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

Dyslexia 101 iconDyslexia 101

Preview Available

Dyslexia 101

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

Identification: F10

The diagnosis of dyslexia can be overwhelming for a family. Your child is frustrated from working so hard to read, write, and spell without reaching success. Worse yet, classmates and siblings may be exceling, which only adds to the frustration. The dyslexia diagnosis can be a relief, but what does it mean? What happens next? What does the future hold? It is important for families to have accurate information to understand the diagnosis and intervention. An informed parent is an empowered parent.

Learning Outcome:

  • ADVOCACY & LEGISLATION: Identify avenues for advocating for children with dyslexia and related learning disabilities.

Disclosure: Mary H. Yarus has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Mary H. Yarus, M.Ed., Licensed Dyslexia Therapist, Certified Academic Language Therapist, Structured Literacy Dyslexia Therapist, Vice President, Parent Support and Adult Literacy, Neuhaus Education Center
Standard: $20.00

The Importance of Structured Vocabulary Instruction in Math - Why, What, and How

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

Identification: F2

For students with dyslexia, learning math can be just as challenging as learning to read. Educators know that vocabulary instruction is critical for students success in reading, but they often forget about how this plays out in math. This session focuses on why structured vocabulary instruction is critical for students success in math, what methodology best supports this vocabulary development, and how to implement these research-based strategies with students. All participants leave this session with tools to help students overcome the challenges of understanding the language of math.

Learning Outcomes:

  • 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.
  • 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: Cheryl Cook and Jamie Williamson have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Story Frames: Using Narrative Structure to Improve Written Language, Reading Comprehension, and Executive Function Skills

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

Identification: F3

Written expression is often challenging for students with dyslexia or dysgraphia. Using story frames is a means of scaffolding the higher-level skills needed for achieve proficiency in written language. This approach links executive function skills to the various stages of the writing process, enhances language-processing skills, and improves comprehension for students of all ages. Story frames use storyboards, pictography, and the structure of story grammar to address the underlying skills required for comprehension and writing at the sentence, paragraph, and essay level across ability levels.

Learning Outcome:

  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.

Disclosure: Carolee Dean and Paula Moraine have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Paula Moraine, M.Ed, The Attention Fix Educational Consulting, LLC
  • Carolee Dean, M.S., CCC-CALP, Speech-Language Pathologist, Community Rehab Associates
Standard: $20.00

Audio-Assisted Reading as Remediation: Beyond Assistive Technology

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

Identification: F4

Audio-assisted reading as an accommodation provides practical benefits for struggling readers in a classroom, but evidence suggests it might also remediate a students own independent silent reading automaticity. This presentation seeks to explain why, how to identify who will benefit from such a program, and some of the pragmatics for implementation: a procedure and rubric for identifying candidates, practical steps toward training the students in its use, and specific advice on how to successfully move students toward independent use of these very valuable tools.

Learning Outcomes:

  • 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).
  • TECHNOLOGY: Access potential applications of language based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.

Disclosure: Bill Keeney has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Bill Keeney, Ph.D., CALP, English Dept. Chair and Director of Pedagogical Research and Faculty Development, Delaware Valley Friends School, Paoli, Pa
Standard: $20.00

Take This Down: Note-Taking Skills and Strategies for Students With Dyslexia and Other Language-Learning Disabilities and Differences

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

Identification: F5

Note-taking requires a constellation of skills more complicated than you may think, in more ways than you probably imagine. Successful note-taking requires either the mastery of a highly complex developmental language progression or very sophisticated strategies and work-aroundsand these are seldom fostered by the direct classroom instruction they require. In this presentation, we offer a model for successful note-taking that emphasizes processing over capture and provide many of the tools teachers need to ensure that their students approach mastery by the time they graduate high school.

Learning Outcome:

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

Disclosure: Joseph A. Walsh and Scott D. Goode have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Technology That Supports the Dyslexic Learner

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

Identification: F6

Dyslexic learners can greatly benefit from the integration of technology in a 21st-century education. This presentation provides a structured overview of validated interventions using Web 2.0 Tools and Google Classroom. Teachers leave with specific resources and activities to promote beneficial student interaction through technology.

Learning Outcome:

  • TECHNOLOGY: Evaluate the different multimedia learning tools and show practical applications of these tools in professional development and teacher training.

Disclosure: Maxann Wanamaker and Megan Hartmann have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

What Assessments Should We Use to Drive Instruction?

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

Identification: F7

This highly engaging session helps educators understand what is necessary for a comprehensive assessment system within a multitiered system of support. These assessments will help to answer the following questions: How much have students learned at this particular point in time? and How can we use assessment information to help students learn to read?

Learning Outcome:

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

Disclosure: Mary Wennersten has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

What Dr. Orton Learned From Patient MP

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

Identification: F8

In a 1925 article, Dr. Samuel Torrey Orton noted that his patient, MP, could not read but had superior powers with regard to visualization and mechanical questions. Dr. Orton asserted that conventional measures of intelligence were not able to assess these superior talents. As modern computer systems and scientific information visualization become more important, the visual skills and talents seen in many dyslexics are becoming increasingly valuable in a rapidly changing global economy.

Learning Outcomes:

  • ADULT: Examine research findings and implications for practice relevant to adults with dyslexia.
  • TECHNOLOGY: Evaluate what technological competencies students with language learning disabilities need to master before continuing on into higher education.

Disclosure: Thomas West has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Thomas G. West, M.A., Krasnow Institute for Advanced Study, Advisory Board, George Mason University, Prometheus Books, publisher
Standard: $20.00

Navigating the IEP for Children With Dyslexia

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

Identification: F9

Knowledge is power. Collaborating with your school to create an individualized education plan (IEP) does not have to be a terrifying task or a negative experience. Parents are an integral part of developing their childs IEP and will be stronger advocates when they understand and are comfortable with the components of an IEP and the laws regulating it. This session reviews each part of an IEP and explains how SMART goals, appropriate accommodations, and proper services can be used to develop the best individualized plan for your child.

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: Emily Whitsett has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Emily Whitsett, M.Ed., Assessment Specialist, Texas Scottish Rite Hospital for Children
Standard: $20.00

The Challenge of Evolving Diagnoses

Nov 10, 2017 10:00am ‐ Nov 10, 2017 11:00am

Identification: F11

Whether parents receive an evaluation from a public school that diagnoses a "reading disorder" or a private evaluation that suggests a "rule out" for ADHD, diagnoses for learning differences are rarely as straight forward as they might initially appear. Understanding and teasing out additional subtle learning variations is crucial. Diagnoses tend to "evolve" over time, in part depending on the demands of the school grade, but also due to the brain growing and developing. Students and parents need to understand and accept the learning differences so that significant progress can be made.

Learning Outcomes:

  • ADD/ADHD: Management of the ADHD student and the LD student in the classroom.
  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • 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.
  • 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.

Disclosure: Jonathan Green and Megan O'Hara have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00