Lindamood-Bell's 17th Annual International Research Conference
Join us to experience the Magic of Learning at our International Education Research
Lindamood-Bell’s 17th Annual International Research Conference—Disney’s Grand
Californian Hotel® & Spa in Anaheim, California—March 10-12, 2011.
As we celebrate our 25th year we take pride in offering you a conference that has attracted
researchers who are the preeminent minds in our field. Attend, and you’ll have the
opportunity to hear the latest information in brain research, cognition, genetics, decoding,
language comprehension, memory, dyslexia, and autism–as well as information on
leadership and federal/state policy to increase student achievement. Find out more about
the range of research presentations at Lindamood-Bell’s education research conference link.
We also offer workshops in our Lindamood-Bell® programs. This is one of the few
educational conferences that combine both research presentations and workshops. You can
take more than sound bites back to your classroom. Find out more about our workshops at
Lindamood-Bell’s research conference link.
Below is a list of incredible speakers that will be presenting at this year’s exciting education
research conference. I hope you will join us in our efforts to deliver the Magic of Learning
to more and more children and adults.
We can do this. You can do this.
Keynote, Day 1
Nanci Bell, M.A., Co-founder of Lindamood-Bell Learning Processes, Author of
“Visualizing and Verbalizing for Language Comprehension and Thinking®”
Imagery is a sensory-cognitive function underlying the component parts of reading—
including reading comprehension and decoding. Symbol imagery— the ability to create
mental representations for sounds and letters within words—is foundational to both
phonological and orthographic processing.
Linnea Ehri, Ph.D., Distinguished Professor at the Graduate Center of the
City University of New York
Children learn to read words by forming connections between letters and sounds in
memory. This process helps them spell words and learn new vocabulary words.
Ricki Robinson, M.D., M.P.H., Descanso Medical Center for Development
Children with an Autism Spectrum Disorder (ASD) are now known to have many co-
morbid medical disorders. This presentation will review these major medical complications
and explore whether they might be the cause or result of having an autism spectrum
Mark Sadoski, Ph.D., Professor and Distinguished Research Fellow,
Department of Teaching, Learning, and Culture, Texas A&M University
Basic principles of Dual Coding Theory are introduced and explained.
New research in decoding in reading and using mental imagery in medical education are
Jeannette Taylor, Associate Professor, Director of Clinical Training, Florida State
University, Department of Psychology
Recent ﬁndings will be presented suggesting that genetic inﬂuence on reading constructs in
the early grades may be moderated by the environment.
Gina Gallegos, Principal of Heritage Elementary School in Pueblo, CO
& Paul Worthington, Co-Director of Professional Development,
Lindamood-Bell Learning Processes
Pueblo City Schools and Lindamood-Bell will outline a longitudinal effort culminating a
cost effective nationally recognized professional development and school reform model that
led to unprecedented student achievement.
Keynote, Day 2
Allan Paivio, Ph.D., Professor Emeritus, University of Western Ontario, Author of the
Dual Coding Theory
Dr. Paivio will discuss aspects of Dual Coding Theory (DCT) and the
Visualizing and Verbalizing® (V/V®) practice that are crucial to intellectual functioning
but are absent from traditional psychometric (IQ) theories and tests of intelligence. Recent
brain-based theory of general intelligence that is more fully compatible with DCT and V/
V® will also be discussed.
Jane M. Healy, Ph.D., Educational Psychologist, Internationally Acclaimed
Author of “Endangered Minds” and “Different Learners”
Home and school experiences alter brains and genes and today’s lifestyles jeopardize
healthy learning. Successful case studies of cognitive, emotional, and behavioral learning
problems illustrate effective intervention.
Nancy J. Minshew, M.D., Professor of Psychiatry & Neurology, University
of Pittsburgh School of Medicine; Director, University of Pittsburgh’s NIH Autism Center
of Excellence (ACE)
Autism research has linked cognitive and social behavior to cortical under- development.
Novel new behavioral and neurobiological interventions demonstrate the power of
mechanism discovery to lead to improved interventions for individuals with ASD.
Richard Olson, Ph.D., Professor of Psychology, P.I. of the Colorado Learning Disabilities
Research Center and of the Colorado Longitudinal Twin Study
Studies of identical and fraternal twins and their siblings have revealed substantial genetic
inﬂuences on reading disabilities and individual differences across the normal range. This
presentation will outline the basic method of twin studies, their major results for reading
and related skills such as language and attention, and their implications for the remediation
of reading disabilities and for improving reading in the general population.
Robert Hendren, Ph.D., Professor and Vice Chair of Psychiatry, UC
San Francisco; Former Executive Director MIND Institute; UC Davis
Our models for understanding and treating autism spectrum disorders (ASD) are growing,
leading to an at times bewildering array of assessment and treatment options. This
presentation will review the anecdotal to strong scientific evidence for potential
assessments and treatments for ASD including behavioral, medical, pharmacologic and
biomedical treatments. Parents and practitioners will hopefully then have the necessary
information to select the options that are right for their child with autism.
Bob Pletka, Superintendent of El Centro, California Elementary District,
Award Winning Author of “My So Called Digital Life” and “Educating the
NetGeneration” & Paul Worthington, Co-Director of Professional Development,
Lindamood-Bell Learning Processes
State efforts to win approval within the Race to the Top and other federal initiatives have
not materialized for California as it has for other states. This presentation will feature the
initial findings of a high poverty, high minority district’s efforts to reverse the failing trends
associated with a district with these demographics, and to close the achievement gap.
Keynote, Day 3
The Honorable Robert Pasternack, Ph.D., Former Assistant Secretary,
US Department of Education, Ofﬁce of Special Education and Rehabilitative Services
Current data on the incidence/prevalence rates for students with learning disabilities will be
shared, as well as information on the ﬁscal, programmatic, policy, and instructional impact
of Response to Intervention (RtI) on schools across the country. In this ﬁscal climate, the
Return on Investment (RoI) for implementing RtI will be explored.
John D.E. Gabrieli, Ph.D., Professor, Department of Psychology and
Neuroscience Program, and by courtesy, Department of Radiology, Stanford University
The ability to learn grows from childhood through adulthood. Neuroimaging reveals that
different aspects of learning depend upon distinct neural systems with variable
Kenneth Pugh, President and Director of Research, Senior Scientist, Haskins
Laboratories; Professor, Dept. of Psychology, University of Connecticut
In a large developmental study of children at different ages and reading level brain/behavior
analyses revealed that the development of reading ﬂuency is strongly associated with the
development of the left hemisphere posterior reading system. A recently completed
intervention study examined the inﬂuence of intensive phonological remediation in reading
disabled children, revealing substantial gains in both reading performance and a
corresponding development of the left hemisphere posterior reading system for children
afforded this treatment. We also consider how these neurobiological techniques might be
used in helping us to identify those children, at earlier stages of development, at high risk
for later reading difﬁculties.
Dr. Elena L. Grigorenko, Associate Professor, Child Study Center, Department of
Psychology, Department of Epidemiology and Public Health at Yale University
Dr. Grigorenko will share her thoughts and experiences regarding the Yale
Academic Skills Clinic’s implementation of IDEA 2004 in the “RtI-only” state
Dr. Fred Morrison, Research Professor, the Center for Human Growth and
Development; Professor of Psychology and Professor of Education, Combined Program in
Education and Psychology at the University of Michigan
Studies have revealed that the most effective instruction depends on the initial skill levels of
children. These results imply that individualizing instruction based on children’s skill
levels would be highly effective. Further, the closer the instruction delivered matched
recommended levels, the greater were children’s gains. Implications for understanding
literacy growth and its improvement will be explored.
Lori Cooper, Assistant Superintendent of Center School District in Center, CO & Paul
Worthington, Co-Director of Professional Development,
Lindamood-Bell Learning Processes
Federal and state driven initiatives to turn around chronically low performing schools is
well under way. This presentation will feature the initial ﬁndings of a district in rural
Colorado to immediately address the Race to the Top initiative.
Keynote and lunch research presentations are open for all attendees of the research strands
and the workshop strands.
Registration, credit information, and research conference schedule information for
Lindamood-Bell’s International Research Conference available here.