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63rd Annual International Dyslexia Association Conference: Reading, Literacy & Learning
 

63rd Annual International Dyslexia Association Conference: Reading, Literacy & Learning

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    63rd Annual International Dyslexia Association Conference: Reading, Literacy & Learning 63rd Annual International Dyslexia Association Conference: Reading, Literacy & Learning Document Transcript

    • The International Association Promoting literacy through research, education, and advocacy.™ Reading, Literacy & Learning!63 RD ANNUAL IDA CONFERENCE BALTIMORE OCTOBER 24 – 27, 2012 BALTIMORE CONVENTION CENTER
    • Advertisement Reading, Literacy & Learning! 63 RD ANNUAL IDA CONFERENCE Table of Contents Conference Information Special Events Letter from the President . . . . . . . . . . . . . . . . . . . . . . . . 2 Baltimore Area School Visit (Wednesday) . . . . . . . . . . . 15 IDA Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4 Conference Kickoff (Wednesday) . . . . . . . . . . . . . . . . . 21 Registration Information . . . . . . . . . . . . . . . . . . . . . . . . 5 Grand Opening of Exhibit Hall (Wednesday) . . . . . . . . . 22 Destination and Travel Information . . . . . . . . . . . . . . . . . 6 Inaugural IDA Conference for Parents . . . . . . . Color Insert Hotel Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . 6 MD Branch Social: The Best of Baltimore . . . . . . . . . . . 39 Continuing Education and Professional President’s Celebration Dinner (Friday) . . . . . . . . . . . . . 42 Development Credits . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Conference Sponsors . . . . . . . . . . . . . . . . . . . . . . . . . 14 Forms Registration Forms. . . . . . . . . . . . . . . . . . . . . . . . . . 67-71 Sessions Membership Forms . . . . . . . . . . . . . . . . . . . . . . . . . 73-74 Session Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Scholarship Forms . . . . . . . . . . . . . . . . . . . . . . . . . 75-76 Abbreviations Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Sessions by Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Appendix Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Exhibit Hall Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Sessions by Knowledge and Practice Standards . . . . . . . 11 Speaker Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . 12-13 Wednesday Sessions . . . . . . . . . . . . . . . . . . . . . . . 16-19 Keynote Address (during Conference Kickoff) . . . . . . . 21 Samuel Torrey Orton Memorial Lecture . . . . . . . . . . . . 24 Advertisements within this conference program do Thursday Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . 25-38 Norman Geschwind Memorial Lecture . . . . . . . . . . . . . 43 not imply endorsement of any program, product or Friday Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-55 organization by the International Dyslexia Association. International Sessions . . . . . . . . . . . . . . . . . . . . . . . . . 59 Saturday Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . 60-65 I DA P U R P O S E S TATE M E N T The purpose of IDA is to pursue and provide the most organization dedicated to the study and treatment of comprehensive range of information and services that We have been serving individuals with dyslexia, their in learning to read and write… In a way that creates hope, of Samuel T. Orton, M.D., in the study and treatment possibility and partnership… of dyslexia So that every individual has the opportunity to lead a IDA’s membership comprises people with dyslexia and their families, educators, diagnosticians, physicians the resource that is liberated. valuable information and provides information and referral services to thousands of people every year. IDA’s Annual Conference attracts thousands of outstanding researchers, The International Dyslexia Association (IDA) is a clinicians, parents, teachers, psychologists, educational therapists and people with dyslexia.
    • A Letter from the President IDA Conference Planning Committee Ben Shifrin, M.Ed., Conference Chair Deardra Rosenberg, Ed.D., Conference Co-Chair Dear Colleagues and Friends, IDA Headquarters Staff Reviewers Executive Membership Development C. Wilson Anderson, M.A.T. Carolyn Gore Ramona Pittman Lee Grossman, CAE Jill Eagan Kristi Bowman Karen Avrit, M.Ed., CALT-QI Sue Grisko Meredith Puls, M.Ed. you to the Reading, Literacy Maryland has provided some great activities, including Executive Director Manager of Membership Director of Development Michele Berg, Ph.D. Susan Hall, Ed.D. Laura Raynolds & Learning Conference, the Judith Birsch Ed.D. Charles Haynes, Ed.D. Michael Ryan, Ph.D. Operations Field Services Professional Services Dale Brown Joyce Hedrick, M.Ed. Diana Sauter, Ph.D. Jemicy Upper and Lower Schools and Odyssey School, as Linda Marston Anna Reuter Elisabeth Liptakthe International Dyslexia Association, October 24–27 Elsa Cardenas-Hagan, Susan Heinz, Ph.D. Elke Schneider, Ph.D. Director of Operations Director of Field Services Director of Professional Ed.D., CALT Nancy Hennessy, M.Ed. Patricia Sekel, Ph.D. Service Suzanne Carreker, Marcia Henry, Ph.D. Gordon F. Sherman, Ph.D.Maryland. While enjoying the immense heritage and Stacy Friedman Christy Blevins Bookkeeper Manager of Field Services Ph.D., CALT-QI Pamela Hook, Ph.D. Jill Slee, Ph.D. Hugh Catts, Ph.D. Martha Hougen, Ph.D. Sandra Soper, M.Ed.of outstanding presentations, social interactions and Cyndi Powers Conferences Regina Cicci Wayne Hresko, Ph.D. Richard Sparks, Ed.D. Office Assistant Kristen L. Penczek, M.A. Elizabeth Clark Lori Josephson, M.A. Maravene Taylor-Roscow,from around the globe and explore an array of resources Denise Douce Director of Conferences Nancy Coffman, M.S. Diana Hanbury King, F/AOGPE Ph.D.in the exhibit hall. This year’s session program presents Editor Darnella Parks, M.A.,CMP Barbara Conway, Deborah Knight, Ph.D. Carol Tolman, Ed.D. Ph.D., CALT, LDT John Kruidenier, Ed.D. Harley Tomey, IIIa diverse mix of presentations sure to provide you with Manager of Conferences Candace Cortiella Lynn Kuhn, M.A. Valerie Tucker Georgette Dickman, Ed.D. Che Kan Leong, Ph.D. Karen Vickery, Ed.D.your classrooms, centers and homes. — G. Emerson Dickman, III, J.D. Maureen Lovett, Ph.D. Jeanne Wanzek, Ph.D. of the Conference. Board of Directors Gad Elbeheri, Ph.D. Heikki Lyytinen, Ph.D. Beverly Weiser, Ph.D.The Conference starts on Wednesday with John Everatt Paul Macaruso, Ph.D. Nancy Cushen White, Ed.D.your choice of one of four exceptional full-day Eric Q. Tridas, M.D., President Lynne Fitzhugh, Ph.D., CALT-QI Mary Farrell, Ph.D. Abdessatar Mahfoudhi Anne Whitney, Ed.D. Guinevere Eden, Ph.D., Immediate Jonathan Green Angela Fawcett, Ph.D. Nancy Mather, Ph.D. David Winterssymposia led by Gordon Sherman, Louisa Moats, investment and a wonderful opportunity for you to Eric E. Heyer Past President Antonio Fierro, Ed.D. Marianne Meyer, M.A. Beverly WolfMichelle Mazzocco, and Susan Lowell. These Suzanne Carreker, Ph.D., CALT-QI, Richard “Dick” O. Jacobs, J.D. Lynne Fitzhugh, Ph.D., CALT-QI Louisa Moats, Ed.D. Mary Yarus, M.Ed., CALTsymposia will address important and timely subjects Department and all the staff at IDA for their careful Vice President Hal Malchow Margie Gillis, Ed.D. Sabina Neugbauer, Ed.D. Ron Yoshimoto, F/AOGPE Cinthia Haan, Vice President Greg Matthews, C.P.A. Monica Gordon-Pershey, Joyce Pickering, Hum.D., Jennifer Zvi, Ph.D.Core Standards, Mathematics and Assessment. We will conference program. Susan Lowell, M.A., BCET, Vice President Janis Mitchell Ed.D., CCC-SLP CCC/SLP, CALT-QI Karen Dakin, M.Ed., Secretary Louisa Moats, Ed.D. Ben Shifrin, M.Ed., Treasurer Gordon F. Sherman, Ph.D. Becky Aldred, M.Ed., Leo Stern, J.D.hors d’oeuvres at the exhibit hall grand opening. Edward C. Taylor, Ph.D. Scientific Advisory Board Sincerely yours, Branch Council Chair Lee Grossman, CAE, Executive Director Sinclair SherrillDuring the conference we will honor University Elsa Cardenas-Hagan, Ed.D., CALT Mary Wennersten, M.Ed. Marilyn Jager Adams, Ph.D. George W. Hynd, Ed.D. Hollis Scarborough, Ph.D. Gad Elbeheri, Ph.D. Hugh W. Catts, Ph.D. Doris J. Johnson, Ph.D. Sally E. Shaywitz, M.D. Martha Bridge Denckla, M.D. Heikki Lyytinen, Ph.D. Gordon F. Sherman, Ph.D. Eric Q. Tridas, M.D. Carsten Elbro, Ph.D. Richard K. Olson, Ph.D. Margaret J. Snowling, Ph.D.as this year’s Norman Geschwind Memorial Lecturer. Usha Goswami, Ph.D. Kenneth R. Pugh, Ph.D. Joseph K. Torgesen, Ph.D.We will also honor two legendary pioneers in the President Council of Advisorswith the Samuel Torrey Orton Award. This year’s Marilyn Jager Albert M. Galaburda, M.D. Bruce Pennington, Ph.D. Adams, Ph.D. Alice H. Garside, Ed.M. Ralph D. Rabinovitch, M.D. Nominating Committee Dirk J. Bakker, Ph.D. Rosa A. Hagin, Ph.D. Sylvia O. Richardson, M.D.recipients are longtime IDA supporters, advocates and Susan K. Brady, Ph.D. Jeannette Jansky, Ph.D. Hollis S. Scarborough, Ph.D. Sue Voit, Chair Lynn Flowers, Ph.D. Hugh Catts, Ph.D. Lucia Karnes, Ph.D. Gordon F. Sherman, Ph.D. C. Wilson Anderson, M.A.T. Charles Haynes, Ed.D. Regina Cicci, Ph.D. Diana Hanbury King, Archie A. Silver, M.D. David Applefeld Joyce Pickering, Hum.D., CCC/SLP, CALT-QI Martha Bridge F/AOGPE Margaret Snowling, Ph.D. Carolyn Blackwood Patricia Roberts Denckla, M.D. Edith Klasen, Ph.D. Joseph Torgesen, Ph.D. Drake D. Duane, M.D. Carolyn L. Kline Lucius Waites, M.D. Leon Eisenberg, M.D. Che Kan Leong, Ph.D. Dorothy Whitehead Jack M. Fletcher, Ph.D. G. Reid Lyon, Ph.D. Maryanne Wolf, Ed.D. Uta Frith, Ph.D. John McLeod, Ph.D. Beverly Wolf2 Register online www.interdys.org Register online www.interdys.org 3
    • IDA BranchesAlabama Connecticut Kentucky New York Tennessee Registration Information Long IslandAlaska D.C. Capital Area Louisiana Texas Western New YorkArizona Florida Maryland Austin Registration Rates Early Bird Regular Onsite Special Event Tickets North Carolina Tickets for special events at the 63rd Annual Conference includingCalifornia Georgia Massachusetts Ohio Dallas and Deadlines By October 1 Oct. 2 — 17 Oct. 23 — 27 the Branch Social Event, the President’s Celebration, and School Inland Empire Visit may be purchased via the registration form. Hawaii Michigan Central Ohio Houston IDA Member Rate Los Angeles Northern Ohio Full Registration $425 $475 $525 Northern California Illinois Minnesota Virginia Quantities are limited and may not be available for purchase on Ohio Valley 2-Day Registration $350 $375 $400 San Diego Upper Midwest 1-Day Registration $225 $250 $275 site. Tickets will be sold on a first-come, first-served basis. Indiana Washington State New Hampshire OregonCanada Iowa Wisconsin IDA Member Student Rate Ontario New Jersey Pennsylvania Full Registration $250 $275 $300 KansasColorado Kansas/Missouri New Mexico Rhode Island 2-Day Registration 1-Day Registration $200 $150 $225 $175 $250 $200 Registration Policies Rocky Mountain Southwest South Carolina Non Member Rate Full Registration $545 $595 $645 IDA Global Partners 2-Day Registration $435 $460 $485 1-Day Registration $310 $335 $360 Registrations are NOT accepted via telephone.Australia Germany Kuwait Philippines Not a member? Join/renew your IDA membership and Australian Dyslexia Association Bundesverband Legasthenie Centre for Child Evaluation and Philippine Dyslexia Foundation register for the conference at the same time and save! and accurate for your registration to be processed. und Dyskalkulie Teaching (CCET)Austria Singapore Berufsverband akademischer England Kuwait Dyslexia Association Dyslexia Association of must be made in U.S. dollars. How to Register LRS-Therapeutinnen (BALT) British Dyslexia Association Singapore Latvia Online (Preferred, No Fee) Qualitatszirkel Legasthenie Dyslexia Foundation Pro Futuro Yemen Conference materials, including name badges, will be Please visit www.interdys.org/AnnualConference.htm and click distributed on site. Yemen Dyslexia Association the link for “Registration” to access our online registration system.Brazil India Brazilian Dyslexia Association Maharashtra Dyslexia Online registration is powered by Cvent. badge. Individuals without a badge may not attend conference Association IDA has 44 Branches in the United States and Canada,Cameroon Fax ($10 Processing Fee, Deadline October 8, 2012) sessions, meetings or events. Association of Educational Ireland and 21 Global Partners. IDA Branches publish local Please complete the enclosed Registration Form, include your Foundation Dyslexia Association of Ireland newsletters and hold at least four public activities payment information, and fax to 410-321-5069. conference@interdys.org or 410-296-0232.Costa Rica Israel (conferences, workshops, teacher training, educational Mail ($10 Processing Fee, Postmarked Deadline Fundacion Costarricense Israel IDA National Affiliate seminars and other support activities) per year. You may October 8, 2012.) on the registration form to be eligible for the member rate. de Dislexia Japan request that your name be placed on any Branch mailing Please complete the enclosed Registration Form, include your If you are joining IDA in conjunction with your registration, pleaseCzech Republic Japan Dyslexia Research list to receive notification of scheduled events. New members payment, and send to: 63rd Annual Conference Registration complete the membership form as well as the registration form. Czech Dyslexia Association Association may affiliate with the Branch of their choice. The International Dyslexia Association This CAN be done quickly and easily online as well. If you are 40 York Road, 4th Floor unsure of your member number, contact member@interdys.org.Egypt For additional information, please contact Baltimore, MD 21204 The Egyptian Society for the Field Services Department at On-Site eligible to send faculty/staff to the Conference at the member Developing Skills of Children IDA Headquarters at 410-296-0232, ext. 404. On-site registration hours are as follows: rate. If registering via paper format, each staff person must with Special Needs (ADVANCE) Tuesday, October 23 6:00 p.m. to 8:00 p.m. complete a separate registration form. Please indicate the Wednesday, October 24 7:00 a.m. to 7:00 p.m. organization name and institutional member identification Thursday, October 25 7:00 a.m. to 5:00 p.m. number on the registration form. If registering online, simply Annual Membership Meeting Friday, October 26 Saturday, October 27 7:00 a.m. to 5:00 p.m. 7:00 a.m. to 5:00 p.m. select the group registration option. Payment Methods a college or graduate program. Students must provide proof Credit Card: Visa, MasterCard, American Express, and Discover. of full-time student status to access the student rate. Please fax Please join the IDA President, Officers Check: Payable to “The International Dyslexia Association.” Cash: On-site only. a copy of your formal course schedule to 410-321-5069 or email it to conference@interdys.org within 24 hours of online and Executive Director E-check: Online registration only. registration, or send a copy with your Registration Form. Cancellation Policy Purchase Order: If your company or school requires a purchase Thursday, October 25th must be made in writing via e-mail order to process payment, you MUST include the following: conference@interdys.org or by certified mail. No exceptions. Cancellation deadline is October 1, 2012. Cancellations made in writing on or before October 1, 2012 4–5:30 p.m. Invoices will be sent upon registration completion. Payment must be received for admittance to the conference. will be refunded, less a $25 processing fee. October 1, 2012. No refunds for no-shows. Elections of new IDA Board Members –12 weeks after and updates on IDA initiatives Registration is closed the Conference. October 18-22, 2012.4 Register online www.interdys.org Register online www.interdys.org 5
    • Destination and Travel Information Heading Continuing Education and Professional Development HeadingConference Location Hotel Accommodations Virginia Commonwealth University An annual ASHA CE Registry fee is required to registerIDA is proud to host the 2012 Annual Conference at the Special conference rates and room blocks are available at ASHA CEUs. CE Registry fees are paid by the participant Continuing Education Units (CEUs) directly to the ASHA National Office.Baltimore Convention Center in Baltimore, Maryland. the following hotels: For professionals in education, psychology, counseling and other areas, CEUs will be available through Virginia The annual CE Registry fee allows registration of anBaltimore Convention Center Hilton Baltimore (host hotel) $199 per night single/double unlimited number of ASHA CEUs for the calendar year. Commonwealth University. Although not equivalent to1 West Pratt Street 401 West Pratt Street $209 per night triple Contact ASHA CE staff at 800-498-2071 ext. 8591 VCU undergraduate or graduate credits, CEUs are recordedBaltimore, MD 21201 Baltimore, MD 21201 $235 per night quad (Action Center) for CE Registry fee subscription on a VCU certificate and a transcript which may be obtainedwww.bccenter.org information. IDA’s administrative fee to process your ASHA Marriott Baltimore Inner Harbor at Camden Yards without charge as often as requested. CEUs are accepted by many state agencies and professional organizations as CEUs is $10.00. Attendees must register for ASHA creditsAbout Baltimore 110 S. Eutaw Street $189 per night single/double and pick up their packet of forms at the Continuing Education Baltimore, MD 21201 $199 per night triple/quad evidence of contact or clock hours toward certificate renewal.Baltimore – the colorful, diverse city that is Maryland’s largest Booth in the IDA Registration Area BEFORE going to their Individuals should contact their employer or agency first session. Completed forms must be returned to thecity and economic hub is known for its beautiful harbor; per night single/double prior to coming to the conference to Continuing Education Booth upon completion of yourquirky, distinct neighborhoods; unique museums and the 301 West Lombard Street determine whether CEUs are applicable to their last session at the conference (no later than 1:30 p.m.world-renowned Johns Hopkins Hospital. Baltimore, MD 21201 on Saturday, October 27, 2012).Baltimore’s downtown Inner Harbor and Waterfront is home Prices reflect standard guest rooms. Executive rooms and One CEU is defined as ten (10) contact hours. It is possible Speakers have designated learning outcomes for theirto many tasty restaurants, exceptional shopping, famous suites are also available for an additional cost. to earn a total of 2.9 CEUs by attending all conference sessions. This information will be provided to allmuseums, live entertainment, local pubs and taverns. sessions, Wednesday through Saturday. CEUs can be earned participants who register for ASHA credits. Discounted room rates are available three days before and for one to four days, but not for partial day attendance. ADowntown is also home to the region’s biggest and best Questions about ASHA CEUs should be directed to three days after the conference, so come early and stay late! one-time processing fee of $25 will be charged regardlessselection of nightlife, galleries and theatre. It is home to the of the number of CEUs earned. Conference Department (conference@interdys.org orOrioles, Ravens, and Baltimore Blast. You can also explore Please visit www.interdys.org/annualconference.htm and click 410-296-0232 x 406). Very Important: Attendees planning to earn CEUs MUSTneighborhoods such as Federal Hill, Fell’s Point, and Mount on the housing link to reserve your room today. follow these directions in order to receive credit. These areVernon to discover more one-of-a-kind neighborhood shops strict requirements and there are NO exceptions:and restaurants. Or reserve your room by phone by calling 800-631-8974. the Continuing Education booth in the Registration area Certificates of Attendance denoting the number of CEU’sWhile in Baltimore Baltimore Washington International BEFORE 8:00 a.m. on the first day for which credit is pursued, will be emailed to all attendees after the conference desired. and may enable participants to register their credit with theElegant museums, eclectic performance venues, sites of (BWI) Airport appropriate licensing boards or associations.inspiring historical significance and points of ethnic and Baltimore/Washington International Thurgood Marshall ismulticultural importance surround you in Baltimore from the Discover or personal checks are accepted; cash is an international airport serving the Baltimore-Washington not accepted.traditional to the unexpected. Metropolitan Area. BWI is about 10 miles south of Baltimore Academic Language Therapy Association and 32 miles northeast of Washington, DC. It is named after to the first session for each day which you want CEUs.If you’re an art lover, be sure to stop at the Baltimore Museum Thurgood Marshall, a Baltimore native and the first African (ALTA)of Art, the American Visionary Art Museum or the Walters ALTA members may use the generic Certificate of Attendance American to serve on the Supreme Court of the United States. on EVERY day that you want CEUs credits. for continuing education credit. Certificates of Attendance areArt Museum. For a historical perspective, visit The Reginald BWI airport is about 10 miles from the Hilton Baltimore. A sign posted at the booth will specify the hours that available at the Continuing Education booth in the on-siteF. Lewis Museum of Maryland African American History or a representative will be available. Registration Area.Maryland Historical Society. Ground Transportation Visit www.vcu.edu for more information about Virginia Taxi Cab Questions about continuing education credit shouldGeppi’s Entertainment Museum, the National Aquarium Commonwealth University. be directed to Casey Conway at the ALTA national Taxis are available to/from BWI airport to the downtown areaand the Great Blacks in Wax Museum also offer fun and at rates ranging from $45-$55 each way. You can catch a taxi headquarters (casey@madcrouch.com oreducational ways to spend your free time. right outside of BWI Airport or outside of your hotel. 972-233-9107, x 201). Visit http://www.altaread.org The International Dyslexia for more information about ALTA.And, of course, Baltimore is known for its culinary prowess! Shuttle Service Association is approved bySo be sure to visit the world famous seafood restaurants at the Super Shuttle The Airport Shuttle the Continuing EducationInner Harbor, Italian fare in Little Italy and any of the unique www.supershuttle.com www.theairportshuttle.com Board of the American IMSLEC Conference Credits Speech-Language-Hearingeateries found throughout the downtown area! Graduates of IMSLEC-accredited training courses may use the Association (ASHA) to provide Light Rail continuing education activities generic Certificate of Attendance provided by IDA. QuestionsFor more on what to see and do while you are in Baltimore, Light Rail service is available from BWI Airport to in speech-language pathology about continuing education credits may be directed to IMSLECplease visit www.baltimore.org downtown Baltimore, which stops at the Baltimore Convention and audiology. See course information for number of ASHA CEUs, by e-mailing mcooley@shelton.org. More information about Center (Convention Center stop) and 2 blocks from the instructional level and content area. ASHA CE Provider approval IMSLEC can be found by visiting www.imslec.org. Conference Hotels. Fare is $1.60 each way. For schedules does not imply endorsement of course content, specific products or call 410-539-5000 or go to mta.maryland.gov/light-rail clinical procedures. American Speech-Language Hearing Go online to Association (ASHA) This program offers a maximum of 2.9 CEUs General questions about CEU’s www.interdys.org/annualconference.htm (various levels; professional area). IDA is approved for coupons and more information by the Continuing Education Board of ASHA to provide should be directed to the Conference about ground transportation. continuing education activities in speech-language Department at IDA Headquarters pathology and audiology. ASHA CE Provider approval (410-296-0232 or conference@interdys.org). does not imply endorsement of course content, specific products, or clinical procedures.6 Register online www.interdys.org Register online www.interdys.org
    • Session Overview Session By TrackTypes of Sessions How to Read a Session Description In preparing this year’s program, the Conference Chairs selected and organized sessions according to FOUR basic tracks: 1) Clinical, 2) Research, 3) Parent/Family/Advocacy, 4) Research-to-Practice to assist attendees in selecting each day’s sessions when they register. INTERACTIVE PRESENTATIONS Session Number Multimedia Presentation All sessions are numbered concurrently for each Clinical Research-to-Practice (120 minutes) day. The letter denotes the day, (W-Wednesday, Thursday: T6, T22, T33, T34, T35, T39, TMP4 Thursday: T1, T2, T3, T4, T7, T8, T10, T14, T15, T16, T21, Free standing poster display boards T-Thursday, F-Friday, and S-Saturday). An “M” Friday: F9, F16, F24, F29, F34, F35 T23, T24, T25, T26, T27, T28, T29, T30, T37, T38, where speakers present their after the letter denotes a multimedia presentation. Saturday: S2, S24, S29 T40, T41, T42, T43, T44, T45, TMP1, TMP2, TMP3, Icon information with an opportunity for TMP5, TMP7, TMP8, TMP9, TMP10, TMP11, TMP12, maximal interaction with the audience. INTL – designates sessions TMP15, TMP16, TMP17, TMP18 geared to or involving Research Multimedia presentations (formally international issues or given Friday: F1, F2, F3, F4, F5, F6, F7, F8, F11, F13, F14, F15, Poster Presentations) can be on any Investigating the Psychometric Thursday: T12, T13, T18, T20, T32, T36, TMP13, TMP14 F17,F18, F21, F22, F23, F25, F26, F27, F30, F33, S11 by international presenters. Friday: F10, F28, F31, FMP10, FMP15 relevant topic and are often research INTL Properties of IDAPEL® French FMP3, FMP4, FMP7, FMP9, FMP13, FMP14, FMP18 based. Saturday: S10, S28, S32 Saturday: S3, S4, S5, S6, S7, S8, S9, S11, S12, S13, S14, S15, Language Early Literacy S16, S17, S18, S19, S20, S21, S22, S23, S25, S26, Panel Discussion Measures with Students Session – Title of the session S27, S30, S31 Parent/Family/Advocacy (135 minutes) Learning to Read in French†* An * denotes a presentation A panel presentation with a Chair or where a relevant financial Thursday: T5, T9, T11, T17, T19, T31, T46, TMP6 Chantal Dufour-Martel, Ph.D., IDAPEL Research Director, relationship exist between one Friday: F12, F19, F20, F32, FMP1, FMP2, FMP5, FMP6, Moderator and three to four panelists. Dynamic Measurement Group or more presenters and the FMP8, FMP11, FMP12, FMP16, FMP17 This is an interactive forum that materials presented in the encourages conversation among the Use of formative assessment has been found to be useful for session. Saturday: S1 panelists as opposed to a lecture setting. assessing student progress in the acquisition of early reading A † denotes a presentation that skills, and to differentiate instruction to support student learning. includes discussion of a product, ORAL PRESENTATIONS In recent years, an increase in the use of formative assessment program or materials for which there is no relevant financial Key to Commonly Used Abbreviations Standard Presentation measures in different cultures with differing language and interest with any presenter. (60 minutes) instructional contexts has required further research and validation Education and LD Terms: for use in these contexts. This presentation presents results from A/AOGPE Associate Member, AOGPE ADD/ADHD Attention Deficit Disorder/Attention Detailed information delivered by an The a research study on the validation of French-language formative BCET Board Certified Educational Therapist Deficit Hyperactivity Disorder individual presenter or by two presenters name, degrees/certifications CAPD Central Auditory Processing Disorder/Deficit speaking jointly on one topic. assessment tools with a population of French language-first (see Key to Commonly Used CALT Certified Academic Language Therapist students from Canada. Abbreviations on page 9) and C/AOGPE Certified Member, AOGPE CST Child Study Team professional affiliations of the CCC Certificate of Clinical Competence (SLP) DIBELS Dynamic Indicators of Basic Early Literacy Skills Extended Presentation ELL/ESL English Language Learner/English STRAND: Identification and Assessment presenters. C.Psych. Certified Psychologist (Canada) (135 minutes) as a Second Language AUDIENCE: All Audience Levels Ed.D. Doctor of Education Detailed information delivered by one Description: An overview of the Ed.S. Education Specialist Degree FL Foreign Language or two presenters. The subject matter session content provided by the F/AOGPE Fellow, AOGPE IEP Individualized Education Plan/Program should deal with complex information presenters. J.D. Doctor of Jurisprudence (Law) LETRS Language Essentials for Teachers or be applied in nature. LDT Learning Disabilities Teacher of Reading and Spelling LDTC Learning Disabilities Teacher Consultant LD Learning Disability/Disorder/Difference Strand: Topics that will be LLD Language Learning Disability/ M.A.Ed./M.Ed./Ed.M. Master of Arts in Education Half Day and Full Day Symposia covered in whole or in part during Disorder/Difference the presentation. M.A.T. Master of Arts in Teaching Multiple perspectives of a particular topic M.S.E./M.S.Ed. Master of Science in Education MSI Multisensory Instruction that deals with complex information or is M.S.W. Master of Social Work MSL/MSLE Multisensory Structured Language Education applied in nature. The Chair will provide Audience: Identifies audiences NBCT National Board Certified Teacher NLD/NVLD Nonverbal Learning Disability an introduction to the topic that will be that the presentation is geared PGCE Post-Graduate Certificate in Education (UK) OG/O-G Orton-Gillingham (Approach) to from beginner to advanced. Psy.D. Doctor of Psychology RD Reading Disability addressed by each of the presenters from QI Qualified Instructor RTI Response To Intervention/Instruction a different perspective. The symposium SLD Specific Language Disability/Disorder SLP/SLT Speech-Language Pathologist/Therapist usually concludes with discussion or USD/ISD Unified School District/ question and answer period led by the Independent School District Organizations: Symposium Chair. UDL Universal Design for Learning AOGPE Academy of Orton-Gillingham Practitioners and Educators CATT Canadian Association of Therapeutic Tutors WISC Wechsler Intelligence Scale for Children IMSLEC International Multisensory Structure Language Session Recordings Education Council Policies and Laws: ADA Americans with Disabilities Act NICHD National Institute of Child Health and Three-quarters of the concurrent sessions will be audio-recorded and available for purchase. Sessions to be recorded, will Human Development IDEA/2004 Individuals with Disabilities Education Act be denoted in the conference guide distributed on-site at the conference as well as listed on our website leading up to the NIFL National Institute for Literacy (1997)/(2004) conference. Convention Recordings Inc. will record those sessions and recordings will be available on CD after the conference. NIH National Institutes of Health NCLB No Child Left Behind Act Purchase the full conference recordings during pre-registration for only $99! NCLD National Center for Learning Disabilities RFB&D Recording for the Blind and Dyslexic8 Register online www.interdys.org Register online www.interdys.org 9
    • Strands Knowledge and Practice Standards IDA’s Knowledge and Practice Standards for Teachers of Reading provide a content framework for courses and course sequences. In addition, they delineate proficiency requirements for practical application of this content (e.g., interpretation of assessments, delivery of differentiated instruction, and successful intervention with a child or adult with a reading disability). Many of the sessions in this year’s program directly address one or more of IDA’s Knowledge and Practice Standards and are denoted below: Foundation Concepts about Oral and Structured Language Teaching: Vocabulary Written Language Learning T6, T14, T21, T25, T29, T35, T42, TMP1, TMP4, TMP12, TMP18, F2, F4, T3, T6, T8, T9, T32, T34, T38, TMP1, TMP4, TMP7, TMP15, TMP18, F6, F8, F15, F22, F23, F29, F35, FMP3, FMP7, FMP12, S3, S5, S6, S7, To help identify the main topic or underlying theme of each sessions, the Conference Chairs have broken the F2, F4, F5, F7, F8, F12, F23, F30, FMP4, S5, S7, S14, S18, S20, S9, S14, S18, S23, S24, S25, S27, S30 program in to 20 main strands: S23, S30, S31Accommodations and School Families and Informed Parenting: Oral Language and Speech: Structured Language Teaching: Text ComprehensionSupport Services: Friday FMP1, FMP2, FMP6, FMP8, Thursday T3 Knowledge of the Structure of Language T1, T3, T9, T14, T24, T32, T40, TMP1, TMP4, TMP7, TMP15, TMP17, F2,Thursday T2 FMP13, FMP16, FMP17 Friday F34 T2, T6, T10, T25, T29, T34, T38, T39, T42, TMP1, TMP4, TMP7, TMP15, F5, F7, F11, F13, F15, F22, F23, F29, F30, F33, F35, FMP7, S4, S7,Friday F21, FMP5, FMP10 Saturday S17 TMP17, TMP18, F4, F5, F11, F12, F15, F23, F30, FMP3, FMP4, S3, S7, S14, S18, S23, S24, S26, S27 Self-Advocacy: S18, S23, S25At-Risk Students: Federal, State and Local Legislation: Friday F27, F32 Structured Language Teaching: Handwriting, Spelling,Thursday T17, T18, T19, T22, T25, TMP10, Thursday T11, T33, T45, TMP1 Knowledge of Dyslexia and Other Learning Disorders Written Expression TMP15, TMP16 Friday F20 Social-Emotional, Anxiety and Depression: T2, T9, T14, T25, T32, T34, T42, TMP1, TMP4, TMP7, F4, F12, F15, T6, T8, T9, T10, T21, T23, T29, T32, T34, T38, T39, TMP1, TMP2, TMP4,Friday F7, F8, F15, F18, F28, F35 History and Definition: Thursday T4, TMP14 F30, FMP4, S5, S7, S14, S18, S30 TMP7, TMP9, TMP12, TMP18, F2, F5, F12, F16, F26, F30, F35, FMP4,Saturday S7, S13 Thursday T26 Friday F19 FMP7, FMP9, FMP12, S3, S7, S9, S14, S18, S20, S23, S24Attention and Executive Control, ADHD, Friday F2 Saturday S01, S21 Interpretation and Administration of Assessments Saturday S2, S12 for Planning Instruction Ethical Standards for the ProfessionOther Related Learning Differences:Thursday T9, T28, T32, T41, TMP4 Spelling: T6, T9, T24, T32, TMP1, F12, F15, F30 T2, T9, T32, T42, TMP1, TMP18, F30, FMP4, S29Friday F1, F22, FMP11, FMP14 Identification and Assessment: Thursday T6 Thursday T5, T16, T20, T31, T44, TMP13 Saturday S23 Structured Language Teaching: PhonologyCollege Students and Young Adults: Friday F9, F31 T6, T21, T25, T29, T38, T39, T42, TMP1, TMP4, TMP15, F2, F13, F15,Thursday TMP8 Saturday S10, S11 Technology: F22, F23, F30, F35, FMP3, FMP9, S7, S9, S18, S23, S24, S30Friday F25 Thursday T15, T21, TMP6, TMP9Saturday S32 Mathematics/Dyscalculia: Saturday S16, S19, S24 Structured Language Teaching: Phonics and Word Study Thursday T7, T12, T30, T43 Vocabulary: T6, T18, T25, T36, T37, T38, T39, T42, TMP1, TMP4, TMP15, TMP18,Comprehension: Friday F14Thursday T1, T14, T24, T27, T40, TMP17 Friday F4, F6, FMP3, S31 F2, F13, F15, F22, F23, F30, F31, F35, FMP3, FMP9, FMP18, S7, S9,Friday F11, F24, F29, F33, FMP0, FMP15 Morphology, Phonemic/Phonological Saturday S6, S15 S18, S23, S24Saturday S5 Awareness, Alphabetic Principle/ Phonics: Written Expression: Structured Language Teaching: Fluent, AutomaticCritical Reading Skills: Thursday T29, T36, T37, T38, T42, TMP3, Thursday T8, T23, T34, TMP2, TMP7 Reading of TextThursday T13, T39, TMP5 TMP11, TMP12, TMP18 Friday F5, F12, F16, F26, FMP4 T14, T21, T25, T42, TMP1, TMP4, F2, F11, F13, F15, F23, F35, FMP9,Friday F3, F13 Friday F17, F23, F30, FMP9, FMP12, Saturday S8, S14, S20 S7, S9, S18, S24Saturday S4, S18, S27, S28, S30 FMP18 Saturday S9, S22, S25, S26English Language Learner:Thursday T10, T35Friday F10, S310 Register online www.interdys.org Register online www.interdys.org 11
    • Learning Outcomes for 2012Accommodations Etymology Research of teachers in the implementation of Response to the postsecondary level that will support accommodation language history work. relevant to students with dyslexia and other language Intervention (RTI). requests for students with psychiatric disorders and/or learning disabilities. co-occuring learning disabilities. a variety of methods across a variety of age groups. International Dyslexia Association.ADD/ADHD contribute to learning disorders and develop effective strategies to support each child’s success both in school that incorporate the IDA Knowledge and Practice Standards Handwriting and Written Language and in life. potential interventions as they pertain to those with language learning disabilities. weaves together current research on executive dysfunction making gains in reading, spelling and writing. of Implementation and Interventions by providing and identifies current strategies for intervention that support disabilities in the classroom. evidence-based strategies that will support high-fidelity parents, teachers, and students. implementation of evidence-based programs and practices. phonics curriculum. children with ADHD move through life more effectively. Morphological InstructionAdvocacy and Legislation: Self-Advocacy and acquisition of literacy skills. the development of reading and language acquisition. legislative motions and learn ways to implement advocacy and demystification. gaining greater empathy for the challenges and frustrations development through morphological awareness instruction. efforts locally or at the state level. encountered daily by these students. Multisensory Structured Language Instruction Social and Emotional and learn ways to implement advocacy efforts at the local level. and understand the importance of each component. learning disabilities and the role of multisensory structured practice for individuals with dyslexia and related language they have on children and adults with learning disabilities. language instruction. learning disabilities. developing oral language skills, phonological awareness,Adults print concepts, automatic naming, and alphabet knowledge. be taught effectively in a classroom setting. Teaching, Instruction and Intervention who have dyslexia and other language learning disabilities. in private practice. critical phonemic awareness, phonics, and spelling skills. students who have learning disabilities and dyslexia and instruction for students with dyslexia and related language the importance of cultural competence for those who teach them language skills. and vocabulary through supplemental tutoring outside learning disabilities. and vocabulary instruction, and the cognitive shifts in thinking of the classroom. required at each stage. relevant to adults with dyslexia. strategies for reading, written language, math and content area instruction. to a phonics-based scope and sequence. math learning disabilities and the role of multisensory structuredAssessment math instruction. apply understandings of language and literacy to more effective how children can succeed in the classroom and beyond. practices for students with dyslexia or other learning disabilities. instruction of at risk students. Reading, Skills, and Strategies Technology in the recognition of early signs of language learning language comprehension strategies for students including language development, phonological awareness, who are struggling with reading. difficulties in young children and identify potential strategies technology for direct instruction and/or accommodation decoding, fluency and comprehension. and approaches to respond. for students with dyslexia and other language learning the nature of the problem, differentiated language needs of disabilities. listening and reading comprehension, and in speaking students and effective instructional solutions (principles and how assessment results can inform the selection of academic and writing. practices). interventions. students with language learning disabilities need to master before advancing to higher education.English Language Learners the development of early literacy. who have dyslexia and other related language learning disabilities. show practical applications of these tools in professional language and the instructional implications for students with deliver literacy services to children and adults with development and teacher training. language learning disabilities and dyslexia. language learning disabilities. and acquisition of reading, written language and math proficiency. instruction for Spanish-speaking English language learners. mnemonics, imagery, movement, music, and mouth cues to close gaps for struggling readers in phonemic awareness vocabulary through daily activities in the classroom. spelling to Spanish-speaking English language learners. and phonics skills. important role in reading and reading intervention. development and second language spelling development. speech may contribute to ability in reading sub skills. designed to deliver literacy services to young children with language learning delays or disabilities. and student learning and performance.12 Register online www.interdys.org Register online www.interdys.org 13
    • 63 rd Annual Conference Sponsors WEDNESDAY IDA would like to thank the following for their generous support of the 63rd Annual Conference Sponsors as of July, 2012 W E D N E S DAY HIGHLIGHTS 2012 8:30 a.m. – 4:00 p.m. School Visit to Baltimore Lab School, Jemicy School and Odyssey School 8:30 a.m. – 4:30 p.m. Full Day Symposia 6:00 p.m. – 7:30 p.m. Conference Kickoff and Keynote Address 7:30 p.m. – 9:00 p.m. Exhibit Hall Grand Opening Baltimore Area School Visit Sponsorships are still available. For more information, please contact Kristen Penczek or Darnella Parks at 410-296-0232. Advertisement See three exceptional schools specializing in dyslexia and learning disabilities in and around Charm City! Buses depart the Baltimore Convention Center at 8:30 a.m. Participants prepare students for the intellectual and social challenges of college and life. will enjoy a packed day of tours of Baltimore Lab School, Jemicy Lower/Middle Jemicy has two campuses in greater Baltimore. The Lower and Middle School School, Jemicy Upper School, and the Odyssey School. Lunch is included. serve grades 1–8 and the Upper School serves grades 9–12 and the Upper School Prep program. (www.jemicyschool.org) The school visit is FREE, but space is limited so sign-up early! The Odyssey School is an innovative school serving the needs of children ages five through grade eight with dyslexia and other language learning Baltimore Lab School provides an exceptional academic experience for differences. Fundamental to Odyssey’s program is the understanding that bright students (grades 1–12) with moderate-to-severe learning disabilities. language proficiency allows our students to become lifelong learners who Individualized instruction, experienced faculty, a commitment to intellectual see for themselves all that can be possible. At Odyssey, teachers encourage curiosity, and creative uses of technology. The schools innovative, arts-based students to live the Four Pillars: Kindness, Honesty, Respect and Hard Work. curriculum is experiential and multi-sensory, helping young people overcome Throughout the Odyssey student’s quest to become self-confident and difficulties with reading, spelling, writing, and math, while preparing them for competent, the Four Pillars serve as a compass for learning to navigate and a rewarding range of college and career choices. (www.baltimorelabschool.org) negotiate the paths of developing relationships, forming friendships, and influencing others. (www.theodysseyschool.org) Jemicy School educates talented and bright students, struggling with dyslexia or other related language-based learning differences, by addressing both their intellectual strengths and their learning needs. The school utilizes creative, multisensory, and research-based programs and techniques to develop reading, writing, spelling, and organization skills, promote a love of learning, and14 Register online www.interdys.org Register online www.interdys.org 15
    • WEDNESDAYWEDNESDAY 8:30 a.m. – 4:30 p.m. Full Day 8:30 a.m. – 4:30 p.m. Full Day W1 SYMPOSIUM W2 SYMPOSIUM W1 - Reconciling the Common Core Standards with Reading Research W2 - Assessment of Dyslexia Symposium Chair: Louisa Moats, Ed.D., IDA Board Member and President, Moats Associates Consulting, Inc. Symposium Chair: Susan C. Lowell, M.A., BCET, Vice President, The International Dyslexia Association; Most states in the U.S. have now adopted the Common Core State Standards (CCSS) for English Language Arts (www.corestandards.org). Intended to guide the development of Chair, Global Partners Program; Adjunct Faculty, Simmons College; Director, Educational Therapy Associates curriculum, assessment, and lesson design, the CCSS characterize the reading, language, writing, and topic knowledge necessary for high school graduates to become “college and This daylong symposium will present topics relative to the assessment and diagnosis of dyslexia, a language-based learning disability. Topics addressed will include using career ready.” Guidelines issued for publishers, K-12, assert that reading/language arts instruction will be improved if lessons incorporate more informational text, more reading the definition of dyslexia as a guide for educational diagnostic assessment, legal issues corresponding to assessment and identification of Specific Learning Disabilities such aloud by teachers of “complex” text, more stringent demands for sophisticated interpretation of literature, and more cross-curricular content. Writing standards emphasize mastery as dyslexia, and questions to consider when assessing components of reading and written language. The importance of linking assessment to instruction and the need for of genre, even at young ages. “Language” standards pertain to both oral and written language, without clear differentiation. In this context, consensus findings from decades of remediation or specially designed instruction together with accommodations to the regular education program will be presented. The importance of considering co-occurring scientific research in reading and writing development, especially those pertaining to the education of readers with dyslexia and less skilled readers, are at risk of being overlooked conditions such as ADD/ADHD will be discussed. Post secondary issues and requirements including assessment, remediation, and accommodation for college and university or misapplied. In this symposium, each speaker will address a critical area of reading/language arts instruction, examining the alignment between the CCSS and research. students and adults will be part of the symposium offerings. Together, we will unpack the CCSS to promote more effective educational practices for students who struggle with reading and language. This symposium is appropriate for teachers, administrators, psychologists, educational diagnosticians, and clinicians with an interest in diagnosis and remediation of dyslexia. The afternoon sessions on linking assessment to instruction, co-occurring conditions and comorbidity such as ADD/ADHD and dyslexia, and post secondary, college, Welcome and Introduction Foundations of Writing and Spelling Instruction: and university requirements will be informative for adults with dyslexia, parents, and professionals. Louisa Moats, Ed.D., IDA Board Member and President, Moats Associates Are the CCSS Leading Us Astray? Consulting, Inc. Louisa Moats, Ed.D., IDA Board Member and President, Moats Associates Dyslexia Evaluation: An Educational Assessment as a Guide to Intervention Consulting, Inc. Diagnostic Approach and Accommodations Language, Literacy, and Text Complexity The CCSS in “writing” address production of three text genres: narration, informational Susan C. Lowell, M.A., BCET, Vice President, The International Dyslexia Association; Rebecca H. Felton, Ph.D., Reading Consultant, North Carolina Department of Public Marilyn Adams, Ph.D., Visiting Scholar, Department of Cognitive, Linguistic, text, and argumentation. Yet many foundational skills must be developed in young Chair, Global Partners Program; Adjunct Faculty, Simmons College; Director, Educational Instruction and Private Educational Consultant and Psychological Sciences, Brown University, Providence, RI writers to enable planning and organization, production and transcription of language, Therapy Associates and reviewing for the purposes of editing and revising. With reference to research on The ways in which information gained from assessment of the components of dyslexia The call by the Common Core State Standards (CCSS) for students at every level to Using a component model to guide the assessment of dyslexia and reading disorders, informs and guides instruction and accommodations will be presented. Links between writing development, it is clear that the CCSS can only be accomplished if (mostly read more complex texts is well motivated, but how can it be made manageable and assessment will be linked to symptoms of dyslexia and reading disorders. The definition assessment of processing skills (such as phonemic awareness, rapid naming, and unnamed) foundational skills are taught sequentially, explicitly, and systematically. productive? On one hand, research shows that students cannot understand text that is of dyslexia, a language-based learning disability, will be presented. The role of phonological memory) as well as specific reading skills will be provided. Case studies, beyond their vocabulary. On the other, vocabulary intervention studies rarely produce receptive vocabulary, phonological and phonemic awareness, phonological memory, including actual assessment data, will be used to illustrate the use of such data to significant increases in reading comprehension. Adams will discuss how, as aligned with Structured Word Inquiry: Integrating Morphology rapid automatic naming, early literacy skills, including letter name and letter sound, plan intervention for students at different levels of severity as well as at different the CCSS, both vocabulary growth and productive understanding of complex text may be and Inquiry as Guiding Principles for Reading, phonics accuracy and automaticity, decoding, fluency, comprehension, spelling, and points in their school experience. advanced through focus on the underlying semantic and syntactic relations among words. Vocabulary and Spelling Instruction writing development in literacy development will be discussed. Discussion will also Peter Bowers, Ph.D. Candidate; Researcher and Consultant include the recent special education law, IDEA, and its criteria for identification and Assessment of Attention Problems Critiquing the Coverage of Phoneme Awareness eligibility for remediation and accommodation of diagnosed learning disorders. Research shows that morphological instruction has positive literacy effects, especially for Professional and ethical guidelines for use of standardized assessment measures will Eric Q. Tridas, M.D., IDA President and Director, The Tridas Center and Phonics in the CCSS less able and younger students. In line with this research, morphology is a component be reviewed. The evaluation of the child with attention problems is challenging because Susan Brady, Ph.D., Professor of Psychology, University of Rhode Island in the CCSS from the start. However, strategies for morphological problem-solving to inattention is such a common symptom of many neurodevelopmental and behavior and Research Scientist, Haskins Laboratories, Yale University facilitate this word-learning process must be directly taught, linked to instruction in disorders. This presentation will review the practical ways of assessing attention phonology, and integrated into reading, spelling and vocabulary instruction from the Tests of Written Language: Are They Worth Do the CCSS adequately reflect what has been learned from reading research about the the Paper? deficit hyperactivity disorder and the different problems that can mimic this disorder. development of phoneme awareness and phonics? Is it a problem that the CCSS do not start. The structured word inquiry approach described in this talk (including videos, We will discuss the frequently used methods of gathering subjective information and take a stand regarding methods of instruction for these two domains? What additional images and lessons from K-8 classrooms) helps teachers and students use scientific Melissa Farrell, Ph.D., SAIF, Mind Matters Inc. its integration with standardized data and structured observations in order to formulate information would help educators meet the instructional needs of all learners in the areas inquiry principles to gain an ever deeper understanding of how the written word works. an assessment. The presentation will include interview strategies, the interpretation Tests of written language are notorious for their lack of consistency, their limited of phoneme awareness and phonics? sample of skills, and for providing scores that may not reflect a student’s ability to of commonly used behavior/attention assessments and the frequent association with Addressing the Complex Instructional Needs be successful in the classroom. After examining theory related to the development of other neurodevelopmental and behavior disorders. Making the CCSS Work for Students with of Struggling Readers in High School written expression, this talk will review several of the more widely used tests of written —Increasing Maureen W. Lovett, Ph.D., C. Psych., Senior Scientist, Neurosciences and Mental language. Tests will be compared and contrasted with respect to their definition of Disability Documentation for High Stakes Testing the Intensity of Early Vocabulary Instruction and Health Program, Director, Learning Disabilities Research Program at The Hospital For written expression, the use of writing prompts, the balance of skills measured, and how and Transition to College and Beyond Sick Children and Professor of Pediatrics, University of Toronto responses are scored. In the end, participants will learn how to select tests and interpret Intervention Loring C. Brinckerhoff, Ph.D., Director, Office of Disability Policy, Educational findings with a critical eye as a prelude to making meaningful recommendations. Michael Coyne, Ph.D., Professor of Special Education, University of Connecticut, Storrs This presentation will consider what needs to be put in place for students who reach Testing Service high school still functioning many grades below expectation in their level of reading Tests of Reading Comprehension: The This practical session will focus on the types of disability documentation including The CCSS provide a framework for what teachers and schools should teach, but provide proficiency. High school students with limited reading skills struggle with all aspects little guidance on how content should be taught—particularly to meet the needs of Quest for the Holy Grail assessment information that is necessary for high school students with IEPs or 504 of the curriculum and require instruction targeted to support the development of basic plans who are planning to take the SAT/ACT with accommodations as well as high students at risk for language and learning difficulties. This presentation will summarize reading and reading comprehension skills. This presentation will describe a research- Melissa Farrell, Ph.D., SAIF, Mind Matters Inc. the findings of a program of research on direct and extended vocabulary instruction school graduates who are planning to attend college. Disability documentation is the based reading intervention program offered to 1,500 struggling readers in 25 Canadian The field of assessment is rife with complaints about reading comprehension tests passport to accommodations and the laws are very different between the secondary and intervention in kindergarten delivered within a multi-tier, or RTI, framework. The high schools. Preliminary results and outcomes will be outlined. Some of the challenges presentation will focus on strategies for increasing the intensity of instruction to make (RAND, 2002). Critics claim that reading tests oversimplify the factors that contribute to and postsecondary levels. The presenter will discuss some of the common pitfalls encountered in undertaking reading remediation in a high school setting will be reading comprehension, and that they do not clearly identify the skills that need to be found in disability documentation and what parents, consumers, and evaluators can the CCSS attainable for all students. discussed and ongoing efforts to improve student involvement in improving their taught. They note, in addition, that it is not unusual for tests of reading comprehension do proactively to provide the documentation that is necessary under the Americans reading skills will be described. to be treated as though they were the same despite differences in structure, language, with Disabilities Amendments Act (ADA) to support accommodation requests. LUNCH BREAK and content. During the course of this workshop, standardized tests will be compared and contrasted from the perspective of the publisher’s view of reading comprehension. We will look at how text selection and the question-types provide a window into the QUESTION AND ANSWER PERIOD mind of the reader. LUNCH BREAK 16 Register online www.interdys.org Register online www.interdys.org
    • WEDNESDAYWEDNESDAY 8:30 a.m. – 4:30 p.m. Full Day 8:30 a.m. – 4:30 p.m. Full Day W3 SYMPOSIUM W4 SYMPOSIUM W3 - Neuroscience in the 21st Century: Where Are We Going? Symposium Chair: Gordon F. Sherman, Ph.D., IDA Board Member, IDA Past-President, and Executive Director of the Newgrange School and Education Center Symposium Chair: Michèle M. Mazzocco, Ph.D., Professor, Institute of Child Development; Research Director, In addition to reviewing exciting new brain research, this session grapples with challenging questions such as: What are the new frontiers in neuroscience? How might Center for Early Education and Development, University of Minnesota 21st century neuroscience further inform our understanding of dyslexia and the knowledge base needed for skilled reading instruction? Is the 21st century brain so different that our schools will have to be transformed? What underlies the difficulties that many children (and adults) experience with mathematics, and what remediation or prevention methods are most effective? When do these difficulties indicate a mathematics learning disability (MLD, or dyscalculia)? The caution with which researchers attempt to answer these questions reflects the paucity of research on MLD relative to the large body of research on reading disability. Still, answers are emerging from the recent, rapid growth in MLD research. Welcome and Introduction ...................................................8:30 – 8:40 a.m. The Contribution of Neuroscience to the Future of Dyslexia... 1:00 – 2:00p.m. In this symposium, the speakers will each address an area of research that is critical for understanding MLD, collectively revealing the vast range of skills that underlie Gordon F. Sherman, Ph.D., IDA Board Member, Past President, and Executive Albert M. Galaburda, M.D., Emily Fisher Landau Professor of Neurology mathematical development and behavior and how this knowledge guides our efforts to prevent, identify, and remediate mathematics difficulties in school age children. Director of The Newgrange School and Education Center and Neuroscience, Harvard Medical School, Beth Israel Deaconess Medical Center Neuroscience in the 21st Century: Where Are We Going? .... 8:40 – 9:40 a.m. There are several ways by which neuroscience will contribute to the prevention, diagnosis and Welcome and Introduction treatment of dyslexia. There is a great deal of information already present, but in order to make LUNCH BREAK Gordon F. Sherman, Ph.D. this information truly transitional, focused research still needs to be done. The most promising Michèle M. Mazzocco, Ph.D., Professor, Institute of Child Development; Research Dyslexia is not a product of a dysfunctional brain, but is an example of learning diversity that results come, as one might guess from evidence of success in other conditions, from cell and Director, Center for Early Education and Development, University of Minnesota How Longitudinal Studies Inform Evolving excels in the real world. Unfortunately, a dysfunctional education system often awaits those molecular biology, including genetics, and from brain anatomy and function through imaging. who learn differently. My goal in this talk is to describe the value of cerebrodiversity (our The Roles of Working Memory and Attention EDUCATION PANEL QUESTIONS .......................................................2:00 – 2:05 p.m. Michèle M. Mazzocco, Ph.D., Professor, Institute of Child Development; species’ collective neural heterogeneity), of which dyslexia is a byproduct, and to challenge conventional assumptions about socially and culturally defined disabilities. I seek to encourage Research Director, Center for Early Education and Development, University of Cognitive Advantages of Dyslexia.......................................... 2:05 – 3:05 p.m. Daniel B. Berch, Ph.D., Professor of Educational Psychology and Applied Minnesota those who struggle with dyslexia, provide a context for understanding dyslexia’s enigmas, and Developmental Science, University of Virginia to explore solutions for success. Brock L. Eide, M.D., M.A. and Fernette Eide, M.D., Physicians and Authors of Not all children who struggle with mathematics have a mathematical learning disability The Dyslexic Advantage. Founders and Owners of Eide Neurolearning Clinic and Limitations in working memory and attention for children with math learning (MLD), and not all children who have low achievement in mathematics face the same EDUCATION PANEL QUESTIONS .......................................................9:40 – 9:45 a.m. Neurolearning.com difficulties and disabilities influence both the speed and accuracy of their performance. challenges. I will review findings from a longitudinal study from grades Kindergarten to Dyslexic difficulties with reading, spelling, writing, and other basic academic skills have These deficits affect not only basic numerical and arithmetic skills, but some higher Grade 9 that reveal why definitions of MLD matter in research and practice. The Neurodevelopmental Paradox of the Twice Exceptional order mathematics skills as well. The nature and extent of their impact varies as a typically been viewed solely from a learning disabilities perspective. But a wealth of new Dyslexic: Implications for Neuroscience, Treatment and Child function of the type of task demands, reflecting the differential contributions of research shows that individuals with dyslexia process not only printed, but all types of Determining Which Children with Low Math Development ........................................................................ 9:45 – 10:45 a.m. information differently from non-dyslexics, and that the true significance of these differences executive function, phonological, and visuo-spatial competencies. This presentation will focus on these effects at elementary through middle school age levels. Achievement Have a Mathematical Learning is not the challenges they produce in basic academic and other fine-detail skills, but the Disability: Evidence from a Longitudinal Study Jeffrey Gilger, Ph.D., University of California, Psychological Sciences, SSHA strengths they create in many types of “big picture” or gestalt reasoning skills—strengths How can neurodevelopment lead to gifts and disabilities in the same individual? What sense that in turn lead to enhanced abilities in tasks that require creativity, problem-solving, and What Longitudinal Studies Tell Us about Early can we make of the diffusely atypical dyslexic brain? While grand claims have sometimes new approaches. This talk, which is appropriate for both professional and non-professional Drew H. Bailey, M.A., Department of Psychological Sciences, University of been made about the preponderance of “gifts” in dyslexics individuals, there is little reliable audiences, will include a review of this information, and a discussion of ways to understand, Missouri - Columbia empirical data on the phenomenon. This project addresses the epidemiology and neuroscience Marcia A. Barnes, Ph.D., Professor of Pediatrics and Research Chair in Childhood foster, and take advantage of unique dyslexic strengths. Children with mathematical learning disability (MLD), low achievement (LA), or of spatially gifted dyslexics, and how some of them may process dynamic spatial information Reading and Learning, University of Texas Health Science Center-Houston EDUCATION PANEL QUESTIONS .......................................................3:05 – 3:10 p.m. typical achievement in mathematics (TA) show different developmental trajectories differently than their peers. Data based research results and theory will be presented on the Findings from longitudinal studies of the development of math and reading skills in on a range of skills. For instance, group differences in mathematics achievement etiology and expression of the gifted dyslexic brain, with a futuristic look at implications for typically developing children and in children with spina bifida, a neurodevelopmental increase across time, such that children with MLD lag increasingly behind children treatment and the effects of the environment on child development. BREAK................................................................................................3:10 – 3:20 p.m. disorder associated with a very high rate of math disability, will be presented. The with TA. I will present findings from the MU Math Study, an ongoing longitudinal, Brain Imaging Studies of Reading ......................................... 3:20 – 4:20 p.m. findings will be used to demonstrate some of the similarities and differences in the prospective study of mathematical development and MLD. I will highlight efficient EDUCATION PANEL QUESTIONS ...................................................10:45 – 10:50 a.m. developmental precursors of ability and disability in mathematics and reading. Guinevere F. Eden, Ph.D., Immediate Past President of IDA, Professor, Department of methods for distinguishing children with MLD and LA from children with TA and from Implications for early assessment and intervention will also be discussed. each other. I will focus on early (first grade) identifiers, how these relate to the deficits How Cognitive Neuroscience May Contribute to Helping Pediatrics and Director, Center for the Study of Learning, Georgetown University People with Dyslexia .......................................................... 10:50 – 11:50 a.m. underlying MLD and LA, and how they relate to later outcomes through seventh grade. Reading is a cultural invention that has to be learned through explicit instructions, resulting BREAK John D. E. Gabrielli, Ph.D., Grover Hermann Professor of Health Sciences and in the recruitment and utilization of a variety of brain areas that were not designed to read Technology and Cognitive Neuroscience Harvard-MIT Division of Health Sciences and specifically. For example, it has been proposed that neurons typically utilized for other tasks, BREAK Technology (HST) and Department of Brain and Cognitive Sciences Massachusetts Institute such as object perception, are “recycled” into the process of reading following a protracted The Relationship between Numerical Magnitude of Technology period of learning. This presentation will describe the neural basis of reading, how it differs Processing and Typical and Atypical Arithmetic Preventing and Understanding Mathematics Over the past decade, neuroimaging studies have revealed differences in brain structure and in people with dyslexia, and how brain imaging technology can help to elucidate how reading Achievement: Evidence from Brain and Behavior Disability: Arithmetic Combinations at First function between individuals who do (dyslexia) or do not have difficulty in reading, and also interventions may be successful in readers with dyslexia. The presentation will provide a Daniel Ansari, Ph.D., Associate Professor and Canada Research Chair in Grade structural and functional plasticity associated with effective intervention programs. Now, a neuroscientific perspective on reading as a uniquely human skill and how the brain has to Developmental Cognitive Neuroscience, Western University, London, Ontario, Canada key question is whether such neuroscience knowledge can be used to help individuals with “adjust” for reading in the 21st century. Lynn S. Fuchs, Ph.D., and Douglas Fuchs, Ph.D., Nicholas Hobbs Professors of dyslexia. I will discuss some research directions that may address this question, including the Recent research has shown that basic number processing (such as comparing which Special Education and Human Development, Vanderbilt University use of brain measures to predict the trajectory of reading difficulty (successful compensation EDUCATION PANEL QUESTIONS .......................................................4:20 – 4:30 p.m. of two numbers is larger) is related to individual differences in children’s arithmetic A large randomized control trial, assessing the effects of tutoring to prevent difficulty with versus persistent difficulty), to support appropriate diagnostic criteria (such as the use or misuse achievement. Furthermore, children with mathematical disabilities (developmental arithmetic combinations, will be presented. The tutoring program will be described; an Carolyn D. Cowen, Ed.M., Executive Director, Carroll School Center for Innovative Education dyscalculia) have been found to perform poorly on basic number processing tasks. In of discrepancy criteria for diagnosis), and to identify children at risk for reading failure prior to overview of the study methods and results will be shared; and implications for practice reading instruction (and thus justify early intervention). Earl Oremus, Ed.M., Headmaster, Marburn Academy and President of Learning this talk I will review evidence for an association between basic number processing and and understanding about mathematics disability will be discussed. Disabilities Network arithmetic achievement in children with and without mathematical difficulties. I will draw EDUCATION PANEL QUESTIONS ...................................................11:50 – 12:00 p.m. on evidence from both brain and behavior and discuss the implications of this research for diagnosis. PANEL DISCUSSION LUNCH BREAK .................................................................................12:00 – 1:00 p.m. 18 Register online www.interdys.org Register online www.interdys.org 19
    • The International Dyslexia Association AdvertisementWEDNESDAY Conference Kickoff Wednesday, October 24, 2012 6:00 p.m. Welcome by: Eric Q. Tridas, M.D. IDA President Ben Shifrin, M.Ed. Conference Chair, IDA Board Treasurer Advertisement Exciting Keynote Speaker will be announced in early Fall! 20 Register online www.interdys.org Register online www.interdys.org 21
    • THURSDAY HIGHLIGHTS 2012 exhibit hall 8:30 – 10:00 a.m. grand opening Presentation of the Samuel Torrey Orton Award and Samuel Torrey and June Lyday Orton Memorial Lecture: Drs. Sally and Bennett Shaywitz 10:00 a.m. – 6:00 p.m. Visit the Exhibits Wednesday, 10:30 a.m. – 5:30 p.m. THURSDAY Sessions October 24, 2012 12:00 - 1:45 p.m. Independent School Administrators Lunch 7:30 p.m. — 9:00 p.m. 12:30 – 2:30 p.m. Multimedia Presentations Exhibit Hall 4:00 – 5:30 p.m. Annual Membership Meeting Get a first-hand look at the wide range 6:30 – 9:30 p.m. of products and services on display in Branch Social – The Best of Baltimore our state-of-the-art Exhibit Hall and network with other attendees, speakers and exhibitors! Visit the participating Hors d’oeuvres Exhibit Hall Passport booths Cocktails to win one of many prizes! Door Prizes Giveaways It’s simple, visit each booth in the passport, have a representative stamp their page in your door prizes and giveaways! “Exhibit Hall Passport to Literacy.” When filled, place your completed card in the passport box located at the IDA Booth. Sponsored by: Prizes include gift baskets, electronics, free hotel stay and registration to the 2013 IDA Conference in New Orleans, For an updated list of exhibitors, please go to Louisiana and more! www.interdys.org Good luck and travel safe!22 Register online www.interdys.org Register online www.interdys.org 23
    • 8:30 a.m. – 10:00 a.m. 90 minutes 10:30 a.m. – 12:45 p.m. 135 minutes T1: A Literacy Framework: Constructing A Statewide Initiative: Intensive Reading THURSDAY PLENARY SESSION T1 a Guide for Comprehension Instruction T2 Teacher Training for Broad Based Impact Nancy Hennessy M.Ed., LDT-C, Educational Consultant, The Consulting Network in the Alabama Public School System Samuel Torrey and June Lyday Orton Memorial Lecture Nancy Coffman, M.S., LDT, CALT, QI, Director of Outreach, Shelton School Pamela Greenblatt, M.A., CCC-SLP, Director of Curriculum and Instruction, AIM and Evaluation Center WELCOME Learn what it takes to construct a literacy framework, aligned with the research Eric Q. Tridas, M.D. Ben Shifrin, M.Ed. and standards, that results in effective instruction for students with language- Timothy Odegard, Ph.D., LDP, CALP, Associate Professor of Health Psychology IDA President Conference Chair, IDA Board Treasurer based learning disabilities. Creating the capacity for development and the will and Neuroscience, University of Texas Arlington for implementation of a comprehension teaching learning guide requires a Linda L. Brady, Ed.S., Director of the Exceptional Children’s Program, commitment to teamwork, research, professional learning and a flexible, evolving THURSDAY Vestavia Hills City School District, AlabamaTHURSDAY process that provides opportunity for the development of teaching-learning activities and refinement of instructional practices. Leave with practical ideas Denise P. Gibbs, Ph.D., Director, Alabama ScottishRIte about a school-based process and product. This presentation will outline a comprehensive program of teacher training to provide STRAND: Comprehension multisensory instruction of basic language skills to students with specific learning AUDIENCE: For Intermediate and Advanced Audiences disabilities, dyslexia and struggling readers. Included were teacher training to the therapist level, creating a self-sustainability, and serving students at varying levels. and Practice – It’s Time!” Areas to be covered: 1) planning and implementation of the program currently in use in school systems in Alabama; 2) scope and nature of the training program; 3) impact 250 scientific articles and chapters. The findings from her research provide the of the training at the level of teacher knowledge and growth in student reading skills. basic framework: conceptual model, epidemiology and neurobiology for the STRAND: Accommodations and School Support Services scientific study of reading and dyslexia/specific reading disability. She is also the AUDIENCE: Intermediate and Advanced Audiences author of the critically acclaimed book, Overcoming Dyslexia (Knopf, 2003) which details and makes accessible critical scientific findings in dyslexia and describes how to translate this scientific knowledge into educational and clinical practice. Bennett A. Shaywitz, M.D., is the Charles and Helen Schwab Professor in 10:30 a.m. – 11:30 a.m. 60 minutes Dyslexia and Learning Development, Chief of Pediatric Neurology and Co-Director of the Yale Center for Dyslexia and Creativity at the Yale University School of An Oral Language Success Story: RTI for Playing Outside the Box: Outdoor Free T3 Tier 2 Instruction of Narrative Discourse T4 Play and the Dyslexic Student Medicine. Both a child neurologist and neuroscientist, Dr. Shaywitz is a leader in applying functional magnetic resonance imaging (fMRI) to understand the Skills and Inferring: A Necessity for Achieving Emily Stanley, Ph.D., Lower and Middle School Science Department Chair, neurobiology of reading and dyslexia/specific reading disability in children and Academic Outcomes† Jemicy School In this lecture, Drs. Shaywitz and Shaywitz will focus on the major scientific adults. These studies identify a neural signature for dyslexia/specific reading Linda Liss-Bronstein, Dean of Professional Development, The Betances Megan McGowan, M.S., Head of Lower School, Jemicy School findings defining dyslexia in the 21st century and then on the importance and disability, making a previously hidden learning disability visible, and for the first Early Reading Lab School Outdoor play has garnered considerable recent attention in light of recent reports on practicality of translating these findings into policy and practice for children and time demonstrate the brain basis for the lack of fluency in dyslexia/specific reading Teresa López-Lebrón, Special Education Teacher, The Betances Early Reading the physical, social and emotional risks of reduced play opportunities for children. This adults who have dyslexia. The lecture will encompass the identification and disability. Dr. Shaywitz is currently studying reading and dyslexia/specific reading Lab School presentation describes an ethnographic case study conducted at the Jemicy School, diagnostic process for dyslexia, effective interventions, the critical importance of disability in a disadvantaged population of middle-school children attending which revealed that outdoor free play holds far greater significance for students with accommodations and a discussion of “why dyslexia.” Reading comprehension depends on broad oral language skills such as narrative a charter school network. He is also using fMRI to investigate attentional language-based learning differences than simply a break between intensive and discourse proficiency. Concurrently, understanding text is supported by inference- mechanisms in reading and dyslexia/specific reading disability. making ability. Learn an RTI intervention protocol for narrative discourse often difficult lessons. The research suggests recommendations for implementing and Sally E. Shaywitz, M.D., the Audrey G. Ratner Professor in Learning Development sustaining effective outdoor play strategies in a variety of school settings. at the Yale University School of Medicine, is Co-Director of the Yale Center for development with a focus on inference-making that includes explicit and systematic teaching of story grammar and literate language (macro and microstructure features). STRAND: Social-Emotional, Anxiety and Depression Dyslexia and Creativity. Dr. Shaywitz is Principal Investigator of the Connecticut Engage in activities and view video-clips of the intervention in action. Data from one AUDIENCE: All Audience Levels Longitudinal Study of Learning, a population-based study of learning that has RTI intervention study will be shared. Progress monitoring tools will be demonstrated. carefully and continuously monitored the cognitive, academic, behavioral, educational, vocational, and social development of a large survey sample of STRAND: Oral Language and Speech AUDIENCE: Intermediate Audiences students from kindergarten entry through their fourth decade. She has also been Co-PI of Adolescent Literacy: Classification, Mechanism and Outcome and is currently Co-PI of Partnership for Learning, a collaborative research project with the Achievement First Charter School System. Dr. Shaywitz is the author of over 24 Register online www.interdys.org Register online www.interdys.org 25
    • 10:30 a.m. – 11:30 a.m. 60 minutes 11:45 a.m. – 12:45 p.m. 60 minutes A New Look at Project Read Framing Your Thoughts Federal Policy The Comprehension Connection: Fluency T5 Learning Disabilities T8 Written Expression†* T11 Update T14 and Vocabulary G. Emerson Dickman, J.D., Law Office of Emerson Dickman and IDA Past President Victoria (Tori) Greene, Curriculum Author and Program Director, Language Laura W. Kaloi, Public Policy Director, National Center for Learning Disabilities Dee Rosenberg, M.A., LDT/C, Director of Education, Newgrange Circle/Project Read School and Education Center Learning disabilities is a field in need of rules to guide understanding, research, This presentation will provide an overview of key federal policy issues that impact and practice. The current debate as to what is meant by the term learning disability The Project Read Written Expression curriculum is designed for primary though children and adults with learning disabilities. Activities in the U.S. Congress and Teachers working with so many diverse learners require many expert ways in which to stands in the way of progress in the field. A generally recognized consensus for adult-aged learners, using a unique set of eight graphic symbols to build sentences U.S. Department of Education will be reviewed. Important policy initiatives expected enhance student abilities to comprehend and produce their language. Often they are understanding learning disabilities would provide an indisputable foundation for the and progress to paragraph construction. This curriculum features instructional in 2013 will be covered. unaware of the research base supporting expert literacy skill instruction. This workshop bridge from research to practice. Without a working definition the Tower of Babel in strategies that inspire and energize students as they learn the fundamentals of will provide teachers with the most current research concerning the assessment and STRAND: Federal, State and Local Legislation which we currently work in the field of learning disabilities will continue to exist and writing. Framing Your Thoughts teaches written language sequentially and development of reading fluency and vocabulary instruction. Evidence will be discussed AUDIENCE: All Audience Levels THURSDAYTHURSDAY meaningful communications and progress will continue to be problematic. systematically blending creative freedom with direct multi-sensory skill instruction. to enable teachers to identify high utility vocabulary words. Various evidence-based methods and programs will be presented, to enable teachers to simultaneously STRAND: Identification and Assessment STRAND: Written Expression Number Sense and Number Nonsense: The integrate engaging fluency and vocabulary activities into their curricula, to improve AUDIENCE: All Audience Levels AUDIENCE: All Audience Levels T12 Cognition and Brain Science of Math Learning†* the reading comprehension of all students. STRAND: Comprehension Spelling Error Analysis: Using Helping Students Take Control of Everyday Nancy Krasa, Ph.D., Psychologist, and Adjunct Associate Professor of Psychology, AUDIENCE: All Audience Levels T6 Spelling Assessment Data to Plan T9 Executive Functions†* The Ohio State University Word Study Intruction This presentation reviews some of the perceptual, cognitive, and executive functions Paula Moraine, M.Ed., Director of the Community Outreach Center for Literacy Supporting Diverse Learners in necessary for learning math and describes how impairments in those functions can Jan Wasowicz, Ph.D., Learning By Design, Inc. and Tutoring Program, the Highlands School lead to learning difficulties. Will be of particular interest to teachers, psychologists, T15 the 21st Century Classroom In this session, you will become familiar with a process of spelling error analysis My child is wonderful, smart, and interesting. So, why does he or she procrastinate, and researchers concerned with dyslexia, because 1) math and reading demand many Suzy Travis, M.A., M.Ed., High School Principal, Assets School that goes beyond the developmental spelling inventory to tell you why a student is get distracted, and not get the homework done or handed in? Why can he or she common skills; 2) the relationship between natural language/reading and struggling in reading and spelling—and exactly what type of word study instruction remember well one day and forget everything the next? Why are some subjects so mathematical language/notation is complex and 3) some skills necessary for learning Discover how to support struggling readers, reluctant writers, executive function is needed. You will learn how to match word study instruction to spelling assessment hard, while others are so easy? math are independent of reading and thus may be sources of strength for students challenges, and other diverse learning needs in a 21st century classroom by data so that you can provide targeted, differentiated interventions. Be sure to bring with dyslexia. This presentation will include case illustrations. leveraging technology. At the root of these experiences lies the cognitive abilities or mental processes we samples of your own students’ misspellings for practice in using spelling error analysis call ‘executive functions’ that provide the scaffolding for all learning. Our goal is STRAND: Mathematics/Dyscalculia STRAND: Technology to identify specific gaps in your students’ word study knowledge! to provide these students with the knowledge, understanding, and capacity to take AUDIENCE: Beginner Audiences AUDIENCE: Beginner Audiences STRAND: Spelling control of these everyday experiences of executive function. AUDIENCE: Intermediate Audiences STRAND: Attention and Executive Control, ADHD, Other Related Traveling the Neural Superhighway: Brain A Comparative Passage Independence Learning Differences T13 Based Early Reading Instruction T16 Analysis of the GORT-4 and GORT-5 Dyslexia Affects AUDIENCE: All Audience Levels T7 Laura Stewart, Vice President of Professional Development, Rowland Reading Comprehension Subtest †* Math Too Foundation Elizabeth A. Allen, Ph.D., Director of Research and Development, PRO-ED, Inc. Rosalind W. Rothman, Ed.D., Director, Language and Learning Associates The Effectiveness of Structured Spelling T10 Instruction on Spanish-Speaking English More than ever before, scientific studies allow us to understand how literacy develops, Several authorities have noted that reading comprehension tests often contain Claire Lavin, Ph.D., Professor, College of New Rochelle why some children have difficulty, and what we can do to teach virtually all of our passage independent items (i.e., questions that can be answered without reading the Language Learners students to read. Knowledge of the research available to us from the fields of cognitive passages). Recently, researchers concluded that the GORT-4 Comprehension subtest While teachers are well aware of the effect of dyslexia on reading, its impact on science, neuroscience, and developmental psychology, as well as from laboratory Elsa Cardenas-Hagan, Ed.D., Director of Valley Speech Language contained a preponderance of these items. This presentation (a) examines the passage mathematics is often overlooked. This lack of focus on math can hamper a child’s and classroom studies, is critical in helping us prevent “instructional casualties.” Yet, and Learning Center independence of the GORT-4, (b) describes how the comprehension items were revised progress in school and in life. This session will include an analysis of the nature according to the National Council on Teacher Quality, that research is “conspicuously for the new GORT-5, and (c) reports on the passage independence and psychometric of disabilities in mathematics related to dyslexia and present identification and The number of Spanish-speaking English language learners (ELLS) is a fast growing absent” from reading methods courses in many teacher preparation institutions. This characteristics of the newly revised GORT-5 Comprehension items. intervention techniques. Case studies will be used to illustrate the discussion. sub-population in schools across the nation. There are very few studies that describe workshop will explore four big ideas from the science of reading: 1) learning to read is the orthographic development of Spanish-speaking ELLS. This study describes the not a natural skill and must be taught; 2) children follow a predictable progression of STRAND: Identification and Assessment STRAND: Mathematics/Dyscalculia effect of multisensory, structured English spelling instruction on Spanish-speaking skill development in learning to read; 3) understanding the brain processing systems AUDIENCE: All Audience Levels AUDIENCE: Beginner and Intermediate Audiences ELLS in elementary school. Participants will learn evidence-based strategies for involved in reading yields important information about reading instruction; and successful spelling outcomes of Spanish-speaking ELLS. 4) there are key instructional practices that are critical for all beginning readers. STRAND: English Language Learner STRAND: Critical Reading Skills AUDIENCE: Intermediate Audiences AUDIENCE: All Audience Levels 26 Register online www.interdys.org Register online www.interdys.org
    • 11:45 a.m. – 12:45 p.m. 60 minutes continued 12:30 p.m. – 2:30 p.m. 120 minutes continued Truly Special Education for Students with A Review of the Research on Multisensory Stages of Instruction for Decoding, Assistive Technology (AT) and Accessible T17 T18 TMP3 TMP6 Dyslexia: Raising the Bar for IEP Goals, Instruction: Where Are We and Where Do Encoding, and Vocabulary Instructional Materials (AIM): Advocacy Services And Outcomes We Go from Here? Karen K. Leopold, Fellow/AOGPE, Director Kildonan Teacher Training Institute, Strategies for Student Success Kalman R. Hettleman, Esq. Amy E. Vanden Boogart, M.Ed., Doctoral Student, Research Assistant, The Kildonan School Pam Cook, M.Ed., Education Consultant, Accessible Books and Computers George Washington University Three stages of decoding, encoding, and reading/writing vocabulary instruction Consulting Services Marcy K. Kolodney, CEO, Baltimore Dyslexia Tutoring Program In this session, the presenter will share findings from a literature review exist in the Orton-Gillingham approach, each requiring a cognitive shift in thinking. Sonja D. Kerr, Esq., Director, Disability Rights, The Public Interest Law Center of Learn how the Baltimore City Public School System is implementing a nationally Fitting the instruction to the individual is paramount in helping the student make examining empirical research studies from 1981 to 2011 that evaluated the effects Philadelphia groundbreaking ‘One Year Plus’ standard for IEP goals and services for students the greatest gains. of multisensory instruction on students’ reading skills. The audience will learn what with learning disabilities. The bar has been dramatically raised for expectations For students who depend on a teacher or aide to read aloud to them and who read research has shown about how multisensory instruction can increase student reading STRAND: Morphology, Phonemic/Phonological Awareness, and instruction. Other school systems across the country should be held to the so slowly that homework requires many hours to complete, Assistive Technology THURSDAY THURSDAYTHURSDAY achievement and which multisensory instructional techniques have been proven by Alphabetic Principle/Phonics same high expectations. (AT) and Accessible Instructional Materials (AIM) can remove barriers, build lifelong research to be most effective. The presenter will share implications of the research base AUDIENCE: All Audience Levels independence and make the difference between success and failure in their general STRAND: At-Risk Students for multisensory instruction over the last three decades and areas for future research. education and college level classes. AUDIENCE: Intermediate Audiences STRAND: At-Risk Students AUDIENCE: Intermediate and Advanced Audiences Reaching All Types of Learners Grade 2 This presentation will provide a road map showing parents and advocates how they TMP4 Through Post Secondary: Using O-G Based can use negotiation strategies and their procedural safeguards to obtain AT and AIM for students who need them to achieve success in school. Methods to Teach Success in Reading, SPECIAL LUNCH PRESENTATION 12:00 p.m. – 1:45 p.m. 105 minutes Math, Study Skills, Grammar, and Writing†* STRAND: Technology AUDIENCE: All Audience Levels Independent School Administrators Lunch: Collaboration Opportunities Between our Schools Ellen O’Neill, Executive Director, Atlantic Seaboard Dyslexia Education Center Facilitators: Jonathan Green, Director, Hamilton School at Wheeler; IDA Board Member Marilyn Zecher, CALT, Director of Math Education, Atlantic Seaboard Dyslexia Education Center Teaching Study Skills: A Vehicle Earl Oremus, Headmaster, Marburn Academy TMP7 for Writing a Research Paper Heads and Lead Administrators of independent schools for children with learning disabilities are invited to attend an interactive lunch that is designed to facilitate Participants will learn how multisensory structured language education (MSLE) strategies improve math, grammar, study skills, and writing. These Betsy MacDermott-Duffy, Director of Language Arts, The Windward School small group collegial discussion of topics of common concern, sharing of ideas and experiences and identifying opportunities to collaborate with one another. The cost is $25 per person and includes lunch. Orton-Gillingham- based methods address deficits common among struggling Lisa R. Bambino, J.D., M.S.Ed., Coordinator of Social Studies and learners such as poor working memory, executive function challenges, attention Library Services, The Windward School issues, slow processing and the range of language-based learning disorders. Study Skills is a sequential course in grades 8 and 9 which utilizes direct STRAND: Attention and Executive Control, ADHD, Other Related instruction and the research process to teach the study skills necessary for MULTIMEDIA PRESENTATIONS Learning Differences AUDIENCE: Intermediate Audiences future academic success. Each quarter, students complete a research paper which is connected to the social studies curriculum. This process serves as a 12:30 p.m. – 2:30 p.m. 120 minutes vehicle for learning critical thinking, research skills, note-taking, outlining, and persuasive writing skills. Students are expected to follow the steps of Fluency Is More Than TMP5 Rate: Know Your Focus the research process, and as expectations increase, to execute these skills What in the World is Happening in Ohio?: Handwriting Instruction on a more independent basis. TMP1 Advocacy Lessons Learned TMP2 Made Easy†* Tina Osenga, M.Ed., Reading Specialist, Founding Partner, Readsters LLC STRAND: Written Expression Charlotte G. Andrist, Ph.D., NCSP, President of the Central Ohio Branch of IDA, Katy Farmer, M.S., Instructional Manager, Neuhaus Education Center Michael Hunter, M.Ed., Reading Specialist, Founding Partner, Readsters LLC AUDIENCE: Beginner and Intermediate Audiences Ohio Dyslexia Group Coordinator, Educational Consultant If you spend a small amount of time on your students’ handwriting, the quantity Fluency programs are often considered the “solution” for struggling readers. This Martha Chiodi, M.Ed., ICALP, Ohio Valley Branch of IDA Board of Directors and quality of their handwriting will improve. This session will provide daily 5 to interactive session examines underlying skills necessary for fluent reading along 10 minute handwriting lessons. Participants will leave with a handwriting process with three critical parts of fluency: accuracy, rate, and prosody. It provides a simple Rebecca Tolson, M.Ed., Northern Ohio Branch of IDA that they can immediately implement either in a classroom setting or with individual research-based framework for determining which students need fluency, developing The presentation will address critical lessons learned in Ohio as we worked to students. The audience’s participation in learning about everything from pencil to instruction to meet individual needs, and assessing growth. The relationship between get dyslexia legislation passed. Two dyslexia bills were signed into law in December paper type and even erasers will enable them to immediately return to their teaching fluency, decoding, vocabulary, and comprehension will also be addressed. Participants 2011: one that addressed both the early identification of dyslexia including the situation with the ability to implement a multisensory, systematic, direct, and receive tracking charts based on the three-part framework for fluency instruction. definition of dyslexia, one that addressed teacher inservice in dyslexia, and the cumulative writing program. corresponding credentials required to train teachers. The presenters will also STRAND: Critical Reading Skills STRAND: Written Expression AUDIENCE: Beginner and Intermediate Audiences address how to work with other educational bodies in the state to incorporate IDA AUDIENCE: All Audience Levels Knowledge and Practice Standards into Institutes of Higher Education pre-service teacher education programs. STRAND: Federal, State and Local Legislation AUDIENCE: All Audience Levels 28 Register online www.interdys.org Register online www.interdys.org 29
    • 12:30 p.m. – 2:30 p.m. 120 minutes continued 12:30 p.m. – 2:30 p.m. 120 minutes continued The Spoken and Written Language Profiles TMP11 The Development of Hiragana TMP13 Six-Year Longitudinal Study of Cognitive- TMP8 of University Students with Language and INTL Decoding Abilities in Japanese INTL Linguistic Factors Predicting Reading and Learning Difficulties Students Grades 1–6 Writing in Japanese Karen Fallon, Ph.D., Associate Professor, Towson University Keiko Hara, Ph.D., Associate Professor, Sophia University Maya Shiho Kobayashi, Ph.D., CCC-SLP, Researcher, Sophia University Lauren Katz, Ph.D., Associate Professor, Bowling Green State University Junko Kato, M.D., Director of Clinic Kato Charles W. Haynes, Ed.D., CCC-SLP, Professor, MGH Institute of Health Professions This presentation will shine a light on older students by describing the spoken and Hiragana learning seems to be easy because of its regular letter-sound mapping. written language profiles of 30+ post-secondary students with language and The learning process needs to be examined to understand the difficulties of This study assessed the relative importance of phonological awareness, rapid learning difficulties. Data presented in this presentation have important implications dyslexia. Reading tasks of words/non-words in 3-,4-, and 5- letters were performed automatized naming, phonological memory, orthographic processing, and oral for practitioners who assess and provide intervention in the areas of spoken language, for 228 students(G1-G6). The effects of word length and the words/non-words reading abilities obtained in a first grade sample of 41 students for the prediction ofTHURSDAY reading, and writing for students struggling to achieve in university settings. distinction on reading rate and accuracy were found. Children’s decoding abilities reading comprehension and Kanji writing in grades 1–6. Analyses revealed that seem to develop gradually, overcoming several factors as newness of the letter strings measures of oral reading speed and phonological awareness consistently accounted for STRAND: College Students and Young Adults and the increased number of letters. These findings are useful in selecting vocabulary the unique variance in reading comprehension in all rades. AUDIENCE: For Intermediate Audiences and word length. STRAND: Identification and Assessment STRAND: Morphology, Phonemic/Phonological Awareness, AUDIENCE: Advanced Audiences Integrating Technology into Course Alphabetic Principle/Phonics TMP9 Content to Prepare Preservice Teachers AUDIENCE: Intermediate Audiences to Work with Students Struggling with TMP14 Depressive Symptomatology Among Written Expression INTL Children with Dyslexia: Assessing the Risk Close the Reading Gap: Multisensory Pledger Fedora, Ph.D., Assistant Professor, Seton Hall University TMP12 Decoding Strategies That Work for Ricardo Franco de Lima, Ph.D., Student, Child Neuropsychologist, State University of Campinas (UNICAMP) - Brazil Technology is rapidly infusing our lives and revolutionizing our classrooms. Struggling Readers†* Cíntia Alves Salgado Azoni, Ph.D., Professor, Speech and Language Pathology, Future teachers planning to work in elementary and special education need Gloria D. Julius, Ed.D., Chief Learning Officer, Calvert Education State University of Campinas, (UNICAMP) - Brazil to understand appropriate uses of assistive technology and make appropriate Services, LLC/Verticy Learning recommendations for the use of such tools. In order to accomplish this, preservice Sylvia Maria Ciasca, Ph.D, Professor, Child Neuropsychologist, teachers need to be familiar with tools that can be used to support their students. Deborah T. Carran, Ph.D., President, Evaluation Association, Inc., State University of Campinas, (UNICAMP) - Brazil The topic of this presentation is preparing preservice teachers to use technology and Professor, Johns Hopkins University to work with students struggling with written expression. Children with dyslexia are more vulnerable to developing internalizing disorders, Michelle Dunn, Learning Specialist, Calvert Education Services, especially depressive symptoms. The lack of information from parents and teachers STRAND: Technology LLC/Verticy Learning about these symptoms during childhood may contribute to increased difficulties faced AUDIENCE: Beginner and Intermediate Audiences A long-awaited solution to help struggling and dyslexic readers close the by the students. The aim of our study was to compare depressive symptoms in achievement gap is here! Every school has the challenge of students who Brazilian children with dyslexia and children without learning disabilities. This struggle with reading. You’ve tried to accommodate these learners with extra presentation will emphasize the importance of early identification of emotional TMP10 Phonological Remediation Program processing time, auditory supports, study tips and modified text. But many of consequences and appropriate intervention. INTL Assessment in Preschoolers with Risk these students are still falling further behind. What more can you do? Preliminary STRAND: Social-Emotional, Anxiety and Depression for Learning Difficulties research indicates that the answer may lie in the way that reading instruction is AUDIENCE: Beginner and Intermediate Audiences Patrícia A. P. Crenitte, Ph.D., Profesor, University of Sao Paulo structured. Learn how to make the most effective multisensory decoding strategies work for your struggling readers. This study presents the evaluation of a phonological remediation program used on six year old children with risk for learning difficulties. This program STRAND: Morphology, Phonemic/Phonological Awareness, was developed in Brazil. Alphabetic Principle/Phonics AUDIENCE: All Audience Levels STRAND: At-Risk Students AUDIENCE: Intermediate Audiences 30 Register online www.interdys.org Register online www.interdys.org 31
    • 12:30 p.m. – 2:30 p.m. 120 minutes continued 2:00 p.m. – 3:30 p.m. 90 minutes Data-Based Instructional Supports Text Complexity and the Common Town Hall Meeting for DSM-5: Let TMP15 for Bilingual Students TMP17 Core State Standards: Implications T19 the Community be Heard Desiree Pallais, M.A., Senior Field Trainer/Analyst, Meadows Center for Middle School Science Learners†* Facilitator: G. Emerson Dickman, J.D., Law Office of Emerson Dickman for Preventing Educational Risk and IDA Past President Carrie Strohl, Associate Specialist, Literacy, Lawrence Hall of Science Kathleen Walker, M.Ed., Senior Program Coordinator, Meadows Center Hear from a panel of experts, the current status of the proposed revisions to This presentation will explore the theoretical implications of the Common Core for Preventing Educational Risk the American Psychiatric Association’s DSM-5 which include eliminating the term State Standards (CCSS) on comprehension instruction for adolescent students with Dyslexia and altering the definition of Learning Disorder. This is an opportunity The purpose of this presentation is to demonstrate how a Response-to-Intervention reading disabilities as they encounter complex informational text. Specifically, I will for all interested to participate in an interactive discussion and voice opinions and framework can be used to provide different levels of support to bilingual first grade share findings from an analysis of a set of texts written about space science and concerns regarding the potential changes. students who struggle in reading. astronomy topics using the model of text complexity developed by the CCSS. Based THURSDAYTHURSDAY on the findings, I will offer implications for disciplinary comprehension instruction We will share specific instructional scripts and explain how they support different for students with learning disabilities. instructional needs based on data. This grade is featured as it can significantly impact the acquisition of average-level reading skills in elementary school. STRAND: Comprehension AUDIENCE: Intermediate Audiences 2:00 p.m. – 3:00 p.m. 60 minutes continued STRAND: At-Risk Students AUDIENCE: Intermediate Audiences Real Etymology: The Science An Analysis of the Relationship Between iPad Apps to Support Skills in Reading, TMP18 T20 Literacy Skills and Nonstandard Dialect T22 Vocabulary and Writing† of Word Stories†* Features Among African-American Children TMP16 Tier 2 Differentiated Instruction for Gina Cooke, M.A., Center Director and Trainer, Children’s Dyslexia Centers; Ph.D. Elaine Cheesman, Ph.D., CALT, QI, Assistant Professor of Special Education, Kindergarteners: Program Outcomes Candidate and Instructor, Illinois State University Catherine V. Ullman Shade, Ph.D., Doctoral Candidate, Tufts University University of Colorado Colorado Springs from an Emergent Literacy Study for The achievement gap between Black and White children remains one of the most This presentation explores iPad apps that support reading and writing instruction, Everyone knows that stories are made up of words, but words are also made up of At-Risk Learners†* stories! While researchers stress the role of etymology in the study of English, many persistent and troubling problems in American education (NRC, 2002). Many factors particularly for students who struggle. It highlights the essential foundational skills of contribute to this achievement gap, possibly including the discrepancy between spoken letter naming, handwriting, phonemic awareness, decoding, spelling, vocabulary, and Cynthia M. Zettler-Greeley, Ph.D., Assistant Director of Research and Evaluation, teachers still struggle to understand and implement it in meaningful ways that make African-American English (AAE) and written English. AAE diverges from Standard text comprehension. The presenter will provide information for parents and educators Nemours BrightStart! sense. We’ll consider how language history works, how it’s studied, and how it affects American English (SAE) in both its morphosyntactic and phonological features. to locate apps that accurately bridge research and practice, to assess quality, and to written English. We’ll examine etymological myths and misapprehensions and develop Kindergarteners at risk for reading failure participated in an early literacy We propose that the density of nonstandard features in children’s speech may be suggest criteria for evaluating apps. This presentation will also highlight some of the a more accurate understanding of how word histories can be unpacked to illuminate differentiated instruction program including systematic, explicit, multisensory associated with children’s literacy skills. best apps currently available on the market. reading and spelling. Reliable resources for etymological study will also be included. lessons in letter knowledge, elision, blending, rhyming, and phonemic awareness. STRAND: At-Risk Students STRAND: Technology Children received standardized literacy assessments prior to and following program STRAND: Morphology, Phonemic/Phonological Awareness, AUDIENCE: Advanced Audiences AUDIENCE: All Audience Levels completion. Standard scores significantly improved following program participation; Alphabetic Principle/Phonics pre-intervention scores on phonological awareness and reading measures moved AUDIENCE: All Audience Levels to within one standard deviation of the normative mean following instruction, with Using RTI Data to Screen for Dyslexia Multi-tiering Instruction for Early Care and strong gains in letter knowledge. T21 T23 Education: A Collaborative Professional and Twice-Exceptional Status STRAND: At-Risk Students Learning Model across States† AUDIENCE: Intermediate Audiences Sherry Mee Bell, Ph.D., University of Tennessee Blanche Podhajski, Ph.D., CCC-SLP, President, Stern Center R. Steve McCallum, Ph.D., University of Tennessee for Language and Learning Targeting students performing in the lowest 10%, RTI is capable of providing a Evelyn Johnson, Ph.D., Executive Director, Lee Pesky Learning Center viable operationalization of “at-risk” status. However, can it be used to identify those who are also at-risk even though their performance is elevated in one or more This presentation shares a multi-tiered model to prepare preschool children in academic areas? The purpose of this study is to describe a model for screening for oral language/vocabulary, phonological awareness, and alphabet knowledge skills twice-exceptional status, i.e., identifying those who have a significant discrepancy essential for literacy. With 50% of children nationally not ready to learn upon between academic areas, but also who have elevated scores (potentially gifted) on entering kindergarten, early care and education providers deserve professional one of the academic areas assessed within an RTI paradigm. learning opportunities in research based best practices to assure reading success for all learners. Developed in Vermont, replicated in Idaho, and disseminated to STRAND: Identification and Assessment Texas, BUILDING BLOCKS FOR LITERACY is a course, family forum, and social AUDIENCE: All Audience Levels network available free online. STRAND: At-Risk Students AUDIENCE: All Audience Levels 32 Register online www.interdys.org Register online www.interdys.org 33
    • 2:00 p.m. – 3:00 p.m. 60 minutes continued 3:15 p.m. – 5:30 p.m. 135 minutes Let’s Get It Write! Strategies Orton and Gillingham: Legend, Working Memory: The History and Structure T24 T27 T29 T30 to Overcome Learning Delays†* Lore, and Legacy Assessment and Intervention†* of Written English Vanessa Silver, M.S., BCET, Owner, Silver Lining Educational Services Marcia K. Henry, Ph.D., Professor Emeritus, San Jose State University and Peter C. Entwistle, Ph.D., Assessment Consultant, Pearson Marcia K. Henry, Ph.D., Professor Emeritus, San Jose State University and IDA Past President IDA Past President Poor handwriting skills often parallel other elementary literacy learning difficulties. This workshop will focus on the importance of Working Memory. We will review This session addresses intervention strategies to increase the success of struggling Tammy Deicken, Director of the Children’s Dyslexia Center of SW Indiana types of memory, how to assess memory and how to intervene when there are English is a dynamic language, and numerous historical forces shaped the learners with poor fine motor skills and expressive writing delays. Using music, WM constraints. We will explore the Baddeley model of WM and participants will development of written English. An understanding of the historical perspective that After 70 years, IDA beginnings continue to be observed. This session will provide movement, and multisensory activities, the workshop introduces engaging teaching learn about recent research on WM with different age groups and presenting influenced written English, along with a grasp of the structure of the English spelling historical description of IDA’s pioneers and the history of the organization. Samuel strategies to facilitate printing mastery. The evidence-based strategies address the conditions, and programs available to improve WM. system, provides teachers and their students with a logical basis for the study of Torrey Orton, the physician, and Anna Gillingham, the psychologist, met in 1929. This common issues of pencil grip, letter formation, reversals, letter sizing, word spacing, English words. Students who recognize letter-sound correspondences, syllable presentation portrays their early lives and work together as well as the lasting legacy STRAND: Attention and Executive Control, ADHD, Other Related THURSDAYTHURSDAY and sentence skills and can be implemented immediately into the classroom. patterns, and morpheme patterns in words of Anglo-Saxon, Latin, and Greek origin they bestowed on teachers and their students with dyslexia. Pioneers in the field of Learning Differences gain strategies necessary for reading and spelling. Numerous strategies and activities STRAND: Written Expression dyslexia and in the first Orton Society, later the Orton Dyslexia Society and now the AUDIENCE: Intermediate Audiences will be presented. AUDIENCE: Beginner and Intermediate Audiences International Dyslexia Association will be featured. STRAND: Morphology, Phonemic/Phonological Awareness, STRAND: History and Definition Alphabetic Principle/Phonics Revising and Rethinking Comprehension AUDIENCE: All Audience Levels T25 AUDIENCE: All Audience Levels INTL Intervention for Low Progress Readers Margo Southall, M.Ed., Literacy Coach/Consultant Now That’s T28 Complex! Gain a teacher toolkit of comprehension intervention lessons with interactive, multimodal tools designed to address common sources of reading difficulties. Barbara Wilson, M.Ed., Author and Co-Founder of Wilson Language Training 3:15 p.m. – 4:15 p.m. 60 minutes Engage your students and scaffold access to strategies with picture-cued strategy The requirement of the Common Core State Standards that all students must be able bookmarks/charts that provide a step-by- step approach and the strategic language to comprehend texts of steadily increasing complexity is not a simple expectation for Multisensory Furthermore, we found a connection of FOXP2, the so called ‘speech gene’, for “turn and talk time”. Discover how to construct a profile of students as both readers and learners. Use this information to increase the rate of progress by targeting teachers to achieve with students. It’s even yet more challenging for teachers with T31 Math Magic and dyslexia. students who have dyslexia. This session will offer considerations and instructional their needs more intensively and maintaining motivation with feedback visuals based The presentation will be concluded by an outlook on a new research project in recommendations for developing a student’s success and deeper understanding with Beth Franks, Lower School Math Chair, Jemicy School on current reading goals Germany combining genetics and EEG to develop an early screening for dyslexia. progressively complex text. Put simply...it isn’t easy! STRAND: Comprehension Multisensory experiences and games can be used throughout the math curriculum. STRAND: Comprehension Practice and reinforcement is essential for mastery of skills in the math content area. STRAND: Identification and Assessment AUDIENCE: Intermediate Audiences AUDIENCE: All Audience Levels AUDIENCE: All Audience Levels Optimal learning can occur when a child’s mind is fully engaged in an activity or game. Fun games and activities to promote mastery will be demonstrated and played Multisensory Structured Language by participants during this workshop. The use of multisensory materials and games Documentation of Psychiatric Disorders T26 (MSL) 101 for School Administrators can increase the likelihood that information presented in math will be remembered T33 and applied. on High Stakes Tests in Order to Support Shary Maskel, Ed.D., Executive Director, The Hill Center STRAND: Mathematics/Dyscalculia Accommodations School leaders are eager to learn which interventions have been found to be AUDIENCE: Beginner and Intermediate Audiences Loring Brinckerhoff, Director Office of Disability Policy, Educational effective in improving academic performance. As principals are charged with Testing Service (ETS) ensuring adherence to RTI guidelines, they are expected to make informed decisions on appropriate curriculum selection for struggling learners. In order to choose an Genetics of Dyslexia - Introduction, Results, Manjushri Banerjee, Ph.D. Vice President and Director of Research T32 and Training Landmark College MSL Program as a possible RTI intervention, administrators will learn about MSL’s INTL and a New Research Project theoretical framework, the role of assessment in program planning, and the basic This session will introduce the audience to the second edition of ETS’ ‘Policy Statement strategies involved in program implementation. Arndt Wilcke, M.Sc. and M.A., Head of Cognitive Genetics, Fraunhofer Institute for Cell Therapy and Immunology of the Documentation of Psychiatric Disorders in Adolescents and Adults’. This revised STRAND: At-Risk Students policy statement addresses recent changes in the ADA AA. Copies of the 2012 edition AUDIENCE: Intermediate Audiences Genetic influence on dyslexia is estimated at 60-70%. This presentation will give an will be distributed and discussed by the presenters. introduction to genetics for non-geneticists, followed by the results of our research. STRAND: Federal, State and Local Legislation We studied the well-known dyslexia genes KIAA0319 and DCDC2, showing that AUDIENCE: For Advanced Audiences certain variants of DCDC2 had an influence on dyslexia in German schoolchildren. 34 Register online www.interdys.org Register online www.interdys.org 35
    • 3:15 p.m. – 4:15 p.m. 60 minutes continued 4:30 p.m. – 5:30 p.m. 60 minutes Strategies for Reversing Students’ A Phonics-Based Approach to Teaching Issues in Phonology: What You Need Harmless Musings of a Lunch-pail T34 T36 T38 T41 Reluctance to Write, Including Handwriting, High Frequency Words to Know Before You Pick Up Those Cards Headmaster Spelling and Organization Linda Farrell, Founding Partner, Readsters Marcia P. Mann, CCC, Founding Fellow, AOGPE, Consultant, Teacher Trainer, Lou Salza, M.Ed., Headmaster, Lawrence School Regina G. Richards, BCET, Educational Therapist, Richards Educational Therapy Private Practice High Frequency (HF) words are usually taught separately from phonics and introduced This presentation is about classroom protocols and materials that can be used Center, Inc. by order of frequency or grouped by subject (colors, numbers, etc.) This approach This session will present information about the phonetic and physiologic structure to make general education, middle and high school classrooms user friendly for Participants will explore some of the various reasons students develop a reluctance may work for some students, but struggling readers often have difficulty reading and of the language: vowels and consonants, voiced and voiceless cognates, phonetic students with dyslexia and ADHD using materials and tools one can find in any to express themselves in writing, including the fact that dyslexia is not just a reading spelling HF words. Learn to organize and teach words in any HF list (Dolch, Fry, etc.) environments and their effect on spelling, reading speech and comprehension. classroom. No expensive consultants necessary—no new materials! The principles disorder and the issue of dysgraphia. A variety of strategies and techniques for using a phonics-based instructional sequence, including how to teach the 50 or so HF and tools of pedagogy presented can be found in the experienced teacher’s toolbox STRAND: Morphology, Phonemic/Phonological Awareness, reversing this reluctance will be described and explored, especially those dealing with irregularly spelled words. Teachers who use this approach say that all students, not and are effective with all learners. Alphabetic Principle/PhonicsTHURSDAY handwriting, spelling, and organization of information (generating ideas, planning, just struggling readers, learn HF words faster and with much less frustration. AUDIENCE: All Audience Levels STRAND: Attention and Executive Control, ADHD, Other and translating the ideas and plans into written format). Participants will obtain a STRAND: Morphology, Phonemic/Phonological Awareness, Related Learning Differences number of proven suggestions they may immediately implement. Alphabetic Principle/Phonics AUDIENCE: All Audience Levels STRAND: Written Expression AUDIENCE: All Audience Levels T39 MSL/OG Interventions for Young Children AUDIENCE: All Audience Levels INTL in Public School Classrooms A Transformative Design: Investigating Motivating Your Resistant Readers Ronald Yoshimoto, M.Ed., M.S.W., Fellow, AOGPE, Director MSL Centre T42 How Word Identification Increases Content-Related Shared Book Reading T37 with Imagery, Mnemonics, Music, Humor, in Singapore and Director, OG Centre Hong Kong, RT for Hawaii State T35 Department of Education Reading Fluency of Urban African and Preschool Dual-Language Learners’ and Movement Using the Lively Letters†* American Adolescents with Dyslexia. Acquisition of English Vocabulary and This workshop will briefly describe the essential elements of the MSL/OG Approach Nancy Telian, M.S., CCC-SLP , Founding Co-director , Reading with TLC in addressing literacy issues of younger children and will emphasize the importance Shawn Robinson M.ED, Doctoral Candidate, Cardinal Stritch University Conceptual Knowledge of this type of program for ALL young children. The presenter will discuss what is Many students have access to methods addressing phonological, orthographic, A review of experimental studies that will connect the theoretical perspective of the Sharolyn D. Pollard-Durodola, Ed.D., Associate Professor of Educational and naming weaknesses, but some are resistant to traditional instruction. This happening in the public school in Hawaii and the efforts in Singapore. This four-part processor of reading using explicit instruction combined with culturally Psychology, Bilingual Education Program, Texas A&M University presentation offers powerful, research-based techniques to reach resistant readers. presentation will also include demonstration of procedures and strategies for specific pedagogy. The four-part processor is used to understand word recognition Among other methods, this session introduces Lively Letters, developed by a speech teaching preschool/kindergarten children reading in small groups and whole Jorge E. Gonzalez, Ph.D., Associate Professor of Educational Psychology, and consists of the following: phonology, orthography, meaning and context. This pathologist and recognized for quickly closing gaps for 21 years. The strategies classrooms. Materials will be available for the participants: a CD of worksheets, Texas A&M University four-part processor of reading is vital for understanding the connection between word integrate with other programs and provide intersensory instruction, using music, card decks, wall cards, rhyming cards, etc. knowledge and reading among African American (AA) male students with dyslexia, Laura M. Saenz, Ph.D., Associate Dean of Undergraduate Studies, imagery, letter characters, mnemonics, comical stories, and mouth cues. Attendees STRAND: Critical Reading Skills but it lacks culturally specific pedagogy. The University of Texas Pan American will walk away with fun and effective strategies! AUDIENCE: Beginner and Intermediate Audiences STRAND: Morphology, Phonemic/Phonological Awareness, This presentation will report findings from the first year of a shared book reading STRAND: Morphology, Phonemic/Phonological Awareness, Alphabetic Principle/Phonics vocabulary intervention implemented with Spanish-speaking preschool children at Alphabetic Principle/Phonics AUDIENCE: Beginner and Intermediate Audiences risk for future reading comprehension difficulties. Project Words of Oral Reading and AUDIENCE: All Audience Levels Multisensory Comprehension T40 Instruction†* Language Development (WORLD) is designed to accelerate content-related (science and social studies) vocabulary and concepts. This presentation summarizes the Gaye Heath, M.Ed., Client Manager, Consulting, 95 Percent Group Inc. Teaching Multiplication and Division Facts effects of the WORLD intervention on the development of vocabulary and conceptual T43 to the Whole-to-Part, Visual Learner†* knowledge in dual-language learners who entered school with varying levels of oral The presenter will model techniques to explicitly teach students to increase English proficiency. awareness of their own comprehension processes. Think-alouds show students Christopher L. Woodin, Ed. M., Math Department Chairman, Landmark School how good comprehenders tackle ideas while reading. During a “We Do” students STRAND: English Language Learner Students need multiplication facts to multiply and divide multi-digit numbers and use gestures to signal which comprehension process they are using to make sense AUDIENCE: All Audience Levels perform fraction operations. These facts need to be available in both multiplication of the text. In the “You Do” students place translucent tokens on text to later and division format, and organized through a relational context so they may discuss thoughts with peers after silent reading. Participants will receive graphic be ordered and compared. Learn to provide students with a way to store, access, organizers for students to record and evaluate their use of comprehension process. and express facts through multimodal activities that utilize visual and kinesthetic The instruction discussed is useful for tutoring or small group implementation of processing. The techniques presented support various learning styles and culminate Response-to-Intervention. in the ability to learn, compare, and express math facts in an accurate and STRAND: Comprehension fluent manner. AUDIENCE: All Audience Levels STRAND: Mathematics/Dyscalculia AUDIENCE: All Audience Levels 36 Register online www.interdys.org Register online www.interdys.org
    • 4:30 p.m. – 5:30 p.m. 60 minutes continued T44 International Networking “Don’t Dys Our Kids” Dyslexia and the T45 INTL Session Quest for Grade Level Reading Susan C. Lowell, M.A., BCET, Vice President, The International Dyslexia Stewart Hudson, President, Emily Hall Tremaine Foundation Association; Chair, Global Partners Program; adjunct faculty, Simmons College; The Tremaine Foundation, and the Campaign for Grade Level Reading published the Director, Educational Therapy Associates paper Don’t “Dys” our Kids. The core conclusion--it is impossible to close the achieve- IDA Global Partners ment gap and reach grade level reading for all students without providing a “universal design for learning” for those with dyslexia and other specific learning disabilities. All INTERNATIONAL ATTENDEES are invited to attend an open networking session with members of the IDA Global Partners Program and other conference The session will consist of three discussion points: the connection between dyslexia participants from around the world. Bring information or business cards to share. and grade level reading; how state literacy initiatives can move things forward; andTHURSDAY This is an ideal opportunity to hear about international programs and projects and an interactive dialogue about fashioning common cause between reading and dyslexia to discuss current issues. through UDL. STRAND: Identification and Assessment STRAND: Federal, State and Local Legislation AUDIENCE: All Audience Levels AUDIENCE: All Audience Levels Advertisement 38 Register online www.interdys.org Register online www.interdys.org 39
    • Advertisement The International INAUGURAL IDA CONFERENCE for parents Association New this year, IDA is pleased to announce the first-ever Parents Conference. This Conference, which will cater to parents and families of children with dyslexia, will be held in conjunction with the Reading, Literacy & Learn- ing Conference on October 26 and 27. This NEW conference will offer parents the opportunity to network, attend sessions that will educate them on the latest information about helping their children, and afford them access to the best products, materials and programs available. Conference at a Glance Friday, October 26 Saturday, October 27 12:00 – 6:00 p.m. Exhibit Hall Open 8:30 – 10:00 a.m. General Session and Keynote 12:30 – 2:30 p.m. Multimedia Presentations 9:00 a.m. – 12:00 p.m. Exhibit Hall Open 2:00 – 3:00 p.m. Keynote Address 10:00 – 11:00 a.m. Parent Brunch in Exhibit Hall 3:15 – 5:30 p.m. Concurrent Sessions 11:00 a.m. – 12:00 p.m. Concurrent Breakout Sessions 5:45 – 6:45 p.m. Round Table Discussions 12:00 – 1:00 p.m. Lunch Break 7:00 – 9:00 p.m. President’s Celebration 1:00 – 4:30 p.m. Concurrent Sessions 5:30 – 6:30 p.m. Closing Reception Registration Rates and Deadlines Regular Onsite Early Bird October October By October 1 2 — 17 26 — 27 Individual $100 $125 $150 2-Parent Household $175 $225 $275 (two attendees) Want to come to both conferences? Attend both conferences for an additional fee. Go to www.interdys.org for more information and to register! Promoting literacy through research, education, and advocacy.™40 Register online www.interdys.org
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    • Advertisement FRIDAY HIGHLIGHTS 2012 8:30 – 10:00 a.m. Presentation of the Margaret Byrd Rawson Lifetime Achievement Award to G. Emerson and Georgette Dickman Norman Geschwind Memorial Lecture: Donald Shankweiler, Ph.D. 10:00 a.m. – 6:00 p.m. Visit the Exhibits 10:30 a.m. – 5:30 p.m. Sessions 12:30 – 2:30 p.m. Multimedia Presentations 2:00 – 3:00 p.m. Afternoon Keynote Address by Daniel Pink 7:00 p.m. – 9:00 p.m. President’s Celebration FRIDAY Advertisement Register online www.interdys.org 41
    • 8:30 a.m. – 10:00 a.m. 90 minutes FRIDAY PLENARY SESSION WELCOME Eric Q. Tridas, M.D. President’s IDA President Deardra Rosenberg, Ed.D. Conference Co-Chair, Past President of NJ Branch of IDA Presentation of the Margaret Byrd Rawson e l e b r a t i on Lifetime Achievement Award to: Georgette C. Dickman and G. Emerson DickmanC G. Emerson Dickman, Esq., Attorney, Law Offices of G. Emerson Dickman, III and Past President of IDA Georgette C. Dickman, M.A., LDT/C, Director, Children’s Dyslexia Centers of New Jersey Tenafly Location Presentation of the 18th Annual William Ellis Teacher Preparation Award by the National Center for Learning Disabilities All conference attendees, exhibitors, sponsors, donors and volunteers are invited Norman Geschwind Memorial Lecture FRIDAY Don bouffant hairdos, Three Challenges in Becoming Literate Holiday Ballroom cat-eye glasses, feather boas, “hon” attire, Donald Shankweiler, Ph.D. In the Baltimore Hilton Professor Emeritus of Psychology at the University of Connecticut and Research Scientist at Haskins Laboratories and more. There are three challenges a learner faces in becoming literate: 1) understanding how writing relates to speech, 2) gaining skill in using the tools it provides to Socialize, eat, drink, $35 per person and play! build a print vocabulary, and 3) moving beyond the word to comprehend texts and discover how to use the print medium to expand one’s knowledge and experience. I will show with examples from research how learners cope with these challenges and how we can properly understand dyslexia and other individual differences. registration or on-site, pending availability. Heavy Hors d’ Ouevres Cash Bar Donald Shankweiler’s research on reading, language, and speech is published in more than A portion of this evening’s proceeds will directly 100 journal articles, book chapters and two co-edited books on reading (one with Isabelle Liberman and the other with Susan Brady). A recent book containing contributions by Shankweiler’s colleagues and former students and dedicated to him is edited by S. A. Brady, D. Braze and C. A. Fowler, Explaining Individual Differences in Reading: Theory and Evidence (Psychology Press, 2011). Shankweiler continues to pursue a lifelong interest in developmental problems of spoken language and reading and their neural bases. He is a charter member of the group at Haskins Laboratories who are exploiting cognitive neuroimaging to study how the language brain is changed by experience with written language. He is a fellow of the American Psychological Association and the American Psychological Society. He is a recipient of the Distinguished Scientific Contribution Award of the Society for the Scientific Study of Reading (shared with Isabelle and Alvin Liberman). Dress is party casual; thematic attire is encouraged42 Register online www.interdys.org Register online www.interdys.org 43
    • 10:30 a.m. – 12:45 p.m. 135 minutes 10:30 a.m. – 11:30 a.m. 60 minutes continued Executive Functions: What Are They, Why Essential Components of Scientifically-Based Kinesthetic Vocabulary and Concept-Building Using the Assessment of Reading F1 F2 F6 F9 Are They Important, and How Can I Help? Effective Teacher Preparation Programs with Elementary and Middle School Science Instructional Knowledge-Adults in Cheryl Chase, Ph.D., Clinical Psychologist, Private Practice Bonnie Meyer, Executive Director, Slingerland Institute for Literacy; Certified Instruc- Students Professional Development†* tor of Teachers; Reading Specialist Emily Stanley, Ph.D., Lower and Middle School Science Department Chair, R. Steve McCallum, Ph.D., Professor and Head, Educational Psychology Executive functions are a set of cognitive skills that, when working properly, allow students to behave in deliberate, organized ways. When development of these Angela M. Wilkins, Director, School-Based M.Ed. Program, The Carroll School Jemicy School and Counseling, University of Tennessee skills is delayed, academic performance suffers, but for reasons not fully understood. Meridith Sandherr, MAT, Middle School Science teacher, Jemicy School Sherry Mee Bell, Professor, University of Tennessee Bev Wolf, M.S., Certified Director, Slingerland® Institute for Literacy When serving students who have special educational needs, it is imperative that we consider if the student is displaying age-appropriate executive skills; additional Barbara Wilson,President, Wilson Language Training Corp. Students with language-based learning differences often struggle to acquire science The Assessment of Reading Instructional Knowledge-Adults was recently developed to assessment and intervention may be needed. This talk will define what executive vocabulary. This presentation offers two approaches to kinesthetic vocabulary and assess educators’ knowledge of reading instruction to adults in five areas: alphabetics, The history, scientific basis, shared principles and successful instructional strategies concept development used at the Jemicy School. Lower school students play “Simon fluency, vocabulary, comprehension and assessment. Based on the work of Kruidenier functions are, how they are assessed, how delays impact learning and performance, of Orton-Gillingham-based multisensory structured language approaches for students Says” using body movements in association with targeted vocabulary, while middle and the Adult Literacy Research Working Group, the ARIK-A has two alternate forms and how we can help. with dylsexia will be presented with the emphasis on the essential components of school earth science classes reinforce science vocabulary and concepts through drama and yields norm-based and mastery scores. This presentation will describe how the STRAND: Attention and Executive Control, ADHD, Other Related effective teacher training. presentations. Both approaches offer engaging, multisensory means of improving ARIKA can be used in professional development contexts for instructors of older Learning Differences recall and comprehension. adolescents and adults with weak literacy skills. STRAND: History and Definition AUDIENCE: For Beginner and Intermediate Audiences AUDIENCE: All Audience Levels STRAND: Vocabulary STRAND: Identification and Assessment AUDIENCE: All Audience Levels AUDIENCE: All Audience Levels Improving Reading Comprehension F7 for Children on the Autism Spectrum†* Angelica Benson, Associate Director of Professional Development, Lindamood-Bell Learning Processes 10:30 a.m. – 11:30 a.m. 60 minutesFRIDAY In contrast to extensive literature on reading instruction among typical poor Advertisement readers, relatively little is known about remediating reading deficits in children Reading FAST or Reading WELL? Isabel Beck et al. will be highlighted as well as strategies to facilitate the with autism spectrum disorders (ASD). Yet children with ASD make up an F3 Putting Fluency in Perspective†* learning of Tier 3 content-related words. Instructional methods that entail increasing proportion of the nation’s classrooms, and many have especially active engagement by students, multiple target word exposures, and the weak written and oral comprehension skills. Results from a clinically referred Jan Hasbrouck, Ph.D., Educational Consultant/Researcher, use of technology will be incorporated. sample demonstrate that instruction stimulating the connections between Gibson Hasbrouck and Associates language and sensory-cognitive functions benefits children with ASD. STRAND: Vocabulary This session, presented by one of the leading researchers in reading fluency, AUDIENCE: Beginner and Intermediate Audiences STRAND: At-Risk Students will provide a functional definition of reading fluency and detail procedures to AUDIENCE: Intermediate Audiences identify students who need fluency instruction to improve their reading fluency. The role of CBM ORF assessments will be discussed. Content is drawn from a new Writing Keys training manual by Dr. Jan Hasbrouck and Dr. Deborah Glaser entitled Reading F5 to Learning†* Reading Interactively: Building Language F8 Fluency: Understanding and Teaching this Complex Skill. Joan Sedita, M.Ed., Founding Partner, Keys to Literacy and Thinking Skills in At-Risk Children STRAND: Critical Reading Skills Preschool through Primary Grades AUDIENCE: All Audience Levels An overlooked tool for improving reading and learning from text is writing. A recent research report, Writing to Read, concluded that having students write about texts Michele Berg, Ph.D., Director, Center for Learning Disorders, they read, teaching students writing skills and processes, and increasing how much Family Service and Guidance Center Teaching Vocabulary: Research-Based students write improves their reading skills and content learning. This session will Lynn Kuhn, M.A. CCC-SLP, Language-Literacy Links Consultant, F4 review a model for teaching writing across the curriculum for grades 4–12. The Strategies to Teach Tier 2 and Tier 3 Words†* Early Childhood-Secondary Education following instructional components will be reviewed: language structures, writing Betsy MacDermott-Duffy, Director of Language Arts, process, and strategies for writing about text. Dialogic reading is a proven interactive reading intervention and key strategy for The Windward School building children’s language and literacy skills. We will demonstrate how to STRAND: Written Expression systematically promote higher order thinking skills during dialogic reading activities. Studies reviewed by the National Reading Panel examined the use of direct AUDIENCE: All Audience Levels The framework of these combined interventions will contribute to more frequent and instruction to teach vocabulary. The panel found that both comprehension and rich verbal interactions among adults and children and the development of children’s vocabulary improved as a result of explicitly teaching vocabulary and strategies oral language, expressive and receptive vocabulary, and comprehension skills. These to learn new words. A prominent approach to teaching Tier 2 words developed by skills are highly associated with improved school readiness and later grade level reading proficiency. STRAND: At-Risk Students AUDIENCE: Beginner and Intermediate Audiences 44 Register online www.interdys.org Register online www.interdys.org 45
    • 10:30 a.m. – 11:30 a.m. 60 minutes continued 11:45 a.m. – 12:45 p.m. 60 minutes continued F10 A Successful RTI Model for the Prevention What’s So Difficult about Improving Teaching Morphological F15 F17 INTL of Reading Problems in L1 and ELL Students† Teacher Preparation in Reading? Awareness Linda Siegel, Ph.D., Professor, University of British Columbia Louise Spear-Swerling, Ph.D., Professor, Department of Special Karen K. Leopold, F/AOGPE, Director Kildonan Teacher Training Institute, Education and Reading, Southern Connecticut State University The Kildonan School This study was designed to test a system for identifying children at risk for reading difficulties and to provide an early intervention program. The participants were Many studies indicate that educators are often poorly prepared to teach at-risk Knowledge of morphology helps students spell, decode, and comprehend new words. 169 ELL and 623 English L1 students. They were given a screening test in children to read. However, the pace of change in teacher education has been slow Information on when and how to teach the various levels of morphology will be kindergarten; 25% of the children English L1 and 54% of the ELL group were at and sporadic at best. Why has implementation of research-based knowledge about presented. Participants will receive materials and strategies to use with their students. risk for reading difficulties. In grade 7, 1.9 % of the English L1 and 2.3 % of the reading in teacher preparation proven so difficult to achieve? And what can we do STRAND: Morphology, Phonemic/Phonological Awareness, ELL group had dyslexia. It is possible to identify children at risk for reading problems to improve the preparation of future educators? The presentation explores answers Alphabetic Principle/Phonics early and to provide a classroom-based intervention to prevent serious reading to these questions, using the presenter’s own research as well as that of other AUDIENCE: All Audience Levels problems from developing. investigators. STRAND: English Language Learner STRAND: At-Risk Students Project Early ID Plus: Lift-Off AUDIENCE: All Audience Levels AUDIENCE: Intermediate and Advanced Audiences F18 for Early Literacy!†* Susan Lloyd Lattimore, Ed.M., M.S. 11:45 a.m. – 12:45 p.m. 60 minutes Written Expression and F16 the Struggling Writer† Charlene Iannone-Campbell, M.A., C.A.S.E., NBCT FLUENCY: Related to Prosody-MUCH Learning to Read Before Reading Georgette Dickman, M.A., Director: Children’s Dyslexia Center, Tenafly, NJ; This session describes a successful RTI model, Project Early ID, that was implemented F11 More Than Speed† F13 to Learn: How Foundational Reading Adjunct, Fairleigh Dickinson University in several Baltimore public schools. Participants will see how the field-tested lessons from this 5-year pilot can be delivered by teachers, paraeducators, volunteers, Nancy Cushen White, Ed.D., Clinical Professor-Division of Adolescent Skills Impact Comprehension Judy Shapiro, M.A., Director, Children’s Dyslexia Center, Scotch Plains, NJ; and parents at home, to solidify the bedrock phonological skills that prepare children Medicine- Department of Pediatrics and Department of Child and Adolescent Adjunct, Fairleigh Dickinson University for proficient reading. The presenters, reading specialists from the project, will Geoff Horsfall, Early Literacy Product Manager, Voyager Learning Psychiatry-University of CA-San Francisco; Program Consultant-Department This session will review the research and characteristics of the struggling writer and demonstrate activities that address the smallest steps of skill acquisition — critical FRIDAYFRIDAY of Special Education [Retired], San Francisco Unified School District; Teacher The basic, foundational literacy skills of K-2 reading instruction are essential to for pinpointing reading difficulties and providing explicit, targeted instruction. present techniques for teaching written expression that merge the writing process with Training Course Director, Slingerland Institute success in third grade and beyond, when the emphasis on comprehension increases strategy instruction. The benefits of quick-writes and the direct teaching of the craft of STRAND: At-Risk Students and the separation between students who can read and those who cannot becomes While many definitions of fluency highlight the importance of accuracy, writing as well a brainstorming, rervising, editing, and conferencing will be addressed. AUDIENCE: All Audience Levels more and more dramatic. In this presentation, we will examine the relationship automaticity, and prosody in relation to the comprehension of text, which elements between a child’s ability to “break the code” of literacy and their ability to STRAND: Written Expression are emphasized and the roles they are assigned in the development of skilled reading comprehend increasingly complex text. Participants will also be given strategies AUDIENCE: Beginner and Intermediate Audiences vary widely. There is growing consensus that accuracy, automaticity, and prosody for teaching foundational reading skills in an effective, efficient manner. all make a contribution to the construct of fluency and the combination of all three influence comprehension. Fluency is demonstrated during oral reading through ease STRAND: Critical Reading Skills of word recognition, appropriate pacing, chunking of words into meaningful phrases, AUDIENCE: Beginner Audiences and intonation. STRAND: Comprehension Multi-ple Intelligences, Multi-Sensory, 12:00 p.m. – 1:00 p.m. 60 minutes AUDIENCE: Beginner Audiences F14 Multi-plication Documentary Screening of The Big Picture: Rethinking Dyslexia Barry James, M.Ed., Educational Leadership, Lower School Math Teacher, A dyslexic high school student pursues admission to a leading college — a challenge for a boy who didn’t learn to Paragraphology - The Study of Writing The Jemicy School, MD Branch of IDA Board Members F12 read until fourth grade. Additional accounts of the dyslexic experience from children, experts, and iconic leaders at the Through Color-Coding Ann Thompson Smith, Lower and Middle School Math Teacher, Jemicy School top of their fields, help us to understand that dyslexia, a persistent problem with learning to read, can be as great a Bridget Naylor, Lead Teacher for Literature and Composition, The Jemicy School gift as it sometimes is an obstacle. Integrating multiple intelligences (MI) is a vital part of differentiating instruction; David LaSalle, Literature and Composition Teacher, The Jemicy School this workshop will show how to use MI when teaching math and the multiplication In the film, Drs. Sally & Bennett Shaywitz, recipients of this year’s Samuel Torrey Orton Award, illuminate the tables. Research shows that repeating a concept allows for retention and automaticity. scientific origins of dyslexia. Dr. Bennett Shaywitz has created a revolutionary imaging test that pinpoints, for the This presentation will “highlight” writing through the use of colors. The presenters Multisensory approaches based around the multiple intelligences will allow a teacher first time, a specific difference (or marker) in the brains of dyslexics. Dr. Sally Shaywitz explains that this unique will demonstrate how to systematically teach writing through color-coding. You will to broaden teaching styles while still allowing for mastery of a topic. marker, while often associated with problems with reading, is also associated with a superior ability to think out journey through the stages of writing from the basic paragraph to the five-paragraph of the box, create original ideas, and see the big picture. essay. Attendees will play games, learn songs, and create their own make-n-take STRAND: Mathematics/Dyscalculia guide to writing. Teaching writing has never been so easy! AUDIENCE: Beginner Audiences See the documentary before it airs on HBO! STRAND: Written Expression AUDIENCE: All Audience Levels 46 Register online www.interdys.org Register online www.interdys.org
    • MULTIMEDIA PRESENTATIONS 12:30 p.m. – 2:30 p.m. 120 minutes continued 12:30 p.m. – 2:30 p.m. 120 minutes Cool Your Jets: Remediating Difficulties FMP7 FMP10 A Reading Motivation Intervention with INTL with Figurative Language of Dyslexic Different Outcomes Dependent on Group Succeeding Executive Functioning: Hands-On Native and Non-Native Speakers Using Reading Disabilities, ADHD, or Typical FMP1 with Dyslexia FMP4 Strategies to Improve Writing and MSL Principles Comparisons William McNamara, President and CEO United Lender Services Study Skills Elke Schneider, Ph.D., Associate Professor, Winthrop University Sydney Zentall, Ph.D., Professor of Educational Studies, Purdue University This presentation will be focused on the struggles from someone that has this Michael Gladstein, Ed.S., School Psychologist Andrea Kulmhofer, Ph.D. candidate, University of Graz, Austria Jiyeon Lee, Ph.D., Assistant Professor, Language, Literacy, disability, still fights it everyday, has been successful in spite of it. The presenter will This interactive presentation will explain the impact of executive functioning and Special Education Department discuss the details of his early life, the hurt and questioning of his own intellegence Based on educational research, participants gain insight into common figurative on student writing achievement. Attendees will walk away with hands-on language features such as idioms, metaphors, simile, and phrasal expressions that This study examined the responses of students at risk for RD and ADHD to a and worth. The wonderful professionals that helped him as a child. How he hid this executive functioning-based writing tools that can be implemented in an RTI from everyone, including his wife until 2 years ago. The presenter would like to give cause comprehension difficulties for individuals with dyslexia who are both native motivational intervention that involved priming competence relative to both setting. Participants will understand the executive functioning skills regarding and non-native speakers of English. A variety of MSL-based teaching strategies with internal standards (perform better than previously) and external standards the parents and children in attendance hope that you can be productive and successful self-questioning and self-regulation that are required to be an effective writer. in spit of all the barriers you face as an individual with dyslexia. examples from English, Spanish, French, German and Swedish are shared. Special (perform better than another student). Findings: The combined intervention Educators and parents will help write an essay based on executive functioning focus is given to oral and written expressions used in educational settings. significantly improved the reading comprehension and fluency for students STRAND: Families and Informed Parenting research while learning hands-on writing strategies to immediately implement with RD with and without ADHD, which document a first-tier empirically-based AUDIENCE: Advanced Audiences with their students and children. STRAND: Comprehension motivational intervention for second to fifth grade students with RD. The practical AUDIENCE: All Audience Levels STRAND: Written Expression and research implications of these findings will be discussed. AUDIENCE: Intermediate Audiences College Planning for Students STRAND: Accommodations and School Support Services FMP2 Dyslexia In Daily Living; What Dyslexia AUDIENCE: Intermediate Audiences with Dyslexia FMP8 The College Process and the LD Student: Is, How It Can Affect a Student, and What Sue Cook Christakos, J.D., Independent Educational Consultant for Students with FMP5 a Parent and Teacher Can Do to Help the Learning DIfferences Effective Steps to Helping Students and AD/HD and Families Find A Successful Match Dyslexic Student FMP11 Family Dynamics The college application process has become a complicated maze for today’s students. Clay Kaufman, Head of School, The Siena School Annette Talley-Bailey, CALT, Director of the Scottish Rite Language Disorder Center For a student with dyslexia, the maze is even more complicated. Families often Maren Angelotti, M.A.T. (CALT) Licensed Dyslexia Therapist FRIDAYFRIDAY wonder, “Is there a college for my child?” This presentation will answer that question Many children are limited in their personal and educational goals because there are and ADD Specialist, Of Different Minds Bright, college-bound students with learning disabilities need the same kind of with a resounding “Yes” Sue Cook Christakos will provide advice to families on the not enough qualified dyslexia therapists in the country. This presentation will provide support in the college process as they do in school. Students must carefully choose The dynamics of AD/HD families are very different from that of the traditional family college application process and address the issues of transition from high school to parents and teachers a simple assessment to determine if a full scale diagnosis is high school courses, prepare for standardized tests and develop independence and interactions. It takes some clear strategies and effective daily tools to help parents college, testing, and the choices available for a college or program. needed, how to find a trained dyslexia therapist, and how to help the dyslexic student strong self-advocacy skills. Equally important, students must analyze what they are with children struggling with AD/HD. The presenter will set these clear goals out for looking for in a college, visit colleges effectively, judge the adequacy of a college to of all ages in home and academic success. Some common misconceptions regarding STRAND: Families and Informed Parenting the AD/HD parents so that they will be empowered in dealing with their learning meet student interests and support needs and organize the search and application “signs” and treatments will be discussed. AUDIENCE: Beginner Audiences different child. process. This presentation will address the features of a good college search process. STRAND: Families and Informed Parenting STRAND: Attention and Executive Control, ADHD, Other Related STRAND: Accommodations and School Support Services AUDIENCE: Beginner and Intermediate Audiences Fun “Fonics” from “Dr. Feuss”: Learning Differences FMP3 Unlocking the Mysteries of English AUDIENCE: All Audience Levels AUDIENCE: All Audience Levels Spelling and Orthography Multisensory Reading Instruction: FMP9 Orton-Gillingham with Pizzazz Anthony J. Fasano, Ph.D., Reading Specialist, Committee on Special Education, Dyslexia from From Struggling Reader to Motivated FMP6 the Inside Out Ann Whitten, M.Ed., Owner/Reading Specialist, Aiken Learning Lab FMP12 Reader: Multisensory Phonics Strategies North Rockland Central School District Fun “Fonics” presents an overview of the development of English, as manifested in Avery L. Poirier, 8th Grade Student, Arts and Communications Magnet Academy, Adrienne Goldstein, M.A.Ed., Orton-Gillingham Tutor, Self-Employed that Work at Home†* eight major historical periods. Throughout, the presentation provides interesting and Brandy K. Poirier, M.A., LPC Participants will be shown how to liven up Orton-Gillingham based instruction Gloria D. Julius, Ed.D., Chief Learning Officer, Calvert Education useful examples of orthography, vocabulary, and phonology. for children of all ages! The presenters will introduce active, multisensory ideas Services, LLC/Verticy Learning Parent and Technical Support STRAND: Vocabulary for improving phonemic awareness, teaching letter/sound linkages, phonics Angela Vann, M.Ed., Managing Specialist, Verticy Learning AUDIENCE: Intermediate and Advanced Audiences “Dyslexia From the Inside Out,” by 13-year-old Avery Poirier, offers an insider’s concepts and spelling rules. Creative and fun ways to enhance spelling dictations perspective on the basic neuroscience of dyslexia; its prevalence, signs and and fluency practice at the word level will be shared. Ideas use inexpensive, “I hate to read!” “Reading’s hard!” “Do I have to go to school?” Does this sound symptoms; an overview of the psychosocial impact of dyslexia on the kids who have everyday materials to create engaging and memorable learning opportunities. familiar? Now you can help your frustrated child become a better reader. Learn how it; examples of prominent individuals with learning differences; and suggestions for Participants will be encouraged to adapt ideas for their particular needs and will the most effective multisensory phonics strategies have been structured and organized accommodations in the classroom, home, and, most importantly, in our minds. The receive a detailed handout. by expert educators so that they can be carried out at home to help transform your program includes exercises to allow those with non-dyslexic brains to feel the extra child from a struggling, reluctant reader to a motivated, thriving reader. effort dyslexic brains make to effectively process spoken and written language. STRAND: Morphology, Phonemic/Phonological Awareness, Alphabetic Principle/Phonics STRAND: Morphology, Phonemic/Phonological Awareness, STRAND: Families and Informed Parenting AUDIENCE: Beginner Audiences Alphabetic Principle/Phonics AUDIENCE: Beginner Audiences AUDIENCE: All Audience Levels 48 Register online www.interdys.org Register online www.interdys.org 49
    • 12:30 p.m. – 2:30 p.m. 120 minutes continued SPECIAL PRESENTATION 2:00 p.m. – 3:00 p.m. 60 minutes The Impact of Diet and Exercise naming. This study gives insight into the factors that affect higher-order literacy A Whole New Mind FMP13 on the Dyslexic Student skills in a multi-lingual population. Implications for intervention will be discussed. Daniel H. Pink, Best-Selling Author, “Drive: The Surprising Truth About What Motivates Us,” and “A Whole New Mind” Gage Monk, Lower/Middle School Skills Teacher, Jemicy School STRAND: Comprehension Accountants. Lawyers. Engineers. That’s what our parents told us to be when we grew up. But were Mom and Dad right? AUDIENCE: All Audience Levels Actually, the future belongs to a different kind of person with a different kind of mind, people like artists, inventors, storytellers, Rich Strong, Physical Education, Jemicy School caregivers. These right-brained people are the next business elite – the women and men who will power your organization. This program will consist of a multi-media presentation showing the effects of diet and Perspectives of Dyslexia: Voices of Children In this entertaining and provocative presentation, best-selling author Daniel Pink surveys evidence from around the world to exercise on the productivity of the dyslexic student in the classroom. Proper diet will FMP16 and Parents reveal how the forces of Abundance, Asia, and Automation are nudging us into an era defined not by traditional “knowledge take into consideration USDA guidelines and nutritional facts. Consideration will also workers,” but by creators and empathizers. He explains what this transformation means for your organization – and he offers Daniel H. Pink be given to food additives, allergies, and sensitivities as well as modification of diet as Peggy L. Anderson, Ph.D.,Professor, Metro State College of Denver hands-on tools and tips, as well as real-life examples, for how you can navigate this new terrain. Pink will show you: they pertain to the dyslexic student. Regine Meier-Hedde, M.Ed., Dyslexia Therapist STRAND: Families and Informed Parenting AUDIENCE: Beginner Audiences This session presents the results of an international study that focused on child and parent perspectives on dyslexia. Children from around the globe and their mothers were interviewed to obtain educational, medical, social and psychological information Daniel Pink is the author of four provocative books about the changing world of work, including the long-running New York Times best seller, A Whole New Mind, and FMP14 How is the Self-Concept of Brazilian related to experiences with dyslexia. The stories of these families reveal the challenges that the children and their parents faced and overcame as they learned to adapt and the #1 New York Times best seller, Drive. His books have been translated into 32 languages. His latest work, DRIVE: The Surprising Truth About What Motivates INTL Children with and without ADHD? find success. The experiences of these children and their parents serve as the basis for Us, uses 50 years of behavioral science to overturn the conventional wisdom about human motivation. Pink shows that carrot and stick motivators have been oversold Cíntia Salgado-Azoni, Ph.D., Speech and Language Pathologist, specific recommendations regarding identification, remediation, and home support. and that high performance depends much more on the deeply human need to direct our own lives, to learn and create new things and to do better by ourselves and University of Campinas the world. Drive is a New York Times, Publishers Weekly, Wall Street Journal, Washington Post, Boston Globe, San Francisco Chronicle and Los Angeles Times best STRAND: Families and Informed Parenting seller—as well as a national best seller in Japan and the United Kingdom. Iuri Capelatto, Psychologist, Graduate Student, Campinas State University AUDIENCE: Beginner Audiences Sylvia Maria Ciasca, Ph.D., Professor, Child Neuropsychologist, State University of Campinas (UNICAMP) - Brazil Ten Top-Ten Lists for Parents: A Full 3:15 p.m. – 5:30 p.m. 135 minutes FMP17 This presentation aims to highlight the Brazilian study in which it was evaluated the Conference in One Session FRIDAYFRIDAY Dislecksia: Legislation - Now! self-concept of 21 children with ADHD and compared with children without learning Anthony Henley, Psy.D., clinical psychologist in private practice F19 The Movie†* F20 and attention difficulties. The subjects were evaluated with the Children’s Depression Inventory (CDI) and the Scale of Self-Concept for Children and Youth (EAC-IJ). Children A fun and fast-paced program filled with important information presented in the form Harvey Hubbell V, Director/Producer Moderators: with ADHD often have low self-esteem and relationship difficulties with friends. of clear and easily digestible lists that identify key take-away points that will enable Co-Chairs of IDA Government Affairs Committee: Charlotte G. Andrist, President Therefore, it is important to have assessment tools that can detect how these features parents to understand dyslexia better and feel empowered to implement effective Panelists of Central Ohio Branch of IDA and Elenn Steinberg, President of Rocky Mountain can hinder academic and social life so that it’s possible to improve the quality of life. interventions for their children. Specifically designed for parents to provide critical In the comic documentary Dislecksia: The Movie, dyslexic director Harvey Hubbell Branch of IDA information in the areas of neuropsychology, educational interventions, classroom V – with assistance from several crew members with dyslexia – will present the latest STRAND: Attention and Executive Control, ADHD, Other accommodations, advocacy, parenting the dyslexic child, and dyslexic strengths. Panelists: Related Learning Differences scientific knowledge about dyslexia and the experiences of dyslexics. Viewers will come to know dyslexics – and those who teach them and study them — not just as Margie Gillis, President, Literacy How and Research Affiliate, Haskins Laboratory AUDIENCE: Beginner and Intermediate Audiences STRAND: Families and Informed Parenting AUDIENCE: Beginner and Intermediate Audiences statistics or talking heads but as people. And they’ll know a lot about dyslexia: its Laura Kaloi, Director, Public Policy, National Center for Learning Disabilities causes, its effects, and what can be done about it. Dislecksia will give viewers a better FMP15 Predictors of Reading Comprehension understanding of the condition. It will also give individuals with dyslexia and their Earl Oremus, Headmaster, Marburn Academy, Columbus, Ohio INTL Levels in Singaporean Bilingual Children Planning Decoding Lessons for Different families hope – as well as a crash course in how to keep smiling! Panel discussion Sandra Stotsky, Professor FMP18 Levels of Performance will follow. with Dyslexia Experts with deep knowledge will deliver information, answer questions and provide Tan Shi Jia, Pyschologist, Dyslexia Association of Singapore Maravene Taylor-Roscow, Ph.D., Professor, Southern Connecticut State University STRAND: Social-Emotional, Anxiety, Depression data to equip grassroots activists beginning or implementing legislative action with AUDIENCE: All Audience Levels tools to enlighten legislators, citizens and schools on the complexities of reading Shamini Ras, Specialist Psychologist, Dyslexia Association of Singapore Planning decoding lessons for intervention groups or one-on-one instruction requires careful consideration of lesson structure. Components of decoding lessons (including development, the value of reading literacy and essentials of successful implementation Dawn Young, Specialist Psychologist, Dyslexia Association of Singapore work on sound/symbol correspondences, individual words, and connected text) will be of literacy legislative initiatives. This study investigated the differences in the factors that affect reading presented across several levels of decoding skills. Using data to plan initial instruction With researched data, we will present an easy, tactical program for literacy laws comprehension among children who use English as a first language (EL1) and to inform ongoing instruction will be demonstrated. and implementation, validating the components within the model State Literacy and those who use English as a second language (ESL). Profiles of more than STRAND: Morphology, Phonemic/Phonological Awareness, Law: (1)certification of all Teachers-of-Reading; (2) requirements for colleges of 400 Singaporean dyslexic children with different backgrounds were examined. Alphabetic Principle/Phonics education for mandated reading syllabi that reflects current knowledge for emerging The results showed that underlying predictors of reading comprehension AUDIENCE: Beginner and Intermediate Audiences teachers and existing reading teachers, professional development for faculty in concentrated on measures of language and decoding, although there were higher education; (3)essential modules within classroom reading instruction; differences across language backgrounds in terms of the influence of rapid (4)implementation science to success; (5) steps and information to present to legislators and (6)‘legislation to practice model’. STRAND: Federal, State and Local Legislation AUDIENCE: All Audience Levels 50 Register online www.interdys.org Register online www.interdys.org 51
    • 3:15 p.m. – 5:30 p.m. 135 minutes continued 3:15 p.m. – 4:15 p.m. 60 minutes continued Does Good Science Lead to Good Practice? frameworks will be provided. Diverse perspectives will be shared from a national I Can Write, But I Am NOT a Writer: Teachers As Researcher: A School’s F21 technical assistance provider, a state level practitioner, and a purveyor of literacy F26 F28 Building Implementation Capacity to Applying Instructional Strategies to Innovative Approach to Investigating services. They will share their experiences of successfully implementing these Support Sustainability and Scalability of frameworks and scaling up successful innovations resulting in positive student Improve Students’ Written Expression the Reading Performance of Students Literacy Programs†* outcomes. Ramona T. Pittman, Ph.D., Assistant Professor, Texas A&M University-San Antonio with Language Based Learning Disabilities† Linda Wernikoff, M.A., Senior Literacy Consultant, Wilson Language Training STRAND: Accommodations and School Support Services Lorrie Webb, Ph.D., Assistant Professor, Texas A&M University-San Antonio Christy M. Brockhausen, M.P.S., Research Associate and Teacher, AUDIENCE: All Audience Levels The Windward School Michelle Duda, Ph.D.,BCBA, National Implementation Network Jenny C. Wilson, Ph.D., Texas A&M University-San Antonio John. J. Russell, Ed.D., Head of School, The Windward School Barbara Wilson, M.Ed., Author and Co-Founder of Wilson Language Training The purpose of this presentation is to provide teachers, reading specialists, and parents with engaging instructional strategies that can improve students’ writing Rachel K. Whilby, M.Ed., Teacher, The Windward School Kimberly Ingram-West, Ph.D., State Transformation Specialist, Oregon abilities. The audience will actively participate in creative writing activities Yoni Schwab, Ph.D., Psychologist, The Windward School Sally Helton, M.S., District EBIS Coordinator, Tigart throughout each phase of the writing process during the presentation. All materials will be provided for participants. The Windward School has developed an exciting new position, research associate, This presentation will enhance participants’ understanding of the science behind which allows selected teachers to conduct school-based research. As a result of this implementation and will provide specific strategies that lead to sustainable STRAND: Written Expression model, the research associate at The Windward School designed and implemented implementation of literacy programs. An overview of active implementation AUDIENCE: Beginner and Intermediate Audiences research on the effects of an intense, research-based, direct, multisensory instructional program on the reading performance of students with language-based learning disabilities. This session will describe the structure of this innovative new position Demystification and Self-Advocacy: Why Kids and the role of a research associate within a school setting. The presentation will F27 Need to Know, What They Need to Know and also discuss the research associate’s findings of the effect of The Windward School’s Ways to Teach It! instructional program on the reading performance of students with language-based 3:15 p.m. – 4:15 p.m. 60 minutes learning disabilities. Mary Brotherton, Director of Community Outreach, Churchill Center and School STRAND: At-Risk Students Sarah Primmer, M.Ed, Tutoring Services Coordinator, Churchill Center and School Finding “Flow” in Teaching Verbal Expression and Comprehension: AUDIENCE: Beginner and Intermediate Audiences FRIDAYFRIDAY F22 and Learning F24 Moving from the Concrete, to the Children who can talk about themselves gain a sense of power over their own learning. Representational to the Abstract Taking the mystery out of a child’s learning profile can only heighten their sense of Beth MacMullan, M.Ed, Teacher, Jemicy School self and greatly enhance their self-advocacy skills. See how one school incorporates Missy Schaller, Teacher, Jemicy School Traude Smith, M.Ed., CALT, Atlantic Seaboard Dyslexia Education Center these principles into a variety of classes and formats. Whether in a 1 to 1 setting or Practical ways to add comprehension activities to a language lesson will be discussed. a whole class, participants will learn ways to plan, create and implement a variety of During “Flow”, individuals typically experience deep enjoyment, creativity, and a total lessons to help their students gain a deeper understanding of themselves and learning involvement with life. Based in brain, body and “Flow” research, the program’s focus Activities use objects, pictures, and then the written word and activities involve categorizing, determining attributes, spatial concepts, temporal concepts, synonyms, disabilities in general. is the acquisition of practical skills and teaching techniques using yoga, movement, mindfulness and literature to enhance authentic learning in the classroom, as well as antonyms, inferences, and the practice of deductive reasoning. STRAND: Self-Advocacy complement various areas of the curriculum. STRAND: Comprehension AUDIENCE: All Audience Levels STRAND: Attention and Executive Control, ADHD, AUDIENCE: Beginner and Intermediate Audiences Other Related Learning Differences AUDIENCE: All Audience Levels Current Research on Adults with Learning F25 Disabilities and Dyslexia: Implications for Project Read the Beyond-School Years F23 Linguistics†* Paul J. Gerber, Ph. D., Ruth Harris Professor of Dyslexia Studies, Victoria (Tori) Greene, Curriculum Author and Program Director, Virginia Commonwealth University, Department of Special Education Language Circle/Project Read and Disability Policy Project Read Linguistics is an intermediate and secondary approach to teaching This presentation will review what is currently known about adults with LD and decoding, spelling, and comprehension strategies. This curriculum focuses on dyslexia derived from the research literature. Because of the complexity of adulthood vocabulary development with an emphasis on synonyms, antonyms, affixes, root the discussion will present what is known in the areas of employment, social and words, and text comprehension. Each unit of study directly teaches specific skills emotional functioning, daily living as well as self-determination, self-disclosure and multisensory strategies embedded in polysyllabic vocabulary. and self-advocacy. STRAND: Morphology, Phonemic/Phonological Awareness, STRAND: College Students and Young Adults Alphabetic Principle/Phonics AUDIENCE: Beginner and Intermediate Audiences AUDIENCE: Beginner and Intermediate Audiences 52 Register online www.interdys.org Register online www.interdys.org 53
    • 4:30 p.m. – 5:30 p.m. 60 minutes 4:30 p.m. – 5:30 p.m. 60 minutes continued Make Great Strides in Teaching! Use two groups: 30 children with ADHD were in the experimental group (EG), and Professional Knowledge of English Multisensory Teaching for F29 30 with no learning or attentional alterations were in the control group (CG). F34 F35 Multisensory Approaches, Gestures, Grammar: A Brief Tutorial All Ages: ‘How to’ They were submitted to the application of the Working Memory Protocol. Students Teaching Students, and Monica Gordon Pershey, Ed.D., CCC-SLP, Associate Professor, Joyce S. Pickering, Hum. D., CALT, QI, Executive Director Emeritus, Technology in Your Classroom† STRAND: Identification and Assessment Cleveland State University Shelton School and Evaluation Center AUDIENCE: Beginner Audiences Maria J. Baird, M.A. Clinical Psychology, M.A. Reading, Lead Lower School When was the last time you studied grammar? Or have you not studied Nancy Coffman, M.S., LDT, CALT, QI, Director of Outreach, Shelton Language Arts Teacher, Jemicy School grammar at all? This presentation provides a brief tutorial on explicit English School and Evaluation LEAD Colorado: Lessons grammar. Background information includes structural linguistics, generative Are you looking for ways to strengthen your students’ vocabulary and show F32 The Shelton School in Dallas, Texas, is a private school for children who them how to make meaningful connections to text that are significant to them? in Self-Advocacy grammar, grammatical categories, and measuring sentence complexity. Practical learn differently, serving students from pre-school through high school. This information on how professionals’ knowledge of grammar helps learners acquire Learn dozens of exciting lessons that engage the whole brain. This presentation Lynne Fitzhugh, Ph.D., IDA Board of Directors presentation will share the expertise of the Shelton staff in planning multisensory advanced syntactic forms, such as phrase elaborations and combined clauses. Empha- will incorporate 21st century pedagogy into the classroom for students with lessons. Examples of multisensory lessons beginning with manipulatives in LEAD students of the 2012-2013 school year sis on the characteristics of grammatical difficulties and their relation to learning differences. Participants will learn how to create lessons, with teachers as lower grades and continuing through the use of technology in high school will specific language impairment and specific learning disability. facilitators and students as teachers, which use student relative literature, multisensory What started in 1997 as a small support group of students with learning be presented. techniques, and technology to broaden students’ vocabulary and comprehension. disabilities, meeting occasionally after school with a high school counselor, STRAND: Oral Language and Speech STRAND: At-Risk Students soon became an accredited high school class. Meet students from the unique AUDIENCE: Intermediate Audiences STRAND: Comprehension AUDIENCE: Intermediate Audiences AUDIENCE: Beginner and Intermediate Audiences LEAD (Learning and Educating About Disabilities) Program in the Cheyenne Mountain School District in Colorado Springs, Colorado. Hear how these students educate themselves about their disabilities, celebrate their strengths, and Teaching the Teachers: Effective Models advocate within their community and across the country. F30 for Colleges and Universities STRAND: Self-Advocacy Karen S. Vickery, Ed.D., LDT, CALT, QI, Director of Learning Therapy AUDIENCE: All Audience Levels Center, Simmons School of Education and Human Developement, Southern Methodist University Write to Read: Using the Writing ProcessFRIDAY Maureen K. Martin, Ph.D., Director of the DuBard School for Language F33 to Increase Reading Fluency, Text Advertisement Disorders at The University of Southern Mississippi Comprehension and Expository Writing Kay Peterson, M.S., CALT, QI, Director and Adjunct Instructor, Dyslexia Patricia Padgett, M.Ed., Educational Therapist/Author, Foundations Therapy Program, School of Education, Mississippi College for Reading and Learning, Create! Press, Inc. This panel presentation will provide information on four university or college When do students write about what they have learned? Mostly, students engage settings that provide course instruction in phonetic, multisensory, structured in writing activities after they read. In this workshop, participants will receive a language strategies. College and university staff can learn to encourage, support, process and resources that allow students to write before, during and after reading. and integrate MSL training into an established core curriculum. This Write to Read approach enables students to access prior knowledge, form STRAND: Morphology, Phonemic/Phonological Awareness, predictions, generate language and expand vocabulary before the reading process. Alphabetic Principle/Phonics The lesson plans and graphic organizers arm teachers and learners with the necessary AUDIENCE: All Audience Levels language and knowledge to write cohesive summaries, detailed answers to questions, and expository essays. Evaluation of Verbal and Visual Working STRAND: Comprehension F31 Memory in School Children with Attention AUDIENCE: All Audience Levels Deficit/Hyperactivity Disorder Tais de Lima Ferreira, Speech Pathologist, University Stadual of Campinas Sylvia Maria Ciasca, Ph.D., Departament of Neurology, State University of Campinas This study intended to evaluate the auditory and visual working memory in children with ADHD and compare their performance to that of children with no learning or attentional difficulties. Sixty children of both sexes participated in the study, divided in 54 Register online www.interdys.org Register online www.interdys.org 55
    • Advertisement Upcoming 2013 2014 2015 NEW ORLEANS SAN DIEGO TEXAS November 6-9 November 12-15 October 28-31 Ernest N. Morial Hilton San Diego Dallas/Fort Worth Convention Center Bayfront Gaylord Texan New Orleans, LA San Diego, CA Grapevine, TX Advertisement Advertisement Advertisement56 Register online www.interdys.org Register online www.interdys.org
    • S ATURDAY HIGHLIGHTS 2012 IDA Around the World! 7:00 a.m. International Networking Session Discover Dyslexia - Scavanger Hunt around Baltimore’s Inner Harbor All international attendees are invited to attend an open networking session with members of the IDA Global Partners and other conference participants 8:30 a.m. – 1:15 p.m. Sessions from around the world. This is an ideal opportunity to share programs, projects, current issues and information with fellow international associates. 9:00 a.m. – 12:00 p.m. Visit the Exhibits Friday, October 26, 2012 4:30 - 5:30 p.m. Don’t forget to attend sessions led by presenters from around the world or about international topics: T25: Revising and Rethinking Comprehension Intervention for Low Progress Readers T32: Genetics of Dyslexia - Introduction, Results, and a New Research Project T39: MSL/OG Interventions for Young Children in Public School Classrooms T44: International Networking Session IDA Global Partners TMP10: Phonological Remediation Program Assessment in Preschoolers with Risk for Learning Difficulties TMP11: The Development of Hiragana Decoding Abilities in Japanese Students Grades 1–6 Australia Egypt Japan TMP13: Six-Year Longitudinal Study of Cognitive-Linguistic Factors Predicting Reading and Writing in Japanese Developing Skills of Children Austria with Special Needs (ADVANCE) Kuwait TMP14: Depressive Symptomatology Among Children with Dyslexia: Assessing the Risk LRS-Therapeutinnen (BALT) Germany Teaching (CCET) F10: A Successful RTI Model for the Prevention of Reading Problems in L1 and ELL studentsSATURDAY FMP7: Cool Your Jets: Remediating Difficulties with Figurative Language of Dyslexic Native und Dyskalkulie and Non-Native Speakers Using MSL Principles Brazil Latvia England FMP14: How is the Self-Concept of Brazilian Children With and Without ADHD? Cameroon Philippines FMP15: Predictors of Reading Comprehension Levels in Singaporean Bilingual Children with Dyslexia Foundation India S3: Fostering Reading and Spelling Competences for Dyslexic English-Learning Singapore Children: The Situation in and Solutions from Germany Costa Rica Ireland S11: Investigating The Psychometric Properties Of IDAPEL French Language Early Yemen Literacy Measures with Students Learning to Read in French Czech Republic Israel Association S17: Motivating Students to Learn: Tips for Teachers S23: Real Orthography for Real Kids: Making Spelling Meaningful in Elementary Classrooms 58 Register online www.interdys.org Register online www.interdys.org 59
    • 8:30 a.m. – 10:45 a.m. 135 minutes 8:30 a.m. – 9:30 a.m. 60 minutes continued Experience Dyslexia™†* What is it really like to have dyslexia and related learning disabilities, such as Research-to-Practice: Evolution of Curriculum writing, we will discuss how to identify and classify student spelling and grammatical S1 dysgraphia? Recently updated by the Northern California Branch of IDA, Experience S7 errors. Then, we will cover how to evaluate the writing sample for transitions, sentence for Students with Dyslexia†* Dyslexia™ is a hands-on simulation that provides an interactive, thought-provoking structure, topic development, and vocabulary. Finally, we will address how to use Nancy Redding, M.Ed., Learning Specialist, St. Francis High School and activity for parents, teachers, or anyone interested in better understanding the lives Jeremiah Ring, Ph.D., Research Scientist, Texas Scottish Rite Hospital for Children curriculum-based measurement to evaluate student progress. Past President, NCBIDA of individuals with dyslexia. Karen Avrit, M.Ed., LDT, CALT-QI, Director of Dyslexia Education, Texas Scottish STRAND: Written Expression STRAND: Social-Emotional, Anxiety and Depression Rite Hospital AUDIENCE: Intermediate Audiences AUDIENCE: For All Audience Levels Take Flight: A Comprehensive Curriculum for Students with Dyslexia represents the evolution of instruction in response to research. The motivation behind the Setting the Foundation with FUN: development of curriculum content will be discussed from the perspectives of S9 Wilson Fundations® for Prevention educator and researcher. The implementation of evidence-based strategies for 8:30 a.m. – 9:30 a.m. 60 minutes achieving gains in reading comprehension, reading rate and transfer to post- and Early Intervention†* treatment reading development will be demonstrated. Relevant data on the Kimberly Gillingham, M.A., Literacy Field Team Leader, Wilson Language Training efficacy of the curriculum content will be presented. A discussion of current Reversals The Common Core State Standards, created to ensure students are prepared for the needs and curriculum innovation concludes the session. This session will provide an overview of how Wilson Fundations® multisensory S2 challenges of college and careers upon high school graduation, have raised the rigor of and systematic phonics, spelling and handwriting program is integrated into K-3 what students are expected to do, particularly in the area of close reading of complex STRAND: At-Risk Students language arts curriculums serving as a prevention and early intervention program. Diana Hanbury King, F/AGOPE, Founder, The Kildonan School text. This presentation demonstrates how to teach students to use metacognitive AUDIENCE: Intermediate and Advanced Audiences Based on reading research, Orton-Gillingham, and Wilson Reading System® Dr. Orton coined the term “strephosymbolia” to describe the phenomenon, and strategies to comprehend complex text in the various disciplines. Methods to scaffold principles, Fundations addresses all five areas of reading instruction (phonemic those of us who work with dyslexic students continue to be fascinated by the way students with reading difficulties will be addressed. awareness, phonics and word study, fluency, vocabulary, and comprehension), plus Picking It Apart and Putting It Back Together: in which our students reverse and transpose when they speak, read, spell, write, STRAND: Critical Reading Skills S8 spelling and handwriting in an integrated approach. and compute. While brain research has progressed since Dr. Orton’s time, the Analyzing Elementary School Students’ Writing† AUDIENCE: Intermediate Audiences STRAND: Morphology, Phonemic/Phonological Awareness, phenomenon of reversals and mirror writing (from Leonardo da Vinci to our Stacy L. Weiss, Ph.D., Assistant Professor in the Department of Special Education, Alphabetic Principle/Phonics Delos Smith) remains a puzzle. Foundations, and Research at East Carolina University AUDIENCE: All Audience Levels Input-Output: Learning and Memory STRAND: History and Definition S5 Strategies for the Dyslexic Student Who This presentation will describe a systematic assessment of student writing to identify AUDIENCE: All Audience Levels areas in need of intervention and then to monitor progress during that intervention. Struggles with Tests and Exams After a brief introduction of how to read for an overall impression of the student Fostering Reading and Spelling Competencies Marilyn Zecher, M.A., CALT S3 INTL for Dyslexic English-Learning Children: The Help students define what “study” means. “Look over” does not qualify. Situation in and Solutions from Germany Multisensory was the original UDL 1.0. Learn strategies for helping students create summary materials for concept mastery, test/exam preparation, vocabulary 9:45 a.m. – 1:15 p.m. 210 minutes David Gerlach, Ph.D. candidate, Marburg University (Germany) integration, or simply to organize content for other types of assessments such as The competencies of reading and spelling pose severe difficulties for dyslexic children oral presentations. Classroom teachers may use these strategies as alternative Integrating Basic and Intervention-Based Science to Help Learners with Reading in their mother tongue. These difficulties often persist when children learn a second assessments of student learning. These research-based strategies are part of a S10 Disabilities: Update from NICHD’s Learning Disabilities Research Centers language. As English is the most common foreign language (ESL) in German schools, UDL environment giving all students access to content area information. Brett Miller, Ph.D., Director, Reading, Writing and Related Learning Disabilities Research Program, NICHD SATURDAY this presentation will present up-to-date, research-based interventions, approachesSATURDAY STRAND: Comprehension and methods that can be applied to different settings by ESL teachers worldwide. AUDIENCE: Beginner and Intermediate Audiences Laurie Cutting, Ph.D., Patricia and Rodes Hart Associate Professor of Special Education, Associate Professor of Psychology, Radiology, and Pediatrics, Furthermore, the presentation will include specific, intercultural aspects and insights Vanderbilt University into the German educational system and its approaches towards an inclusion of students with dyslexia. Word Power: An Overlooked Piece of the Jack Fletcher, Ph.D., ABPP, Hugh Roy and Lillie Cranz Cullen Distinguished Professor, University of Houston S6 Comprehension Puzzle? STRAND: English Language Learner Mark Mahone, Ph.D., Associate Professor and Director of the Department of Neuropsychology, Kennedy Krieger Institute AUDIENCE: Intermediate Audiences Eileen Marzola, Ed.D., Educational Consultant, Marzola Education Services Richard Olson, Ph.D., Professor, University of Colorado and Faculty Fellow at the Institute for Behavioral Genetics A weak core of vocabulary knowledge can have a progressively negative effect Richard Wagner, Ph.D., Alfred Binet Professor and Associate Director, Florida Center for Reading Research, Florida State University Preparing Students for the Challenges on students’ comprehension of text as they advance through the grades in school. This session will provide an integrated look at the research findings from each of four NICHD Learning Disabilities Research Centers (LDRCs). The LDRCs are S4 of “Close” Reading in College Both direct and indirect strategies for combating this problem will be offered during this session. multidisciplinary research centers involving foundational and intervention-based research projects designed to enhance our understanding of reading and writing Martha Hougen, Ph.D., Principal Investigator, The Texas College and Career Readi- disabilities and related comorbidities. This session will synthesize and highlight the findings generated from the previous five years of support with the goal of ness Initiative: English/LA Faculty Collaborative, The University of Texas at Austin STRAND: Vocabulary informing our understanding and identification of LDs as well as our intervention efforts to help individuals with LD. AUDIENCE: Beginner and Intermediate Audiences Jodi Pilgrim, Ph.D., Assistant Professor, College of Education, University of Mary STRAND: Identification and Assessment Hardin-Baylor AUDIENCE: Intermediate and Advanced Audiences 60 Register online www.interdys.org Register online www.interdys.org 61
    • 9:45 a.m. – 10:45 a.m. 60 minutes 9:45 a.m. – 10:45 a.m. 60 minutes continued S11 Investigating the Psychometric From Personal Sequence Narrative to S17 Motivating Students to Learn: Tips of low self-esteem and lack of confidence. This presentation looks at current S14 knowledge and its application to motivate students with learning disabilities INTL Properties of IDAPEL® French Language Essay: Strategies for Scaffolding Oral INTL for Teachers and focuses on practical strategies to empower teachers while trying to help Early Literacy Measures with Students and Written Expression Gad Elbeheri, Ph.D., Consultant, Centre for Child Evaluation and Teaching their students with dyslexia. Learning to Read in French†* Charles W. Haynes, Ed.D., CCC-SLP, Professor and Clinical Supervisor, This presentation discusses an important and necessary requirement for STRAND: Families and Informed Parenting Chantal Dufour-Martel, Ph.D., IDAPEL Research Director, Dynamic MGH Institute of Health Professions learning; i.e., motivation. Motivation is both central and essential for learning, AUDIENCE: Beginner and Intermediate Audiences Measurement Group In this interactive workshop, presenters will review word-, sentence-, and notably in the case of students with learning disabilities who face daily instances Use of formative assessment has been found to be useful for assessing student discourse-level strategies for developing oral and written expression in students progress in the acquisition of early reading skills, and to differentiate instruction with dyslexia and related language learning difficulties in grades K-12. Newly to support student learning. In recent years, an increase in the use of formative developed content will include techniques for linking personal sequence narrative development to essay formulation. Links to references, handouts, as well 11:00 a.m. – 12:00 p.m. 60 minutes assessment measures in different cultures with differing language and instructional contexts has required further research and validation for use in these contexts. as related IDA publications will be provided. This presentation presents results from a research study on the validation of Is Learning Disabilities a Standards, the presenter will help participants both recall and further develop their STRAND: Written Expression S18 understanding of parts of speech and sentence parts as they apply to actual writing. French-language formative assessment tools with a population of French AUDIENCE: Intermediate Audiences Research-Based Field? language-first students from Canada. Participants will leave the workshop with a broader understanding of these valuable Beverly Weiser, Ph.D., Research Assistant Professor, Southern language components and how best to implement instruction effectively. STRAND: Identification and Assessment Methodist University AUDIENCE: All Audience Levels A Multi-Tier Approach to Instruction and STRAND: Written Expression S15 This presentation will provide a snapshot of the scientific maturation and Intervention: Supporting Early Vocabulary AUDIENCE: All Audience Levels completed research in the field of LD over the past decade, including the areas Development for Students at Risk of Talking to Parents, Teachers, of: 1) the knowledge about the classification, identification, and prevention of S12 Experiencing Language and Literacy LD, 2) the researched-based instructional strategies and interventions in reading, STRESS! Why the Brains of Students with and Students about Dyslexia S21 Sabina Neugebauer, Ed.D, Institute of Education Sciences Postdoctoral Fellow, writing, spelling, and math that can dramatically lesson the numbers of students Dyslexia and ADHD Are at Risk and What Margie B. Gillis, Ed.D., President, Literacy How, Inc., Research Affiliate, University of Connecticut experiencing difficulties in these subjects, and 3) the findings and advances from You Can Do About It.†* Haskins Laboratories clinical and experimental research in neurobiology and genetics, especially for Mike Coyne, Ph.D., Associate Professor, University of Connecticut LD students with dyslexia. Jerome J. Schultz, Ph.D., Clinical Neuropsychologist, Lecturer, Susan C. Lowell, M.A., BCET, Director, Educational Therapy Associates Harvard Medical School Sharon Ware, Ph.D., Project Manager for EVI, University of Connecticut STRAND: Critical Reading Skills Many students with dyslexia don’t fully understand what it is, what the implications Many students with dyslexia and ADHD have a history of frustration and failure. The majority of early literacy interventions that use a RTI approach have focused on AUDIENCE: Beginner and Intermediate Audiences are, and how they need to be taught. Parents and teachers are also ill-informed when This causes chronic stress that can cause brain changes that actually result in a it comes to understanding this neurologically-based disorder. The presenters will efforts to increase students’ code-based skills (e.g., phonemic awareness, alphabetic knowledge and decoding). Educators and researchers need to think beyond decoding reduced capacity to cope with increasingly complex social, academic and behavioral discuss how they explain the disability to three different populations and present a Tablet PCs and Organizational Skills in expectations. These students are often misdiagnosed and inappropriately treated when rationale for doing so. to how we can support other critical areas of early literacy development within a S19 multi-tier approach. The purpose of this presentation is to describe a program of the Middle School: One School’s Approach they act out or “act in” to cope with anxiety. Research, cases and stress-reducing STRAND: History and Definition research that highlights the need for multi-tier vocabulary supports and provides cartoons will be used to explore the neuroscience of this phenomenon. Participants will Martha S. Hankins, M.S., Director of Learning and Technology, The Odyssey School learn many practical strategies for increasing a student’s awareness and self advocacy AUDIENCE: Beginner and Intermediate Audiences some initial evidence about the impact of these supports for students at risk of language difficulties. Tablet PCs in the hands of students with dyslexia are powerful tools for organizing, to combat stress. note taking, study skills, and other executive function skills. Middle school students at STRAND: Social-Emotional, Anxiety and Depression Pre-K Can Work, With STRAND: Vocabulary the Odyssey School in Stevenson , Maryland have the use of a tablet PC at school SATURDAYSATURDAY S13 Research-Based Practices† AUDIENCE: Intermediate Audiences and at home. The process of learning to use the computer successfully takes a team AUDIENCE: All Audience Levels of teachers and technology experts. Learn how the program came to be, how the Helen C. Long, M.S.Ed., National Strategic Consultant, Cambium Learning Group Getting Ready computers are managed and the impact of one-on-one computing on the students The early childhood years are crucial to academic and life success. Participants Using the iPad to Enhance Multisensory and the curriculum. S22 to Read S16 Structured Language (MSL) Instruction† will learn and understand the processes involved in early literacy and language STRAND: Technology Arlene W. Sonday, Educational Consultant development through child-centered and teacher-directed approaches that are David C. Winters, Ph.D., F/AOGPE, Associate Professor, Eastern Michigan University AUDIENCE: Beginner and Intermediate Audiences engaging, effective, and developmentally appropriate, clear expectations for learning Preparing for academic success begins at birth. Just how is it done? Research outcomes, and student progress by screening, progress monitoring, and observation. With the introduction of the iPad, MSL educators have access to a rapidly expanding indicates that developing and expanding language skills with phonological and number of apps to use in teaching students components of written language. In phonemic awareness gives children the foundation. This session translates STRAND: At-Risk Students addition, a number of apps provide alternatives for academic skills that some students Writing for the Core: Understanding the S20 Connection Between Common Core Standards research into practice, provides application for diverse learners and an overview of AUDIENCE: Beginner Audiences find challenging. This session will introduce iPad use and highlight several no- or comprehensive, efficient, streamlined, uncomplicated procedures for early childhood low-cost iPad apps particularly helpful for MSL instruction as well as helping students and Effective Writing Instruction and primary grades. This approach is a roadmap for building a foundation that gather or express information. supports and fosters future academic success. William Van Cleave, M.A., Educational Consultant, VC Educational Consulting STRAND: Technology STRAND: Morphology, Phonemic/Phonological Awareness, Equal parts review, effective teaching strategy, and hands-on practice, this workshop AUDIENCE: All Audience Levels Alphabetic Principle/Phonics shows participants how a good understanding of grammar can actually improve student writing. Using as a framework the recently established Common Core State AUDIENCE: All Audience Levels 62 Register online www.interdys.org Register online www.interdys.org 63
    • 11:00 a.m. – 12:00 p.m. 60 minutes continued 12:15 p.m. – 1:15 p.m. 60 minutes continued S23 Real Orthography for Real Kids: Making be integrated into structured intervention and remediation? This presentation provides Preservice Teacher Knowledge of Basic All Children Ready to Read: A Pre K–K hands-on training to understand how to incorporate iPads into existing curricula. S28 S30 INTL Spelling Meaningful in Elementary Classrooms† Language Constructs in Canada, England, Collaborative Design Experience firsthand the engaging power of iPads! Gina Cooke, M.A., Center Director and Trainer, Children’s Dyslexia Centers; Ph.D. and the United States Janna Osman, M.Ed., Director for Professional Learning, Stern Center Candidate, Illinois State University STRAND: Technology for Language and Learning AUDIENCE: Beginner and Intermediate Audiences Erin K. Washburn, Ph.D., Assistant Professor of Literacy Education, Peter Bowers, M.Ed., Founder, WordWorks Literacy Centre; Ph.D. Candidate, SUNY-Binghamton Madelyn Crudo-Burke, M.Ed., Assistant Superintendent of Pupil Services, Queens University R. Malatesha Joshi, Ph.D., Professor of Literacy Education, ESL, and Educational Windsor, VT, Southeast Supervisory Union Spelling instruction typically strives to teach the most common and consistent patterns Psychology, Texas A&M University It is imperative for early care providers and educators to collaborate to learn about the first and builds in complex and infrequent concepts later. Traditionally, these efforts Morpheme Madness: Getting at Meaning early literacy standards to which they are holding children accountable. What are the S25 through Morphemic Analysis†* Emily Binks-Cantrell, Ph.D., Visiting Assistant Professor: Department of Teaching, have front-loaded phonics and word lists, and reserved morphology and etymology for Learning, and Culture, Texas A&M University expectations within the literacy domain? What assessments guide instruction and how upper grades. But current research shows that all students benefit from meaningful Susan Hall, Ed.D., Founder and President, 95 Percent Group Inc. is this communicated for a seamless transition to kindergarten. How can a common study of spelling. Besides just spelling, reading, vocabulary, comprehension, and Sandra Martin-Chan, Ph.D., Assistant Professor, Department of Education, language benefit the development of foundational skills and drive instruction for both critical thinking are all at play. This hands-on, practical session demonstrates how real Gaye Heath, M.Ed., Client Manager, 95 Percent Group Inc. Concordia University the provider and early educator and the kindergarten teacher? This session will review orthographic study can begin and flourish for even very young and at-risk children. The presenters will model techniques taught in merely 5–10 minutes daily to increase Pre-service teachers from Canada, England, and the U.S. were administered the the successes of a collaboration within one supervisory union and private providers. STRAND: Spelling student’s use of morphemes to uncover the meaning of unknown multisyllabic words. survey, Teacher Knowledge Survey of Basic Language Constructs, to assess their STRAND: Critical Reading Skills AUDIENCE: All Audience Levels These techniques can be a supplement to whole class instruction or in a tutoring knowledge of reading-related constructs associated with the structure of the English AUDIENCE: All Audience Levels session for grade 3–12 students. Participants will practice lessons to discover the language. meaning of common morphemes, practice and reinforce them in activities, and play STRAND: Critical Reading Skills Learn, Practice, Engage – There’s Morpheme Jeopardy as a review.Participants will receive graphic organizers and Measuring Word-Learning Aptitude S24 an App for That…†* AUDIENCE: Intermediate and Advanced Audiences S31 shapes to teach that Latin words have roots and affixes while Greek words combine in Grades 2–5 Shellie Burrow, M.Ed., Co-founder, SensaLearn, Special Educator morphemes without a root. Susan M. Ebbers, Doctoral Candidate, Graduate School of Education, STRAND: Morphology, Phonemic/Phonological Awareness, Ethics Workshop for Individuals Working as Jonathan L. Burton, M.B.A., Co-founder, SensaLearn S29 Educational Therapists in Private Practice University of California Alphabetic Principle/Phonics Electronic tables, such as the iPad, have changed our educational landscape. What AUDIENCE: All Audience Levels We will examine the results of wordPLAY, an experimental test of word-learning Anthony Henley, Psy.D., Clinical Psychologist in private practice aptitude, given to students in Texas, including English language learners. apps are designed for dyslexia and related reading disabilities? How can these apps This presentation offers independent educational therapists a framework for Collectively, the various wordPLAY tasks examine how morphological awareness, establishing a strong ethical foundation for their practice. The individual educational contextual awareness, and syntactic awareness influence the ability to learn new therapist often faces unique ethical challenges without institutional support. This word meanings and multiple meanings independently. We discuss the results applied workshop will offer an ethical decision-making model that can help guide vis-à-vis differentiated instruction for diverse learners, metalinguistic awareness, academic therapists through ethical conflicts. Pragmatic guidelines for avoiding and the Common Core State Standards. We also discuss the role of motivational 12:15 p.m. – 1:15 p.m. 60 minutes professional pitfalls are also provided. variables, specifically self-efficacy and interest, in learning new words. STRAND: Other STRAND: Vocabulary MSL Content Vocabulary Instruction with Linking Language Comprehension to the AUDIENCE: Intermediate Audiences AUDIENCE: For Intermediate and Advanced Audiences S26 Dyslexic High School Students: An Interactive S27 Study of History: Interdisciplinary Learning in Morphological Approach the Social Sciences that Targets Higher Order SATURDAYSATURDAY Elke Schneider, Ph.D., Associate Professor, Winthrop University Reading Processes Ellen Richardson, M.ED., Special Education Teacher, Fort Mill High School Christopher F. Herman, M.Ed., Head of Upper School, AIM~Academy in Manayunk, Adjunct Faculty, St. Joseph’s University, Doctoral Candidate, Results of an 8-week morphology-based intervention to enhance dyslexic high school Temple University students’ content vocabulary will be presented. A variety of MSL-based strategies are shared including student and teacher reflections on process and effectiveness. This presentation highlights an immersive approach to history instruction for students who struggle with core reading skills. These students can access advanced STRAND: Morphology, Phonemic/Phonological Awareness, language comprehension skills through this interdisciplinary and arts-based model. Alphabetic Principle/Phonics Rich experiential learning enables these students to build background knowledge, AUDIENCE: All Audience Levels dynamic vocabulary, and construct the critical verbal reasoning skills required for reading. Moving chronologically through history, students construct a multi-layered understanding of the social sciences through deep interaction with content using this unique approach. STRAND: Critical Reading Skills AUDIENCE: All Audience Levels 64 Register online www.interdys.org Register online www.interdys.org 65
    • Exhibit Hall IDA 63rd Annual Conference Registration Form Be sure to visit these Exhibitors To Register Mail or Fax ($10 processing fee applied): during the conference: (Do NOT register by multiple methods, select one): 1. Complete form below. 2. Fax or Mail* to: ONLINE (preferred): ATTN: Conference Registration 1. Go to www.interdys.org and follow links to registration. 40 York Road, 4th Floor Association (ALTA) 2. Complete online registration and avoid processing fees! Baltimore, MD 21204 Fax: 410-321-5069 Practitioners and Educators Group registrations are welcome online! *Postmarked DEADLINE: October 8, 2012 Program and Certification HOURS Educational Services PERSONAL INFORMATION Full Name of Registrant Grand Opening Disabilities 7:30 p.m. – 9:00 p.m. IDA Member Number (if applicable, found on program mailing label) and OPTIONS Name of Institution Responsible for Payment (if applicable) 10:00 a.m. – 6:00 p.m. Address Home Business NEW— please correct database 10:00 a.m. – 6:00 p.m. Differences 9:00 a.m. – 12:00 p.m. Email (Registration Will Not Be Processed Without Email Address) Literacy and Intervention Phone# Home Business Mobile Fax # Emergency Contact Phone # REGISTRATION INFORMATION Dyslexia Help Registration Rates Early Bird Regular Onsite and Deadlines By October 1 Oct. 2 — 17 Oct. 23 — 27 Please Select Your Registration Type: and Learning Center IDA Member Rate FULL Registration (Wednesday through Saturday) Full Registration $425 $475 $525 2-Day Registration $350 $375 $400 1-Day Registration $225 $250 $275 2-Day (Select two days) IDA Member Student Rate Wednesday Thursday Full Registration $250 $275 $300 2-Day Registration $200 $225 $250 Exhibitors as of July 1, 2012 Friday Saturday 1-Day Registration $150 $175 $200 Non Member Rate 1-Day (Select one day) Full Registration $545 $595 $645 The Exhibit space is still available! Wednesday Thursday 2-Day Registration 1-Day Registration $435 $310 $460 $335 $485 $360 International Friday Saturday Contact the Conference Department at Not a member? Join/renew your IDA membership and register for the conference at the same time and save! conference@interdys.org Exhibit Hall only – $25 to reserve your space before it runs out! *To attend both the Annual Conference and the Parents Conference, please contact the Association Conference Department at conference@interdys.org or 410-296-0232.66 Register online www.interdys.org Register online www.interdys.org
    • T36: A Phonics-Based Approach to Teaching High Frequency Words Identification Increases Reading Fluency of Urban African Online Registration is fast, easy and FREE! Skip this form and go to: www.interdys.org American Adolescents with Dyslexia. T37: Motivating Your Resistant Readers with Imagery, Mnemonics, Music, Humor, and Movement Using the Lively Letters T43: Teaching Multiplication and Division Facts to the Whole-to-Part, Visual Learner Wednesday, October 24 4:30 p.m. - 5:30 p.m. T44: International Networking Session8:30 a.m. – 4:00 p.m. W3: Neuroscience in the 21st Century: Where Are We Going? T38: Issues in Phonology: What You Need To Know Before You T45: “Don’t Dys Our Kids” Dyslexia and the Quest School Visit to Baltimore Lab School, Jemicy School and Odyssey School W4: Dyscalculia and Other Mathematics Learning Difficulties Pick Up Those Cards for Grade Level Reading T39: MSL/OG Interventions for Young Children in Public School Classrooms8:30 a.m. – 4:30 p.m. 6:00 p.m. – 7:30 p.m. T40: Multisensory Comprehension Instruction 6:30pm W1: Reconciling the Common Core Standards with Reading Research Conference Kickoff and Keynote Maryland Branch Social: The Best of Baltimore ($40 fee) T41: Harmless Musings of a Lunch-Pail Headmaster W2: Assessment of Dyslexia T42: A Transformative Design: Investigating How Word Thursday, October 258:30 a.m. – 10:00 a.m. 12:00 p.m. – 1:45 p.m. Friday, October 26 Plenary Session: Samuel Torrey Orton Memorial Lecture Independent School Administrators Lunch: Collaboration Opportunities Between our Schools ($25 fee) 8:30 a.m. – 10:00 a.m. F15: What’s So Difficult about Improving Teacher Preparation in Reading?10:30 a.m. – 12:45 p.m. Plenary Session: Norman Geschwind Memorial Lecture F16: Written Expression and the Struggling Writer T1: A Literacy Framework: Constructing a Guide 2:00 p.m. – 3:30 p.m. F17: Teaching Morphological Awareness for Comprehension Instruction T19: Town Hall Meeting for DSM-5 10:30 a.m. – 12:45 p.m. F18: Project Early ID Plus: Lift-Off for Early Literacy! T2: A State-Wide Initiative: Intensive Reading Teacher Training F1: Executive Functions: What Are They, Why Are they Important, for Broad Based Impact in the Alabama Public School System 2:00 p.m. – 3:00 p.m. and How Can I Help? 12:00 p.m. – 1:00 p.m. T20: An Analysis of the Relationship Between Literacy Skills and F2: Essential Components of Scientifically-Based Effective Teacher Documentary Screening of The Big Picture: Rethinking Dyslexia10:30 a.m. – 11:30 a.m. Nonstandard Dialect Features Among African-American Children Preparation Programs T3: An Oral Language Success Story: RTI for Tier 2 Instruction of Narrative T21: Using RTI Data to Screen for Dyslexia and Twice-Exceptional Status 2:00 p.m. – 3:00 p.m. Discourse Skills and Inferring- A Necessity for Achieving Academic 10:30 a.m. – 11:30 a.m. T22: iPad Apps to Support Skills in Reading, Vocabulary and Writing Afternoon Keynote Address - Daniel Pink Outcomes F3: Reading FAST or Reading WELL? Putting Fluency in Perspective T4: Playing Outside the Box: Outdoor Free Play and the Dyslexic Student T23: Multi-tiering Instruction for Early Care and Education: A Collaborative Professional Learning Model Across States F4: Teaching Vocabulary: Research-Based Strategies to Teach 3:15 p.m. – 5:30 p.m. T5: A New Look at Learning Disabilities Tier 2 and Tier 3 Words F19: Dislecksia: The Movie T24: Let’s Get It Write! Strategies to Overcome Learning Delays T6: Spelling Error Analysis: Using Spelling Assessment Data to Plan F5: Writing Keys to Learning F20: Legislation - Now! Word Study Instruction T25: Revising and Rethinking Comprehension Intervention for Low Progress Readers F6: Kinesthetic Vocabulary and Concept-Building with F21: Does Good Science Lead to Good Practice? Building Implementation T7: Dyslexia Affects Math Too Elementary and Middle School Science Students. Capacity to Support Sustainability and Scalability of Literacy Programs T26: Multisensory Structured Language (MSL) 101 for T8: Project Read Framing Your Thoughts Written Expression School Administrators F7: Improving Reading Comprehension for Children on the Autism Spectrum 3:15 p.m. – 4:15 p.m. T9: Helping Students Take Control of Everyday Executive Functions T27: Orton and Gillingham: Legend, Lore, and Legacy F8: Reading Interactively: Building Language and Thinking F22: Finding ‘Flow’ in Teaching and Learning T10: The Effectiveness of Structured Spelling Instruction on T28: Now That’s Complex! Skills in At-Risk Children Preschool through Primary Grades Spanish-Speaking English Language Learners F23: Project Read Linguistics F9: Using the Assessment of Reading Instructional Knowledge-Adults 3:15 p.m. – 5:30 p.m. in Professional Development F24: Verbal Expression and Comprehension: Moving from the11:45 a.m. – 12:45 p.m. Concrete, to the Representational to the Abstract T29: Working Memory: Assessment and Intervention T11: Federal Policy Update F10: A Successful RTI Model for the Prevention of Reading Problems T30: The History and Structure of Written English in L1 and ELL students F25: Current Research on Adults with Learning Disabilities and Dyslexia: T12: Number Sense and Number Nonsense: The Cognition Implications for the Beyond-School Years and Brain Science of Math Learning 3:15 p.m. – 4:15 p.m. F26: I Can Write, But I Am NOT a Writer: Applying Instructional 11:45 a.m. – 12:45 p.m. T13: Traveling the Neural Superhighway: Brain Based Strategies to Improve Students’ Written Expression T31: Multisensory Math Magic F11: FLUENCY: Related to Prosody—MUCH More than Speed Early Reading Instruction F27: Demystification and Self-Advocacy: Why Kids Need to Know, T32: Genetics of Dyslexia - Introduction, Results and F12: Paragraphology - The Study of Writing Through Color-Coding T14: The Comprehension Connection: Fluency and Vocabulary What They Need to Know and Ways to Teach It! a New Research Project F13: Learning to Read Before Reading to Learn: How Foundational F28: Teachers as Researcher: A School’s Innovative Approach to T15: Supporting Diverse Learners in the 21st Century Classroom T33: Documentation of Psychiatric Disorders on High Stakes Tests Reading Skills Impact Comprehension Investigating the Reading Performance of Students with Language T16: A Comparative Passage Independence Analysis of the in Order to Support Accommodations F14: Multi-ple Intelligences, Multi-Sensory, Multi-plication Based Learning Disabilities GORT-4 and GORT-5 Comprehension Subtest T34: Strategies for Reversing Students’ Reluctance to Write, Including T17: Truly Special Education for Students with Dyslexia: Raising Handwriting, Spelling and Organization the Bar for IEP Goals, Services and Outcomes T35: Content-Related Shared Book Reading and Preschool Dual-Language T18: A Review of the Research on Multisensory Instruction: Where Learners’ Acquisition of English Vocabulary and Conceptual Knowledge Are We and Where Do We Go from Here?68 Register online www.interdys.org Register online www.interdys.org 69
    • 4:30 p.m. – 5:30 p.m. 7:00pm – 9:00pm PAYMENT INFORMATION F29: Make Great Strides in Teaching! Use Multisensory Approaches, President’s Celebration ($35 fee) Payment must accompany registration in order for it to be processed. Please select your method of payment: Gestures, Students Teaching Students, and Technology in Your Classroom F30: Teaching the Teachers: Effective Models for Colleges and Universities Check (Payable to IDA) Conference Registration Fee $ ________ Credit Card F31: Evaluation of Verbal and Visual Working Memory in School Children Discount (Code: __________________ ) $ ________ with Attention Deficit/Hyperactivity Disorder VISA MasterCard AMEX Discover Processing Fee (FREE if you register online) $10 $ ________ F32: LEAD Colorado: Lessons in Self-Advocacy Account# Exp. Date Independent School Administrators F33: Write To Read: Using the Writing Process to Increase Reading Lunch - $25 x ___ (quantity) $ ________ Fluency, Text Comprehension, and Expository Writing Name of Account Holder MD Branch Social - $40 x ___ (quantity) $ ________ F34: Professional Knowledge of English Grammar: A Brief Tutorial F35: Multisensory Teaching for All Ages - ‘How to’ Signature of Account Holder Donation for MD Branch FinishLine Scholarship Program $ ________ Billing Address (if different from registrant address): President’s Celebration - $35 x ___ (quantity) $ ________ Donation for Conference Scholarships $ ________8:30 a.m. – 10:45 a.m. S17: Motivating Students to Learn: Tips for Teachers Membership Fee (see page 73) $ ________ S1: Experience Dyslexia™ 11:00 a.m. – 12:00 p.m. Full Conference Audio8:30 a.m. – 9:30 a.m. S18: Is Learning Disabilities a Research-Based Field? Purchase Order # ________________________ Recordings - $99 x ___ (quantity) $ ________ S2: Reversals S19: Tablet PCs and Organizational Skills in the Middle Commemorative T-Shirt - $15 x ___ (quantity) $ ________ School: One School’s Approach PO Contact Information (where invoice should be sent): S3: Fostering Reading and Spelling Competences for Dyslexic English-Learning Children: The Situation in and Solutions from Germany S20: Writing for the Core: Understanding the Connection Between Contact Name Common Core Standards and Effective Writing Instruction TOTAL DUE $ ________ S4: Preparing Students for the Challenges of ‘Close’ Reading in College S21: STRESS! Why The Brains of Students with Dyslexia and ADHD Address to Send Invoice S5: Input-Output: Learning and Memory Strategies for the Dyslexic Are At Risk and What You Can Do About it. Student Who Struggles with Tests and Exams S22: Getting Ready to Read S6: Word Power: An Overlooked Piece of the Comprehension Puzzle? S23: Real Orthography for Real Kids: Making Spelling Meaningful Advertisement Advertisement S7: Research-to-Practice: Evolution of Curriculum for Students in Elementary Classrooms with Dyslexia S24: Learn, Practice, Engage – There’s an App for That… S8: Picking It Apart and Putting It Back Together: Analyzing Elementary School Students’ Writing S25: Morpheme Madness: Getting at Meaning Through Morphemic Analysis S9: Setting the Foundation with FUN: Wilson Fundations® for Prevention and Early Intervention 12:15 p.m. – 1:15 p.m.9:45 a.m. – 1:15 p.m. S26: MSL Content Vocabulary Instruction with Dyslexic High School Students: An Interactive Morphological Approach S10: Integrating Basic and Intervention-Based Science to Help Learners with Reading Disabilities: Update from NICHD’s Learning S27: Linking Language Comprehension to the Study of History: Disabilities Research Centers Interdisciplinary Learning in the Social Sciences that Targets Higher Order Reading Processes9:45 a.m. – 10:45 a.m. S28: Preservice Teacher Knowledge of Basic Language Constructs S11: Investigating the Psychometric Properties of IDAPEL in Canada, England, and the US French Language Early Literacy Measures with Students Learning S29: Ethics Workshop for Individuals Working as Educational to Read in French Therapists in Private Practice S12: Talking to Parents, Teachers, and Students About Dyslexia S30: All Children Ready to Read: A Pre K-K Collaborative Design S13: Pre-K Can Work, with Research-Based Practices S31: Measuring Word-Learning Aptitude in Grades 2–5 S14: From Personal Sequence Narrative to Essay: Strategies for Scaffolding Oral and Written Expression S15: A Multi-Tier Approach to Instruction and Intervention: Supporting Early Vocabulary Development for Students At Risk of Experiencing Language and Literacy S16: Using the iPad to Enhance Multisensory Structured Language (MSL) Instruction Register online www.interdys.org Register online www.interdys.org
    • Advertisement MEMBERSHIP APPLICATION/RENEWAL FIRST Name ________________________ MIDDLE Initial ________ LAST Name _________________________________ ORGANIZATION (if applicable) _______________________________________________________________________________ STREET ADDRESS ________________________________________________________________________________________ CITY __________________________________ STATE/PROVINCE ____________ ZIP/POSTAL CODE ________________ E-MAIL __________________________________________________________________________________________________ WORK TELEPHONE _________________________________ HOME TELEPHONE ___________________________________ DATE OF BIRTH _________/_________/__________ IDA MEMBER # (if renewal) ______________________________ SELECT YOUR MEMBERSHIP CATEGORY Parent - $45 (Parent or guardian of individual with dyslexia or Student - $25 (all students welcome!) other language based learning difference) Educational Institution - $395 (Non-profit organizations) Advocate - $80 (Individual with dyslexia or general supporter) Corporate/Business - $495 Professional - $95 (Professional in field with ability to apply for service provider listing on IDA Website) Lifetime - $2,500 Senior/Retired - $60 (Former educational/LD professionals) SELECT YOUR CONNECTION TO DYSLEXIA (Choose ONE) Academic Language Education/Administrator Educational Diagnostician Researcher/Education Therapist Education/Teacher (K-12) Parent Researcher/Medical Advocate Education/Teacher Physician Speech-Language Advertisement Advertisement Attorney (Special Ed.) Psychiatrist Pathologist College Student Education/Teacher (Post Psychologist Tutor/Certified or Trainee Corporation/Organization Sec.) Reading Specialist Other: _______________ HOW DID YOU HEAR ABOUT IDA? (Choose ONE) From my local IDA Branch Another parent/guardian Education professional Newspaper or magazine Poster tear off information IDA advertisement Physician or medical pro- article sheet IDA press release fessional TV or radio IDA website Teacher Friend or family Other: _______________ Internet Guidance counselor CONTINUED SUPPORT With your support, IDA can continue its mission by expanding programs and extending services even further to ensure that all individuals with learning disabilities have the opportunity to lead productive and fulfilling lives and society benefits from the resource that is liberated. Your contribution, no matter the size, can have an immediate impact on fulfilling our mission. $35 _____ $50 _____ $75 _____ $100 _____ $150 _____ Other: _____ PAYMENT TOTAL ENCLOSED $ ________ Check Enclosed (Make payable to: IDA) Todays Date ______________ Purchase Order Enclosed (PO # _________________) Credit Card Visa MasterCard AMEX Discover Name ___________________________________________ Acct # ______________________________________ Signature __________________________________________ Expiration Date _______________________________ - - - -Register online www.interdys.org Register online www.interdys.org
    • The International Promoting Literacy Through Research, The Robert G. and Eleanor T. Hall Memorial Fund Education and Advocacy Association IDA and Educators Publishing Service created this scholarship fund in honor of EPS’s company founder, Robert G. Hall, and his MEMBERSHIP APPLICATION/RENEWAL wife, Eleanor Thurston Hall. This scholarship is for teachers. Scholarships will cover registration fees, hotel stipend and one year membership in IDA. Recipients are responsible for IDA MEMBERSHIP their own travel, hotel accommodations and other expenses. Immediate registration required upon notification of acceptance. Applicants should NOT register for sessions at this time as registrations cannot be processed without payment. Applicants will beThe International Dyslexia Association (IDA) is an international organization that concerns itself with the notified of acceptance by October 5, 2012. Deadline for Applications: September 21, 2012.complex issues of dyslexia. IDA membership includes a variety of professionals in partnership with peoplewith dyslexia and their families and all others interested in our mission.The purpose of IDA is to pursue and provide the most comprehensive range of information and services that Title First Name MI Last Name Degrees/Certificationsaddress the full scope of dyslexia and related difficulties in learning to read and write...in a way that createshope, possibility, and partnership. MEMBERSHIP BENEFITS Home Phone Home E-mail AddressMembership in IDA brings you many unique opportunities to advance your network, knowledge base, and/orprofession as well as interaction with peers and colleagues in the Learning Difference community. We equip IDA Member Number (if applicable)you with the latest dyslexia research, developments in the field and best-practices. Additional benefits varyamong category (please go to www.interdys.org for specifics). Basic Membership benefits include: PROFESSIONAL INFORMATION Annals of Dyslexia Member Discounts at National IDA s semi-annual interdisciplinary, peer- Conferences Enjoy Members-only registration Name of School reviewed journal dedicated to the scientific study of dyslexia and related discounts when attending IDA’s annual language disabilities. national conference. Title Are you a member of IDA? Yes, I have an Individual Membership Yes, my school/company has an Institutional Membership Perspectives on Language And Professional Referral For Service No, but I would consider joining No, and I would not consider joining Literacy Database IDA’s quarterly publication discusses IDA Professional members may opt for a Have you applied for any other scholarship to attend the Annual Conference? contact listing as a Service Provider in Yes, I have applied for: _________________________ No, I have not applied for any other scholarship educational best-practices, curriculum methods, case studies and first-person the national IDA Referral For Services Have you ever been the recipient of an IDA Scholarship before? application of multisensory structured database. Yes, I have received a scholarship from IDA (Year Received: ______________________) language techniques. (Print & Online) No, I have never received a scholarship from IDA Special Rates on Professional Is your company/school willing to give you time off to attend? IDA Publication Discounts Liability Insurance Yes, I have already secured time off Yes, but my request has not yet been approved IDA members receive special rates on I cannot request time off until I have confirmation of attendance I don’t know Enjoy members-only pricing discounts on IDA publications and other items independent, professional liability insurance through EducatorProtect. Please attach a brief essay (1 page maximum) explaining: purchased in the IDA online bookstore. The Journal of Reading & Writing Travel Discounts The Interdisciplinary Journal with Special savings and services including Recipients are requested to submit a brief letter of appreciation after the conference scientific articles pertaining to the discounted rates on business and leisure which we will forward to the sponsoring organization to help ensure future scholarship support. processes, acquisition, and loss of vehicle rentals through Avis. reading and writing skills. Send your completed application form (with essay attached) to Insurance Discounts IDA Headquarters by fax or mail by September 21, 2012: Access to low group rates for IDA members on Liberty Mutual auto, home and selected other insurance products. Attn: Conference Department The International Dyslexia Association Questions? Contact the 40 York Road, 4th Floor conference department at Baltimore, MD 21204 conference@interdys.org or E-mail: conference@interdys.org 410-296-0232 Fax: 410-321-5069 Register online www.interdys.org Register online www.interdys.org
    • 2012 63rd Annual IDA Conference Scholarship for TeachersIDA is offering a number of scholarships for current educators. The scholarship will cover registration fees only. Recipientsare responsible for their own travel, hotel accommodations and other expenses. Please do not apply if your school or business hasnot agreed to give you time off or if you are unable to cover travel and lodging expenses. Recipients will be required to register forsessions immediately upon notification of acceptance. Applicants should NOT register for sessions at this time as registrations cannotbe processed without payment. FEBRUARY 28, 2013Deadline for Applications: September 21, 2012Title First Name MI Last Name Degrees/Certifications What is the Extreme Reading Relay? The Extreme Reading Relay is a National awareness campaign and fundraising event where invited schools, in partnership with theHome Phone Home E-mail Address International Dyslexia Association (IDA), will attempt to break the Guinness World Record for the most people in a reading relay. Students from schools across the nation will participate in this historic celebration of literacy; demonstrating that all struggling readers can learn toIDA Member Number (if applicable) read successfully and become lifelong learners. PROFESSIONAL INFORMATION How does the Extreme Reading Relay work? Each school will encourage students to participate on their school’s team. IDA will work directly with each school to register students, provide allName of School fundraising materials and support, reading materials and more. Once registered, each student will have his or her own fundraising page that they can personalize and use to fundraise. Students who raise a minimum of $100 will be able to read in the live reading relay on February 28, 2013.TitleAre you a member of IDA? What is the World Record we are trying to break? Yes, I have an Individual Membership Yes, my school/company has an Institutional Membership No, but I would consider joining No, and I would not consider joining We are attempting to break the Guinness World Record for the most people in a reading relay across multiple venues.Have you applied for any other scholarship to attend the Annual Conference? (The current record is 2,012 people.) Yes, I have applied for: _________________________ No, I have not applied for any other scholarshipHave you ever been the recipient of an IDA Scholarship before? What does each school get for participating? Yes, I have received a scholarship from IDA (Year Received: _________________) No, I have never received a scholarship from IDA (for example, if a school’s students raise $10,000, the school receives $4,000!)Is your company/school willing to give you time off to attend? Yes, I have already secured time off Yes, but my request has not yet been approved I cannot request time off until I have confirmation of attendance I don’t know Awards include registration, accommodations and travel to IDA’s 64th Annual ConferencePlease attach a brief essay (1 page maximum) explaining: in New Orleans and more. EVERYTHING you need to succeed and guidance along the way. What do the students receive? Recipients are requested to submit a brief letter of appreciation after the conference which we will forward to the sponsoring organization to help ensure future scholarship support. Students can earn incentives for raising money including the official Extreme Reading Relay T-shirt, opportunity to read in the relay, back pack, die cast medal, and chances Send your completed application form (with essay attached) to to win a $5,000 scholarship! IDA Headquarters by fax or mail by September 21, 2012: Attn: Conference Department Questions? How does your school get involved? The International Dyslexia Association Contact the conference department at conference@interdys.org or Make sure your school is signed up! Contact us today! E-mail: conference@interdys.org 410-296-0232 extremereadingrelay@interdys.org or 410-292-0232. Fax: 410-321-5069 Register online www.interdys.org Register online www.interdys.org
    • Advertisement Speaker Index HeadingAllen, Elizabeth: T16 Gerber, Paul: F25 Lowell, Susan: T44 Shankweiler, Donald: GeschwindAnderson, Peggy: FMP16 Gerlach, David: S3 MacMullan, Beth: F22 Memorial LectureAndrist, Charlotte G.: TMP1, F20 Gibbs, Denise: T2 Mahone, Mark: S10 Shapiro, Judy: F16Angelotti, Maren: FMP11 Gillingham, Kimberly: S9 Mann, Marcia: T38 Shaywitz, Sally: Orton Memorial LectureAvrit, Karen: S7 Gillis, Margie: F20, S12 Martin, Maureen: F30 Siegel, Linda: F10Baird, Maria: F29 Gladstein, Michael: FMP4 Martin-Chang, Sandra: S28 Silver, Vanessa: T24Bambino, Lisa: TMP7 Goldstein, Adrienne: FMP9 Marzola, Eileen: S6 Smith, Traude: F24Banerjee, Manjushri: T33 Gonçalves, Thaís: TMP10 Maskel, Shary: T26 Sonday, Arlene: S22Bell, Sherry Mee: T21, F9 Gonzalez, Jorge: T35 McCallum, R. Steve: T21, F9 Southall, Margo: T25Benson, Angelica: F7 Gordon Pershey, Monica: F34 McGowan, Megan: T4 Spear-Swerling, Louise: F15Berg, Michele: F8 Greenblatt, Pamela: T1 McNamara, William: FMP1 Stanley, Emily: T4Binks-Cantrell, Emily: S28 Greene, Victoria: T8, F23 Meier-Hedde, Regine: FMP16 Stanley, Emily: F6Bowers, Peter: S23 Hall, Ed.D., Susan: S25 Meyer, Bonnie: F2 Steinberg, Elenn: F20Brady, Linda: T2 Hankins, Marty: S19 Miller, Brett: S10 Stewart, Laura: T13Brinckerhoff, Loring: T33 Hara, Keiko: TMP11 Monk, Gage: FMP13 Stotsky, Sandra: F20Brockhausen, Christy: F28 Hasbrouck, Jan: F3 Moraine, Paula: T9 Strohl, Carrie: TMP17Brotherton, Mary: F27 Haynes, Charles: TMP13, S14 Naylor, Bridget: F12 Strong, Rich: FMP13Burrow, Shellie: S24 Heath, Gaye: T40, S25 Neugebauer, Sabina: S15 Talley-Bailey, Annette: FMP8Burton, Jonathon: S24 Helton, Sally: F21 Odegard, Timothy: T2 Tan, Shi Jia: FMP15Capelatto, Luri: FMP14 Henley, Anthony: FMP17, S29 Oliver, Janet : T45 Taylor-Roscow, Maravene: FMP18Cardenas-Hagan, Elsa: T10 Hennessy, Nancy: T1 Olson, Richard: S10 Telian, Nancy: T37Carran, Deborah: TMP12 Henry, Marcia: T27, T30 O’Neill, Ellen: TMP4 Thompson Smith, Ann: F14Chase, Cheryl: F1 Herman, Christopher: S27 Oremus, Earl: F20 Travis, Suzy: T15Cheesman, Elaine: T22 Hettleman, Kalman: T17 Osenga, Tina: TMP5 Ullman Shade, Catherine: T20Chiodi, Martha: TMP1 Horsfall, Geoff: F13 Osman, Janna: S30 Van Cleave, William: S20Ciasca, Sylvia Maria: FMP14, F31 Hougen, Marty: S4 Padgett, Patricia: F33 Vanden Boogart, Amy: T18Coffman, Nancy: T2, F35 Hubbell, Harvey: F19 Pallais-Downing, Desirée: TMP15 Vann, Angela: FMP12Cook, Pam: TMP6 Hudson, Stewart: T45 Peterson, Kay: F30 Vickery, Karen: F30Cook Christakos, Sue: FMP2 Hunter, Michael: TMP5 Pickering, Joyce: F35 Wagner, Richard: S10Cooke, Gina: TMP18, S23 Iannone-Campbell, Charlene: F18 Pilgrim, Jodi: S4 Walker, Kathleen: TMP15Coyne, Michael: S15 Ingram-West, Sally: F21 Pittman, Ramona: F26 Ware, Sharon: S15Crudo-Burke, Madelyn: S30 James, Barry: F14 Podhajski, Blanche: T23 Washburn, Erin: S28Cutting, Laurie: S10 Johnson, Evelyn: T23 Poirier, Avery: FMP6 Wasowicz, Jan: T6Deicken, Tammy: T27 Joshi, R. Malatesha: S28 Poirier, Brandy: FMP6 Webb, Lorrie: F26Dickman, G. Emerson: T5, T19 Julius, Gloria: TMP12, FMP12 Pollard-Durodola, Sharolyn: T35 Weiser, Beverly: S18Dickman, Georgette: F16 Kaloi, Laura: T11, F20 Primmer, Sarah: F27 Weiss, Stacy: S8Duda, Michelle: F21 Kato, Junko: TMP11 Ras, Shamini: FMP15 Wernikoff, Linda: F21Duffy, Betsy: TMP7, F4 Katz, Lauren: TMP8 Redding, Nancy: S1 Whilby, Rachael: F28Dufour-Martel, Chantal: S11 Kaufman, Clay: FMP5 Richards, Regina: T34 White, Nancy Cushen: F11Dunn, Michelle: TMP12 Kerr, Sonja: TMP6 Richardson, Ellen: S26 Whitten, Ann: FMP9Ebbers, Susan: S31 King, Diana: S2 Ring, Jeremiah: S7 Wilcke, Arndt: T32Elbeheri, Gad: S17 Kobayashi, Maya Shiho: TMP13 Robinson, Shawn: T42 Wilkins, Angela: F2Entwistle, Peter: T29 Krasa, Nancy: T12 Rosenberg, Deardra: T14 Wilson, Barbara: T28, F2, F21Fallon, Karen: TMP8 Kuhn, Lynn: F8 Rothman, Rosalind: T7 Winters, David: S16Farmer, Katy: TMP2 Kulmhofer, Andrea: FMP7 Russell, John: F28 Wolf, Beverly: F2Farrell, Linda: T36 LaSalle, David: F12 Saenz, Laura: T35 Wolf, Maryanne: F20Farrell, Mary: F30 Lattimore, Susan: F18 Salgado-Azoni, Cíntia: TMP14, FMP14 Woodin, Christopher: T43Fasano, Anthony: FMP3 Lavin, Claire: T7 Salza, Louis: T41 Yoshimoto, Ronald: T39Fedora, Pledger: TMP9 Lee, Jiyeon: FMP10 Sandherr, Meridith: F6 Young, Dawn: FMP15Ferreira, Tais de Lima: F31 Leopold, Karen: TMP3, F17 Schaller, Missy: F22 Yudi, Michael: F20Fitzhugh, Anna: T2 Lima, Ricardo: TMP14 Schneider, Elke: FMP7, S26 Zecher, Marilyn: TMP4, S5Fitzhugh, Lynne: F32 Liss-Bronstein, Linda: T3 Schultz, Jerome: S21 Zentall, Sydney: FMP10Fletcher, Jack: S10 Long, Helen: S13 Schwab, Yoni: F28 Zettler-Greeley, Cynthia: TMP16Frake, Erika Kluge: T45 López-Lebrón, Teresa: T3 Sedita, Joan: F5Franks, Beth: T31 Lowell, Susan: S12 Register online www.interdys.org Register online www.interdys.org
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