Lindamood-Bell's 17th Annual International Research Conference


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Lindamood-Bell's 17th Annual International Research Conference

  1. 1. Join us to experience the Magic of Learning at our International Education Research Conference. 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. Sincerely, Nanci Bell Director 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
  2. 2. 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 & Learning 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 disorder. 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 introduced. 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.
  3. 3. 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
  4. 4. 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 developmental trajectories. 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 of Connecticut. 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
  5. 5. 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.