Predictors of Reading Fluency Growth in Students With Dyslexia

Nov 9, 2017 5:00pm ‐ Nov 9, 2017 6:00pm

Identification: T46

Credits: None available.

This session presents a study examining the predictors of longitudinal reading-fluency growth in students with dyslexia. Eighty students (grades 25) attending a day treatment program for students with dyslexia completed measures of processing skills (i.e., phonemic awareness, rapid naming speed, and short-term verbal memory) and reading skills (i.e., word reading, nonword decoding, oral and silent reading fluency, and comprehension). These variables were examined to determine predictors of fluent reading skills across the school year, and specific subgroups of readers were identified.

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

Disclosure: Elizabeth B. Meisinger and Lyle H. Davis have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Fostering Childrens Language Development Through Lively Conversations With Text

Nov 9, 2017 5:00pm ‐ Nov 9, 2017 6:00pm

Identification: T47

Credits: None available.

Reading aloud to and with young children is an experience that serves a variety of purposes. The presenter explains how the reading experience can jumpstart the career of a successful reader. Parents and teachers are provided with the most powerful, engaging, and proven strategies for helping children develop oral-language skills through reading together. This hands-on workshop reviews current shared reading practices. Attendees receive tips/pamphlets on shared reading and role-play suggested evidence-based activities for children with delayed language skills.

Learning Outcome:

  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.

Disclosure: Anne Cunningham has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Anne Cunningham, Ph.D., Professor, Human Development, University of California, Berkeley, Graduate School of Education
Standard: $20.00

Can Young Adolescents With Dyslexia Close Achievement Gaps With Their Peers? A Longitudinal Case Study

Nov 9, 2017 5:00pm ‐ Nov 9, 2017 6:00pm

Identification: T48

Credits: None available.

This session uses detailed longitudinal assessment data involving a sixth-grader with dyslexia to show that appropriate research-based changes to a students educational program, if implemented with fidelity, can make a very substantial impact on the students achievement. After about two and a half years, multiple adjustments to the students special education interventions resulted in a significant narrowing and even some closing of her achievement gaps in reading. The session concludes with suggestions for educators for designing and improving interventions for students with dyslexia.

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

Disclosure: Louise Spear-Swerling has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Study Skills for Todays College Students: Activating the Inactive Learner

Nov 9, 2017 5:00pm ‐ Nov 9, 2017 6:00pm

Identification: T49

Credits: None available.

Study skills have come a long way since handwritten flashcards and two-column noting-taking. Drawing from current neuroplasticity research, this session presents novel ways to look at study skills as a dynamic developmental process, including specific strategies to address college-level course assignments and new ways to engage hard-to-reach students. Case studies and web-based demonstrations are presented to further illustrate ways to engage students in study skills across content areas.

Learning Outcome:

  • COMPREHENSION: Examine the critical role knowledge plays in reading comprehension for students with reading difficulties.

Disclosure: Manju Banerjee and Loring Brinckerhof have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • 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
  • Loring C. Brinckerhoff, Ph.D., Director, Office of Disability Policy, Educational Testing Service
Standard: $20.00

Evidence-Based, Research-Based, Consensus-Based, or Anecdotal Support for a Dyslexia Treatment Method: What's the Difference and Why Should You Care?

Nov 10, 2017 8:30am ‐ Nov 10, 2017 9:30am

Identification: F1

Credits: None available.

The term evidence-based is popular with reading instruction programs, but what does it mean for something to be evidence-based? Do all programs that claim the title meet the standard? In this session, Dr. Tim Conway, a research neuropsychologist with 30 years of experience with dyslexia, presents a working definition of evidence-based and provides criteria for judging what type of evidence for effectiveness a program actually has. He provides a clear understanding of which type of support is most meaningful and the merits and weaknesses of other types of support.

Learning Outcomes:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • RESEARCH: Understand how genes, brains and contemporary culture contribute to learning disorders and develop effective strategies to support each child’s success both in school and in life.

Disclosure: Tim Conway is employed by Neuro-development of Words. No relevant financial relationship exists.

Speaker(s):
  • Tim Conway, Ph.D., Neuropsychologist, The Morris Center
Standard: $20.00
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