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).
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.
Disclosure: Nancy Chapel Eberhardt and Margie B. Gillis have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Melissa Lee Farrall has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Nora Pollard and Morgan Murray have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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!
Disclosure: William Van Cleave has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Kelly Butler and Linda Farrell have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Elizabeth B. Meisinger and Lyle H. Davis have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Anne Cunningham has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Louise Spear-Swerling has no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Manju Banerjee and Loring Brinckerhof have no relevant financial or nonfinancial relationships to disclose.Speaker(s):
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.
Disclosure: Tim Conway is employed by Neuro-development of Words. No relevant financial relationship exists.Speaker(s):