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

College Transition: Correcting the Myths and Misunderstandings to Help Students Be Successful in the Post-Secondary Environment

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

Identification: F12

Myths about college disability services and accommodations can leave students without the critical knowledge that they need. Thinking that colleges dont offer any of these services may discourage students from attending college, but, on the other hand, believing that colleges provide every service that students had in high school might not properly prepare students for the transition either. Laws and expectations at the college level are different, but with the proper preparation and understanding, students can be successful! Learn what really happens at college and what skills students need to succeed in this exciting new environment.

Learning Outcomes:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing students with learning or attentional challenges with respect to transitioning to college.

Disclosure: Elizabeth Hamblet is the author of 7 Steps for Success: High School to College Transition Strategies for Students with Disabilities, which may be referenced during the sessions. No relevant financial relationship exists.

Speaker(s):
Standard: $20.00

Never Too Late! iconNever Too Late!

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Never Too Late!

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

Identification: F13

People of any age can become literate, but teaching adults is not like teaching children. The correct approach is especially important when teaching English as a foreign language or when working with adults of any age.

Learning Outcome:

  • ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities

Disclosure: Diana Hanbury King has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Partnerships in Structured Literacy: Case Studies on Collaborations

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

Identification: F14

This session features a discussion on how a school for students with dyslexia and ADHD created effective partnership programs in structured literacy with public schools, independent schools, and institutions of higher education. Case studies focus on strategies to engage in those opportunities, lessons learned, and actionable suggestions for school leaders to consider in forming their own partnership opportunities. This presentation will be engaging for leaders in LD schools and with potential partner-schools interested in collaborating with independent LD school programs.

Learning Outcomes:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
  • READING, SKILLS, & STRATEGIES: Examine a collaborative service model designed to deliver literacy services to children and adults with language learning disabilities.
  • 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: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing African American students who have learning disabilities/dyslexia and the importance of cultural competence for those who teach them language related skills.

Disclosure: Benjamin Powers and Jeffrey Ruggiero have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Avoiding Conflict to Obtain the Right Result for the Child

Nov 10, 2017 10:00am ‐ Nov 10, 2017 11:30am

Identification: F15

Why is there so much conflict in the field of special education? It is critical for a parent or advocate to be able to effectively communicate and collaborate with district personnel. Understanding the interpersonal dynamics that impede meaningful communication is imperative. This presentation introduces nine specific strategies for understanding causes and avoiding related conflict. Empowered parents and informed instruction ensure a successful child.

Learning Outcome:

  • 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: Emerson Dickman has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Beyond Graphic Organizers: Strategies for Developing Narrative and Expository Language

Nov 10, 2017 10:00am ‐ Nov 10, 2017 11:30am

Identification: F17

This interactive session, for instructors working with elementary, middle, and high school students with language-learning disabilities, provides concrete, theme-centered strategies for supporting language skills at the word, sentence, and paragraph levels. During the presentation, an emphasis is placed on leveraging semantic-feature analysis and micro-discourse for developing cohesion and elaboration of the personal sequence narrative (PSN). Participants see how these PSN techniques help to bridge narrative and expository discourse skills.

Learning Outcomes:

  • 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: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.

Disclosure: Charles Haynes is the co-author of From Talking to Writing (2002) and received royalties from the sales of this book. No relevant financial relationship exists.

Speaker(s):
  • Charles W. Haynes, EdD., CCC-SLP, Professor, Clinical Supervisor, MGH Institute of Health Professions
Standard: $20.00

Topic Webs, Two-Column Notes, and Summarizing: Keys to Comprehension

Nov 10, 2017 10:00am ‐ Nov 10, 2017 11:30am

Identification: F18

This session presents hands-on strategies for teaching students to use topic webs, two-column notes, and summarizing to support comprehension before, during, and after reading. Participants learn how to combine these reading/writing strategies to support close reading following a gradual release of responsibility model (I, We, You). These strategies are aligned with several Common Core standards related to identifying main ideas and supporting details and writing using sources.

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: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Joan Sedita is the owner of a publishing company and author of several publications. No relevant financial relationship exists.

Speaker(s):
Standard: $20.00

The Memory Connection: Multisensory Strategies for Boosting Students Working Memory Throughout Phonics Instruction.

Nov 10, 2017 10:00am ‐ Nov 10, 2017 11:30am

Identification: F19

Reading and comprehending text employs working memory, the brains system for storing and managing information. In this workshop, we discuss the research linking dyslexia and working memory deficits and present proven strategies to improve working memory simultaneously with all levels of phonics instruction. Participants learn engaging multisensory activities to use with students of any age to boost working memory and pave the way to fluent reading. We demonstrate methods of scaffolding instruction so both teachers and students feel successful. Techniques support OG/MSL teaching.

Learning Outcomes:

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

Disclosure: Jennifer Hasser has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Jennifer A. Hasser, M.Ed., Executive Director, Kendore Learning and Syllables Learning Center
Standard: $20.00

Testing for Teaching Basic Facts About the Dyslexia Assessment

Nov 10, 2017 10:00am ‐ Nov 10, 2017 12:00pm

Identification: F20

During this presentation, the speakers describe the components of the evaluation of an individual with dyslexia based on its definition and criteria for identification. The presenters offer information regarding standardized assessment measures to assess dyslexia and how to use this information to provide remediation and accommodations. The participants learn strategies about gathering information from and providing feedback to caregivers and other professionals.

Learning Outcomes:

  • ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
  • ADD/ADHD: Identify characteristics of students with ADHD and/or potential interventions as it pertains to those with language learning disabilities.
  • 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: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.

Disclosure: Eric Tridas and Susan C. Lowell have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Eric Q. Tridas, M.D., Director, The Tridas Center for Child Development
  • Susan C. Lowell, M.A., BCET, Director, Reading and Literacy Clinic; Adjunct Faculty, Bay State University
Standard: $20.00

What Comes Next? Supporting Students with LBLD Through the Postsecondary Planning Process

Nov 10, 2017 11:15am ‐ Nov 10, 2017 12:15pm

Identification: F22

Stress and confusion can be typical for high school seniors as they consider what to do after graduation. For the student with LBLD, the challenges of this process are magnified. This practical workshop presents tools and strategies to help students understand their goals, learning profiles, and options, along with strategies to help them make their final decisions.

Learning Outcome:

  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the challenges facing students with learning or attentional challenges with respect to transitioning to college.

Disclosure: Kerri Coen has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Kerri Coen, M.Ed., Guidance and Transition Counselor, Landmark School
Standard: $20.00

Technol-OGy: EdTech to Enhance Structured-Literacy Instruction

Nov 10, 2017 11:15am ‐ Nov 10, 2017 12:15pm

Identification: F25

Historically, structured-literacy approaches have been the most effective for remediating language difficulties. The utilization of technology can make this type of instruction a multisensory process that is engaging and explicit while still maintaining the individualization and diagnostic-prescriptive aspects that are its hallmarks. In this presentation, an Orton-Gillingham Fellow and a director of technology share how they have collaborated to include technology as an instructive and assistive tool following the traditional Orton-Gillingham approach in the small classroom setting.

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.
  • ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities.

Disclosure: Theresa Collins and Sharon LePage Plante have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Sharon LePage Plante, M.Ed., Director of Technology, Eagle Hill Southport School
  • Theresa Collins, M.S., Fellow/AOGPE, Director, Southport Teacher Training Institute, The Southport School
Standard: $20.00