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 in Adolescence: What Happens After Students Learn to Decode?

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

Identification: F39

The Appalachian State University Reading Clinic provides reading instruction to students who struggle with dyslexia and supports these students as they transition through middle and high school. Many of these students master decoding before leaving elementary school, yet they struggle with reading fluency throughout the upper grades. In this session, parents and tutors learn about: (1) accommodations and modifications that support disfluent readers in secondary classrooms, and (2) instructional practices that facilitate the development of reading fluency throughout adolescence.

Learning Outcome:

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

Disclosure: Devery Mock Ward has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Devery Mock Ward, Ph.D., Associate Professor of Reading Education, Appalachian State University
Standard: $20.00

Talking to Students and Parents About Dyslexia Translating Research Findings Into Everyday Language

Nov 11, 2017 10:45am ‐ Nov 11, 2017 11:45am

Identification: S2

This presentation suggests ways that professionals can talk to students and parents about dyslexia, sharing decades of literacy research using simple, everyday language. Students and parents who understand literacy acquisition, including the prevalence, definition, symptoms, diagnosis, and treatment of dyslexia, will be informed and able to find the best, most effective educational treatment. Once students and parents know how pervasive literacy problems are and understand that effective educational treatment is remediation and accommodation, they gain empowering insights.

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.
  • 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.
  • 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.

Disclosure: Susan Lowell and Margie B. Gillis have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Susan C. Lowell, M.A., BCET, Director, Reading and Literacy Clinic; Adjunct Faculty, Bay State University
  • Margie B. Gillis, Ed.D., CALT, President, Literacy How, Inc., Research Affiliate, Fairfield University and Haskins Laboratories, Literacy How
Standard: $20.00

Structuring Literacy for African American Students: What Teachers Need to Know

Nov 11, 2017 10:45am ‐ Nov 11, 2017 11:45am

Identification: S3

This presentation focuses on teachers' knowledge and perceptions of African American English (AAE). AAE is the language that roughly 80% of African Americans speak, and it is a rule-governed dialect that differs phonologically, grammatically, and syntactically from Academic English. Presenters share and discuss the results of a survey that was administered to teachers. In addition, practical implications are shared through audience participation in structured-literacy activities, especially those centered around phonological awareness and its importance for African American students.

Learning Outcomes:

  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • 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: Ramona T. Pittman and Benita R. Brooks have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

3D Bridge From Phonemic Awareness to Reading

Nov 11, 2017 10:45am ‐ Nov 11, 2017 11:45am

Identification: S4

If dyslexics think in 3D, then lets teach them in 3D. Add a new level to any OG/MSL approach by teaching in three dimensions. Phonemic objects arent just for teaching initial consonants anymore. Learn how to teach blending, segmenting, and even spelling and reading rules in 3Dthe way dyslexics think. This workshop also shows other multisensory ways to teach the brain. Participants receive: phonemic objects, a 3D early intervention packet, sand tray beads, and more.

Learning Outcomes:

  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • 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: Mary-Margaret Scholtens has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Barebones Grammar for Reading and Writing: A Structured Literacy Approach to Sentence-Level Writing and Comprehension

Nov 11, 2017 10:45am ‐ Nov 11, 2017 11:45am

Identification: S5

An understanding of the function or grammatical roles that words play in sentences is a necessary precursor to developing fluent sentence formation and comprehension skills. In this hands-on, interactive workshop, participants are exposed to an explicit, systematic, inquiry-based approach to sentence analysis, formation, and comprehension. They practice with the concepts introduced and leave with tools they can immediately implement in their classrooms.

Learning Outcomes:

  • HANDWRITING/WRITTEN LANGUAGE: Identify effective practices and strategies for written language.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
  • TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for developing writing skills.
  • TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.

Disclosure: Wendy Stacy is the author of products that will be discussed in the session. No relevant nonfinancial relationship exists.

Speaker(s):
  • Wendy Stacy, M.S., CCC-SLP, LDT, CALT-QI, CDT, Director, ReadWrite Center
Standard: $20.00

Through Your Child's Eyes iconThrough Your Child's Eyes

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Through Your Child's Eyes

Nov 11, 2017 10:45am ‐ Nov 11, 2017 11:45am

Identification: S6

One of every five kids has learning and attention issues. Have you ever wished you could better understand what your child is experiencing? In this session, led by Understood.org, you have an opportunity to hear from kids, experience a simulation, and learn from experts. When you can see it from their side, you can be on their side.

Learning Outcome:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).

Disclosure: Bob Cunningham and Joseph Cortes have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

State-Level Dyslexia Legislation: Models for How States Are Training Educators and Providing Validated Interventions

Nov 11, 2017 10:45am ‐ Nov 11, 2017 12:45pm

Identification: S7

This session provides an opportunity for state-level dyslexia specialists and other stakeholders to learn about different states' models for implementing teacher training and intervention requirements of adopted dyslexia legislation. During this session, a panel, consisting of state-level personnel leading the dyslexia reform efforts in various states, present a brief summary of their state legislation and the specifics on how the state is rolling out the requirements specific to teacher training and intervention in schools and districts.

Learning Outcome:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).

Disclosure: Carrie Thomas-Beck has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Teaching the Teachers: Effective Models for Colleges and Universities

Nov 11, 2017 10:45am ‐ Nov 11, 2017 12:45pm

Identification: S8

This panel presentation provides information on four university or college settings that provide course instruction in phonetic, multisensory, structured language strategies. College and university staff can learn to encourage, support, and integrate MSL training into an established core curriculum.

Learning Outcome:

  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).

Disclosure: Karen S. Vickery, Missy Schraeder, Kay Peterson, and Mary Farrell have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
  • Jana Jones
  • Missy Schraeder, M.S., CCC-SLP, Professional Development Coordinator, DuBard School for Language Disorders, The University of Southern Mississippi
  • Kay Peterson, M.S., LDT, CALT, QI, Director and Adjunct Instructor, Dyslexia Therapy Program, School of Education, Mississippi College
  • Mary Farrell, Ph.D., Professor, Director, University Director, Center for Dyslexia Studies, Regional Center for Learning Disabilities, LD Virtual Tutoring, Farleigh Dickinson University
Standard: $20.00

Making Connections: The Ten-Year Journey of an Independent School to Build Bridges Between Research to Practice and Practice to Sustainable Implementation

Nov 11, 2017 10:45am ‐ Nov 11, 2017 12:45pm

Identification: S9

All students, regardless if they attend independent or public schools, deserve access to effective instruction and effective literacy programs today and for generations to come. This session describes the ten year journey of a successful Independent school to create a comprehensive and evidence-based literacy model and the use of implementation science best practices to replicate and sustain it. Both the development the comprehensive model from research into defining what it looks like in practice and how to empower educators to implement and sustain across school settings with be shared.

Learning Outcomes:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • IMPLEMENTATION: Gain an awareness of methods and practices that support the successful implementation of literacy interventions in schools and districts.
  • TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).
  • 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: Michelle A. Duda, Patricia Roberts, and Julia Salamone have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):
Standard: $20.00

Designing and Implementing a District Wide Screening for At-Risk Readers: One Districts Successful Compliance With New State Dyslexia Legislation

Nov 11, 2017 12:00pm ‐ Nov 11, 2017 1:00pm

Identification: S10

This session presents one districts journey to develop and implement valid research-based screening tools to identify at-risk readers; provide appropriate interventions, such as structured language skills based on student needs, and compliance with state dyslexia laws. Discussion points: committee responsibilities, procedures for screening, review of results, implementing research-based practices and interventions to support student growth, and future considerations. Participants take away a blueprint of one districts success to contemplate when designing their districts initiatives.

Learning Outcomes:

  • 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.
  • 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.
  • 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.
  • MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.

Disclosure: Elizabeth Kenny-Foggin sells her resources through a third-party teacher resource website; one of these resources may discussed during the session. Donna Salimando and Elizabeth Smith have no relevant financial relationship to disclose. Elizabeth Kenny-Foggin, Donna Salimando, and Elizabeth Smith have not relevant nonfinancial relationship to disclose.

Speaker(s):
Standard: $20.00