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

Friday General Session iconFriday General Session

Preview Available

Friday General Session

Nov 10, 2017 2:00pm ‐ Nov 10, 2017 3:30pm

Identification: FGS

Norman Geschwind Memorial Lecture presented by Stanislas Dehaene, Professor, Collge de France and Directeur, Cognitive Neuroimaging Unit, INSERM-CEA-University Paris Saclay

New Data on How Literacy Transforms the Brain

The acquisition of literacy is accompanied by a major reorganization of cortical circuits in order to recycle them for the efficient processing of written words. I will describe the results of a new longitudinal study where we collected functional MRI data every two months before, during and after the acquisition of reading in individual children. The results shed light on the hurdles that face any young reader.

Learning Outcome:

  • 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.

Speaker(s):
Standard: $20.00

Longitudinal Evidence of Summer Slide for Elementary Age Students in the Context of an Effective Blended-Learning Approach to Reading Instruction

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 4:45pm

Identification: F26

This presentation discusses longitudinally examined K3 grade students from a low SES school district who received literacy instruction with a blended-learning reading program during two school years. Significant gains were found on a standardized reading test at the end of each school year. However, between school years, students showed a notable drop in performance consistent with a summer slide. This presentation discusses the results of the study and possible options to lessen the impact of summer slide.

Learning Outcome:

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

Disclosure: Paul Macaruso, Raffaela Wolf and Elizabeth Kazakoff are employed by Lexia Learning whose software was used in the presented study. No relevant financial relationship exists.

Speaker(s):
Standard: $20.00

The Impact of Misspellings on Reading Comprehension for People With Dyslexia

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 4:45pm

Identification: F27

We present two user studies with an overall number of 122 participants (61 with dyslexia) that explore the impact of the presence of misspellings on reading performance. Participants were asked to read a set of texts: without misspellings, with different rates of misspellings, and texts with jumbled letters. Readability was measured via eye-tracking measures and comprehension via questionnaires. The main conclusion is that the presence of errors in the text does not impact the reading performance of people with dyslexia as much as it does for people without dyslexia.

Learning Outcomes:

  • ADULT: Examine research findings and implications for practice relevant to adults with dyslexia.
  • ADULT: Recognize the various speech/language issues of adults who have dyslexia and other language learning disabilities.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.

Disclosure: Luz Rello and Ricardo Baeza-Yates have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Ricardo Baeza-Yates
  • Luz Rello, Ph.D., Special Faculty, Carnegie Mellon University & Founder, Change Dyslexia, HCI Institute, Carnegie Mellon University
Standard: $20.00

A Parent's Guide to Helping Your Student With Dyslexia Get Ready for College

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 4:45pm

Identification: F28

For any parent, helping a student get ready for college can be challenging. Those challenges can seem even more daunting if your child has dyslexia. This interactive session helps you understand some of the key factors to consider while your child chooses colleges of interest, completes applications, writes essays, seeks accommodations, and transitions to college life. This session is designed to help you better support your child through the college process so that youand your childare ready for college.

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: Janet Thibeau has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Janet Thibeau, Independent College Consultant, Founder and CEO, BTA Education
Standard: $20.00

Linguistic and Cognitive Characteristics of Greek Dyslexic and Nondyslexic Students Writing Profiles in Greek and in English as a Foreign Language

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 4:45pm

Identification: F30

This study explores similarities and differences between Greek dyslexic and nondyslexic students in the linguistic and cognitive processes involved in their writing and the effect of using English as a foreign language on their writing profiles. Dyslexic students deficient, low-level linguistic skills seem to have an effect on their pausing and revision behavior, and they also seem to be lagging rather than deviant in the lower-level and higher-level processes involved in writing.

Learning Outcome:

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

Disclosure: Georgia Andreou, Sotiria Tzivinikou, and Julie Baseki have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Georgia Andreou, Ph.D., Professor, Department of Special Education, University of Thessaly
  • Sotiria Tzivinikou, Ph.D., Assistant Professor, Department of Special Education, University of Thessaly
  • Julie Baseki, Ph.D., Department of Special Education, University of Thessaly
Standard: $20.00

Executive Functions: What Are They, Why Are They Important, and How Can I Help?

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 5:15pm

Identification: F31

Executive functions are a set of cognitive skills that, when working properly, allow students to behave in deliberate, organized ways. When development of these skills is delayed, academic performance suffers. When serving students who have special educational needs, it is imperative that we consider if the student is displaying age-appropriate executive skills; additional assessment and intervention may be needed. This recently updated talk defines the term executive functions, and describe how they are assessed, ways they impact learning and performance, and strategies we can use to help.

Learning Outcome:

  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.

Disclosure: Cheryl Ann Chase has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Mobile Apps to Enhance Structured Literacy

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 5:15pm

Identification: F32

Mobile apps, for both iPad and Android platforms, are effective tools to support structured literacy. This session highlights the use of assistive and instructional technologies for students who struggle with reading and writing skills. This session covers several free or low-cost computer and mobile apps, programs, and devices that can enhance a persons ability to succeed in the classroom, on the job, or in community situations. This presentation highlights some of the best apps currently available.

Learning Outcomes:

  • MORPHOLOGICAL INSTRUCTION: Analyze teaching higher level reading and vocabulary development through Morphological Awareness instruction.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine ways to integrate and review phonics, spelling and vocabulary through daily activities in the classroom.
  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Elaine Cheesman and David Winters have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Elaine Cheesman, Ph.D., CALT, QI, Associate Professor, University of Colorado at Colorado Springs
  • David C. Winters, Ph.D., Certified Dyslexia Specialist, Fellow/AOGPE, Eastern Michigan University
Standard: $20.00

The 4 Ds: Describe, Design, Deliver, Determine

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 5:45pm

Identification: F34

It is necessary for educators to understand and describe students strengths and weaknesses to design a treatment plan, deliver appropriate instruction, and, thus, determine effectiveness. This session addresses methods for understanding and describing students language, reading, spelling, and written language skills. Participants learn a procedure for gathering relevant background information, practice the collection and analysis of data, and align this information with evidence-based treatment. A continual process for determining effectiveness is also included.

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.
  • ENGLISH LANGUAGE LEARNER: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia.
  • 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.

Disclosure: Elsa Cardenas Hagan, Suzanne Carreker, and Eric Q. Tridas have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Elsa Cardenas-Hagan, Ed.D., President, Valley Speech Language and Learning Center in Brownsville, Texas.
  • Eric Q. Tridas, M.D., Director, The Tridas Center for Child Development
  • Suzanne Carreker, Ph.D., CALT-QI, Principal Educational Content Lead, Lexia Learning Systems
Standard: $20.00

Using the Science of Learning Disorders to Interpret and Implement 504 Accommodations

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 5:45pm

Identification: F35

This workshop focuses on helping parents and professionals understand the links between cognition, science, and 504 accommodations. The session begins with an overview of the neuroscience of learning disorders. Then, participants, in small groups, discuss the cognitive underpinnings of accommodations, review case studies of students with 504 accommodation plans, and generate appropriate ways of implementing accommodations in the classroom. Finally, participants learn the rationale and research behind the most common accommodations used by schools today.

Learning Outcome:

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

Disclosure: Fumiko Hoeft, Nicole Ofiesh, Nancy Cushen White, and Nancy Redding have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Fumiko Hoeft, MD, Ph.D., Associate Professor of Child & Adolescent Psychiatry & Dyslexia Center, University of California, San Francisco (UCSF)
  • Nicole Ofiesh, Ph.D., Senior Research Scientist, Lecturer, CAST, Stanford Graduate School of Education
  • Nancy Redding, M.Ed., Learning Specialist and OG Teacher Trainer, West Valley College, Private Practice in Academic Therapy
  • Nancy Cushen White, Ed.D., CALT-QI, BCET , LDT-TX , Certified Structured Literacy Dyslexia Specialist, Clinical Professor; Teacher and Program Consultant-Department of Special Education [Retired]-San Francisco Unified School District; Teacher Training Course Director-Slingerland Institute, Division of Adolescent and Young Adult Medicine-Department of Pediatrics-University of California-San Francisco
Standard: $20.00

The Hand-off to College: From ADHD Parent Coach to Higher Ed Student Services — Bridging the Support for Success

Nov 10, 2017 5:00pm ‐ Nov 10, 2017 6:00pm

Identification: F37

The Hand-off to College: From ADHD Parent Coach to Higher Ed Student Services — Bridging the Support for Success

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.
  • 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: Jacqueline Jewett has not relevant financial information to disclose. Cindy Goldrich is the author of 8 Keys to Parenting Children with ADHD. No relevant financial relationship exists.

Speaker(s):
Standard: $20.00