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2017 Reading, Literacy & Learning Virtual Conference

T29 - IDA Educator Training Initiatives: Future Directions in Standards-Based Accreditation and Certification Practices

Nov 9, 2017 2:00pm ‐ Nov 9, 2017 4:00pm

Standard: $20.00


IDA’s Educator Training Initiatives are committed to advancing excellence in reading education for pre-service and in-service educators, including those in private practice. Participants in this session will learn about how refinements to IDA’s Knowledge and Practice Standards (KPS) will inform Accreditation and Certification processes.

Learning Outcomes:

  • MORPHOLOGICAL INSTRUCTION: Analyze teaching higher level reading and vocabulary development through Morphological Awareness instruction.
  • MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.

Disclosure: Louisa Moats, Jule McCombes-Tolis,
and Suzanne Carreker have no relevant financial
or nonfinancial relationships to disclose.


  • Suzanne Carreker, Ph.D., CALT-QI, Principal Educational Content Lead, Lexia Learning Systems
  • Jule McCombes-Tolis, Ph.D., Chief Academic Officer, International Dyslexia Association
  • Louisa Moats, Ed.D., Primary Author, Knowledge and Practice Standards for Teachers of Reading

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Jenelle Boyd
12/10/18 2:04 pm

This was a very informative workshop! Jenelle Erickson Boyd, M.Ed. CDI

judith myers
8/18/19 5:52 pm

This session was very informative regarding the amazing progress IDA has made toward development of a formal certification curriculum in Structured Reading. I am so excited by the marvelous speakers who spoke about the history of the development of the Standards, the verification of the gaining of that knowledge and the practicum and practice of teaching those standards. Such a worthy effort. I particularly was thrilled to hear that ALL teachers some day will /could be learning these standards, depending on the University. How very important I feel that would be as when teaching my Wilson System, systematically to eager students , I most times ran into major problems with their classroom reading teachers who were unfamiliar with the systematic teaching of reading skills. My students became confident readers in spite of being initially confused; parents as well were confused. A private school principal saw the student's great progress and gave me free rein. He gave us a quiet space, the needed time and the classroom teacher was accepting. The student went on to make honor roll and in college, Dean's List. She is now teaching at the same school having learned The Wilson Reading System on the way.