2011 International Research Conference

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Lindamood-Bell Learning Processes 2011 International Research Conference: The Sensory-System Connection to Learning-Dyslexia, Hyperlexia, Autism.

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2011 International Research Conference

  1. 1. 17 th Annual Sensory-Language The Connection for Learning Dyslexia ~ Hyperlexia ~ Autism March 10-12, 2011 Anaheim, CA A Conference for EveryoneParents • Educators • Researchers • Policy Makers Keynote Speakers Nanci Bell, M.A. Allan Paivio, Ph.D. The Honorable Co-founder of Lindamood-Bell Professor Emeritus, University Robert Pasternack, Ph.D. Learning Processes, Author of of Western Ontario, Author Former Assistant Secretary, “Visualizing & Verbalizing of the Dual Coding Theory US Department of Education, for Language Comprehension Office of Special Education and and Thinking®” Rehabilitative Services Join us at Disney’s Grand Californian Hotel® & Spa in Anaheim, CA www.LindamoodBell.com ~ 800-233-1819
  2. 2. Welcome Join us at Disneyland® to experience the Magic of Learning! You are invited to attend the Lindamood-Bell 17th Annual International Conference at Disney’s Grand Californian Hotel® & Spa in Anaheim, California. As we celebrate our 25th year we take pride in offering you a conference that has attracted researchers who are the preeminent minds in our field. Attend, and you’ll have the opportunity to hear the latest information in brain research, cognition, genetics, decoding, language comprehension, memory, dyslexia, hyperlexia, and autism—as well as information on leadership and federal/state policy to increase student achievement. Read more about the range of research presentations on pages 4-9 in this brochure. We also offer workshops in our Lindamood-Bell® programs. This is one of the few educational conferences that combines both research presentations and workshops. You can take more than sound bites back to your classroom. Read more about our workshops on pages 10-11 in this brochure. I hope you will join us in our effort to deliver the Magic of Learning to more and more children and adults. We can do this. You can do this. Sincerely, th 1986 2011 Nanci Bell Director“Finally we have a way to meet the needs of our studentsthat delivers as promised, that is completely research drivenand is implemented with all the support necessary to ensuresuccess.” ~Amanda, Classroom Teacher 2
  3. 3. Conference DetailsFor All AttendeesAll are invited to attend the morning Keynotes and lunchtime Box Lunch Sessions. Lunchis included with all registrations!Schedule Summary Thursday March 10th Friday March 11th Saturday March 12th Research Sessions Research Sessions Research Sessions Visualizing and Verbalizing® (V/V®) Workshop Talkies®Workshop Seeing Stars® (SI™) Workshop OCN™ Workshop Lindamood Phoneme Sequencing® (LiPS®) Workshop Sensory-Cognitive AssessmentsConference VenueDisney’s Grand Californian Hotel® & Spa1600 S. Disneyland Drive in Anaheim, CaliforniaA limited number of discounted rooms ($240 pernight + tax) are available on a first-come, first-servedbasis. Reservations must be made by February 5th. CallDisney’s Grand Californian Hotel® & Spa and mention ®the Lindamood-Bell Conference: 714-520-5005Session FeesAll sessions include attendance at Keynote and Lunch presentations. WORKSHOPS Visualizing and Verbalizing® for Comprehension (V/V®), March 10-11 . . .. . . . . . . . . . . . . . .. $ 639 Talkies®, March 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. . . . . . . . . $ 439 Seeing Stars® (SI™), March 10-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .. . . . . . . . .$ 639 Lindamood Phoneme Sequencing® (LiPS®), March 10-12 . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . $ 859 On Cloud Nine® Math (OCN™), March 12 . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . $ 439 Sensory-Cognitive Assessments, March 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .$ 599 RESEARCH SESSIONS Thursday, March 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . .. . . $ 199 Friday, March 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . $ 199 Saturday, March 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . ... . . . . . $ 199Conference Credit InformationLindamood-Bell® CEUs and ASHA Certification Maintainance Hours (not ASHA CEs) for all full day sessions.The University of California Los Angeles (UCLA) Extension post-graduate professional development creditsavailable for all workshops of 2 or more days.Visit www.LindamoodBell.com/credit for more credit information. University of Lindamood-Bell® CEUs accepted by California ASHA Los Angeles for certification Extension Credit maintenance hours.Lindamood-Bell has been approved as an Authorized Provider by the International Association for ContinuingEducation and Training (IACET), 1760 Old Meadow Road, Suite 500, McLean,VA 22102. 3
  4. 4. Thursday Keynote • 8:00 - 8:50am ~ General Session - Open to all registrants iMagery: a sensory-cognitiVe foundation for the coMponent parts of reading 8:00 - Nanci Bell, M.A., Co-founder of Lindamood-Bell Learning Processes, Author of 8:50am “Visualizing and Verbalizing for Language Comprehension and Thinking®” Imagery is a sensory-cognitive function underlying the component parts of reading—including reading comprehension and decoding. Symbol imagery— the ability to create mental representations for sounds and letters within words—is foundational to both phonological and orthographic processing. The sensory input of a phonological/orthographic image underlies the whole of the reading process.Morning Research Session • 9:00 - 12:15pm learning to read Words: relationship to spelling and Vocabulary acquisition 9:00 - 10:30am Linnea Ehri, Ph.D., Distinguished Professor at the Graduate Center of the City University of New York Children learn to read words by forming connections between letters and sounds in memory. This process helps them spell words and learn new vocabulary words. Medical conditions in asd: What’s the chicken and What’s the egg? 10:45 - Ricki Robinson, M.D., M.P.H., Descanso Medical Center for Development & Learning 12:15pm Children with an Autism Spectrum Disorder (ASD) are now known to have many co-morbid medical disorders. This presentation will review these major medical complications and explore whether they might be the cause or result of having an autism spectrum disorder. Afternoon Research Sessions • 1:30 - 4:45pm dual coding theory: introduction and extensions to decoding in reading and Medical education 1:30 - Mark Sadoski, Ph.D., Professor and Distinguished Research Fellow, 3:00pm Department of Teaching, Learning, and Culture,Texas A&M University Basic principles of Dual Coding Theory are introduced and explained. New research in decoding in reading and using mental imagery in medical education are introduced. gene-enVironMent interactions for early literacy constructs 3:15 - Jeannette Taylor, Associate Professor, Director of Clinical Training, Florida State University, Department of Psychology 4:45pm Recent findings will be presented suggesting that genetic influence on reading constructs in the early grades may be moderated by the environment. 4
  5. 5. March 10Lunch • 12:30 - 1:30pm ~ General Session - Open to all registrants nclb, response to interVention, turning around schools, and district reforM: thirteen years of integrated research and success in a high poVerty, high Minority colorado school district12:15 - Gina Gallegos, Principal of Heritage Elementary School in Pueblo, CO1:30pm & Paul Worthington, Co-Director of Professional Development, Lindamood-Bell Learning Processes Pueblo City Schools and Lindamood-Bell will outline a longitudinal effort culminating a cost effective nationally recognized professional development and school reform model that led to unprecedented student achievement.Workshop Sessions • 9:00 - 4:45pm Day 1 of 2 The focus of this workshop is on techniques for stimulating concept imagery for single words, phrases, single sentences, and sentence 9:00 - 4:45pm by sentence in paragraphs. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. 1.4 Lindamood-Bell® CEUs as authorized by the IACET (International Association for Continuing Education and Training) -or- 1.5 quarter units of post-graduate professional development credit through the University of California Los Angeles Extension. The credit fee is $135, payable to UC Regents at the workshop. See page 3 for more credit information. • The workshop fee includes the Visualizing and Verbalizing® manual (a $60 value) Day 1 of 2 The focus of this workshop is on techniques to stimulate the ability to create mental representations (symbol imagery) for sounds and letters within words. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. 9:00 - 4:45pm 1.4 Lindamood-Bell® CEUs as authorized by the IACET (International Association for Continuing Education and Training) -or- 1.5 quarter units of post-graduate professional development credit through the University of California Los Angeles Extension. The credit fee is $135, payable to UC Regents at the workshop. See page 3 for more credit information. • The workshop fee includes the Seeing Stars® manual (a $60 value) Day 1 of 3 The focus of this workshop is on techniques for stimulating awareness of the oral-motor features of consonants and vowels, and integrating that oral-motor-kinesthetic awareness with visual, auditory, and 9:00 - 4:45pm language processing as a base for detecting phonemes within syllables, reading, and spelling. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. 2.1 Lindamood-Bell® CEUs as authorized by the IACET (International Association for Continuing Education and Training) -or- 2 quarter units of post-graduate professional development credit through the University of California Los Angeles Extension. The credit fee is $155, payable to UC Regents at the workshop. See page 3 for more credit information. • The workshop fee includes the LiPS® manual (a $115 value) 5
  6. 6. Friday Keynote • 8:00 - 8:50am ~ General Session - Open to all registrants dual coding theory, Visualization/Verbalization, and intelligence8:00 - Allan Paivio, Ph.D., Professor Emeritus, University of Western Ontario, Author of the Dual Coding Theory8:50am Dr. Paivio will discuss aspects of Dual Coding Theory (DCT) and the Visualizing and Verbalizing® (V/V®) practice that are crucial to intellectual functioning but are absent from traditional psychometric (IQ) theories and tests of intelligence. Recent brain-based theory of general intelligence that is more fully compatible with DCT and V/V® will also be discussed. Morning Research Sessions • 9:00 - 12:15pm different learners: hoW nature and nurture interact to cause or reMediate learning probleMs 9:00 - Jane M. Healy, Ph.D., Educational Psychologist, Internationally Acclaimed10:30am Author of “Endangered Minds” and “Different Learners” Home and school experiences alter brains and genes and today’s lifestyles jeopardize healthy learning. Successful case studies of cognitive, emotional, and behavioral learning problems illustrate effective intervention. the pathWay to neW interVentions for asd: defining MechanisMs and translation to treatMents 10:45 - Nancy J. Minshew, M.D., Professor of Psychiatry & Neurology, University12:15pm of Pittsburgh School of Medicine; Director, University of Pittsburgh’s NIH Autism Center of Excellence (ACE) Autism research has linked cognitive and social behavior to cortical under- development. Novel new behavioral and neurobiological interventions demonstrate the power of mechanism discovery to lead to improved interventions for individuals with ASD. Afternoon Research Sessions • 1:30 - 4:45pm genetic and enVironMental influences on reading and related skills: iMplications for instruction and practice 1:30 - Richard Olson, Ph.D., Professor of Psychology, P.I. of the Colorado Learning3:00pm Disabilities Research Center and of the Colorado Longitudinal Twin Study Studies of identical and fraternal twins and their siblings have revealed substantial genetic influences on reading disabilities and individual differences across the normal range. This presentation will outline the basic method of twin studies, their major results for reading and related skills such as language and attention, and their implications for the remediation of reading disabilities and for improving reading in the general population. update on eVidence-based assessMents and treatMents for autisM spectruM disorders 3:15 - Robert Hendren, Ph.D., Professor and Vice Chair of Psychiatry, UC4:45pm San Francisco; Former Executive Director MIND Institute; UC Davis Our models for understanding and treating autism spectrum disorders (ASD) are growing, leading to an at times bewildering array of assessment and treatment options.This presentation will review the anecdotal to strong scientific evidence for potential assessments and treatments for ASD including behavioral, medical, pharmacologic and biomedical treatments. Parents and practitioners will hopefully then have the necessary information to select the options that are right for their child with autism. 6
  7. 7. March 11Lunch • 12:30 - 1:30pm ~ General Session - Open to all registrants district reforM in a failing state: a research-based prototype to turn around one of the loWest perforMing districts in california Bob Pletka, Superintendent of El Centro, California Elementary District, Award Winning Author of “My So Called Digital Life” and “Educating the12:15 - NetGeneration”1:30pm & Paul Worthington, Co-Director of Professional Development, Lindamood-Bell Learning Processes State efforts to win approval within the Race to the Top and other federal initiatives have not materialized for California as it has for other states. This presentation will feature the initial findings of a high poverty high minority district’s efforts to reverse the failing trends associated with a district with these demographics, and to close the achievement gap.Workshop Sessions • 9:00 - 4:45pm Day 2 of 2 The focus of this day is on techniques for stimulating concept 9:00 - 4:45pm imagery for sentence by sentence in paragraphs, then for whole paragraphs and pages, and applying imagery to content instruction and vocabulary development. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. See page 5 for credit information. • The workshop fee includes the Visualizing and Verbalizing® manual (a $60 value) Day 2 of 2 The focus of this day is on techniques to develop symbol imagery for sounds and letters within complex single and multisyllable 9:00 - 4:45pm words. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. See page 5 for credit information. • The workshop fee includes the Seeing Stars® manual (a $60 value) Day 2 of 3 The focus of this day is on techniques for applying oral-motor- kinesthetic awareness to detect and manipulate sounds within 9:00 - 4:45pm single syllable words as a base for decoding and spelling. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. See page 5 for credit information. • The workshop fee includes the LiPS® manual (a $115 value) “The results are undeniable. Many of my intensive group students gained several grade levels in reading in just one semester.” ~Adam, Classroom Teacher 7
  8. 8. Saturday Keynote • 8:00 - 8:50am ~ General Session - Open to all registrants responding to instruction and interVention: What rti Means for students With learning disabilities8:00 - The Honorable Robert Pasternack, Ph.D., Former Assistant Secretary,8:50am US Department of Education, Office of Special Education and Rehabilitative Services Current data on the incidence/prevalence rates for students with learning disabilities will be shared, as well as information on the fiscal, programmatic, policy, and instructional impact of Response to Intervention (RtI) on schools across the country. In this fiscal climate, the Return on Investment (RoI) for implementing RtI will be explored. Morning Research Session • 9:00 - 12:15pm deVelopMent of MeMory systeMs in the child’s brain 9:00 - John D.E. Gabrieli, Ph.D., Professor, Department of Psychology and Neuroscience Program, and by courtesy, Department of Radiology, Stanford University10:30am The ability to learn grows from childhood through adulthood. Neuroimaging reveals that different aspects of learning depend upon distinct neural systems with variable developmental trajectories. Methodological issues in neuroiMaging studies of skilled reading and reading disability: establishing brain/behaVior links10:45 - Kenneth Pugh, President and Director of Research, Senior Scientist, Haskins12:15pm Laboratories; Professor, Dept. of Psychology, University of Connecticut In a large developmental study of children at different ages and reading levels brain/behavior analyses revealed that the development of reading fluency is strongly associated with the development of the left hemisphere posterior reading system. A recently completed intervention study examined the influence of intensive phonological remediation in reading disabled children, revealing substantial gains in both reading performance and a corresponding development of the left hemisphere posterior reading system for children afforded this treatment.We also consider how these neurobiological techniques might be used in helping us to identify those children, at earlier stages of development, at high risk for later reading difficulties. Afternoon Research Sessions • 1:30 - 4:45pm idea 2004, rti, and the priVate sector: at a cross-roads 1:30 - Dr. Elena L. Grigorenko, Associate Professor, Child Study Center, Department of Psychology, Department of Epidemiology and Public Health at Yale University3:00pm Dr. Grigorenko will share her thoughts and experiences regarding the Yale Academic Skills Clinic’s implementation of IDEA 2004 in the “RtI-only” state of Connecticut. instructional influences on groWth of literacy: the proMise of indiVidualization 3:15 - Dr. Fred Morrison, Research Professor, the Center for Human Growth and4:45pm Development; Professor of Psychology and Professor of Education, Combined Program in Education and Psychology at the University of Michigan Studies have revealed that the most effective instruction depends on the initial skill levels of children. These results imply that individualizing instruction based on children’s skill levels would be highly effective. Further, the closer the instruction delivered matched recommended levels,the greater were children’s gains.Implications for understanding literacy growth and its improvement will be explored. 8
  9. 9. March 12Lunch • 12:30 - 1:30pm ~ General Session - Open to all registrants turning around schools, and district reforM - What does it take? a research-based prototype to turn around one of the loWest perforMing schools in colorado Lori Cooper, Assistant Superintendent of Center School District in Center, CO12:15 -1:30pm & Paul Worthington, Co-Director of Professional Development, Lindamood-Bell Learning Processes Federal and state driven initiatives to turn around chronically low performing schools is well under way. This presentation will feature the initial findings of a district in rural Colorado to immediately address the Race to the Top initiative.Workshop Sessions • 9:00 - 4:45pm Day 1 of 1 The focus of this workshop is on techniques for stimulating mental imagery 9:00 - 4:45pm as a base for language comprehension for use with students with weak oral vocabulary and expressive language skills. See pages 10-11 for a more detailed explanation, or visit our website at www.LindamoodBell.com. 0.7 Lindamood-Bell® CEUs as authorized by the IACET (International Association for Continuing Education and Training). • The workshop fee includes the Talkies® manual (a $55 value) Day 1 of 1 The focus of this one day workshop is to prepare you to teach students to integrate math experiences with imagery for application to computation. See pages 10-11 for a more detailed explanation, or visit 9:00 - 4:45pm our website at www.LindamoodBell.com. 0.7 Lindamood-Bell® CEUs as authorized by the IACET (International Association for Continuing Education and Training). • The workshop fee includes the On Cloud Nine® Math manual (a $55 value) Day 3 of 3 The focus of this day is on techniques for extending phoneme awareness to multisyllable decoding and spelling, and reading and 9:00 - 4:45pm spelling in context. See page 5 for credit information. • The workshop fee includes the LiPS® manual (a $115 value) Sensory-Cognitive Day 1 of 1 Assessments LAC-3 Test The focus of this portion of the workshop is on the administration of the LAC-3 Test & LAC-3 Test, which is acclaimed as one of the most sensitive measures ofSymbol Imagery™ Test phonemic awareness today. The LAC-3 Test administration will be modeled and practiced. Relationships to other measures will also be discussed. 9:00 - 4:45pm • The workshop fee includes the LAC-3 Test kit (a $213 value) Symbol Imagery™ Test The Symbol Imagery™ Test is a sensitive measure of the ability to visualize the identity, number, and sequence of letters in single and multisyllable words. Data indicates the test is highly correlated with phoneme awareness (as measured by the LAC-3 Test), word attack, word recognition, spelling, and paragraph decoding (reading rate and accuracy combined). • The workshop fee includes the NEW Symbol Imagery™ Test Kit (a $150 value) 0.7 Lindamood-Bell® CEUs as authorized by the IACET (International Association for Continuing Education and Training). See page 3 for credit information. 9
  10. 10. Lindamood-BellmoreWorkshops Visit www.LindamoodBell.com for ® workshop details.Visualizing and Verbalizing® WorkshopThursday, March 10 - Friday, March 11, 9am-4:45pm The Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®) Program, by Nanci Bell, develops concept imagery for both oral and written language. Through a series of steps, students learn to create an imaged gestalt and integrate that imagery with language as a basis for language comprehension and thinking. Learn Steps to Develop: • Reading comprehension • Oral language comprehensionWorkshop fee: $639 • Oral language expression • Written language expression Includes manual, • Following directions • Vocabulary a $60 valueTalkies® WorkshopSaturday, March 12, 9am-4:45pm The Talkies® Program by Nanci Bell and Christy Bonetti, is the primer to the Visualizing and Verbalizing® (V/V®) program for students who need simpler, smaller steps of instruction to establish the imagery-language connection. The goal of Talkies® instruction is to develop mental imagery as a base for language comprehension and expression. Talkies® instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders. Learn Steps to:Workshop fee: $439 • Bring nonverbal imagery to consciousness Includes manual, • Establish the imagery-language connection a $55 value • Increase oral vocabulary • Improve language comprehension and expressionSeeing Stars® WorkshopThursday, March 10 - Friday, March 11, 9am-4:45pm The Seeing Stars® Program, by Nanci Bell, develops symbol imagery: the ability to visualize sounds and letters in words for both phonological and orthographic processing. Students move through a series of steps—from single consonants/vowels to multisyllabic and contextual reading—to develop the imagery-language connection for competency in written language. Learn Steps to Develop: • Phonics / Phoneme Awareness • Word attackWorkshop fee: $639 • Orthographic awareness • Word recognition Includes manual, • Reading fluency • Spelling a $60 valueLindamood Phoneme Sequencing® WorkshopThursday, March 10 - Saturday, March 12, 9am-4:45pm The Lindamood Phoneme Sequencing® (LiPS®) Program, by Patricia C. Lindamood and Phyllis D. Lindamood, develops phoneme awareness. Students learn to recognize how their mouths produce the sounds of language. This kinesthetic feedback enables them to verify sounds within words and to become self- correcting in reading, spelling, and speech. Learn Steps to Develop: • Phoneme awareness • Word attackWorkshop fee: $859 • Phonics • Pronunciation Includes manual, a $115 value 10
  11. 11. Lindamood-Bell® Workshops Provide: Instruction in program steps modeled by a Lindamood-Bell® Professional Development PresenterVideos of student-instructor interaction Guided practice sessions Immediate feedback Workshop Mentor SupportOn Cloud Nine® Math WorkshopSaturday, March 12, 9am-4:45pm The On Cloud Nine® Math Program, by Nanci Bell and Kimberly Tuley, stimulates the ability to image and verbalize the concepts and processes of math. Concept imagery and numeral imagery are integrated with language to improve math computation and problem solving. Learn Steps to Develop: • Math facts • Mathematical concepts • Word-problem solving • Improved math test scoresWorkshop fee: $439 Includes manual, a $55 valueSensory-Cognitive Assessments: LAC-3 Test & Symbol Imagery™ TestSaturday, March 12, 9am-4:45pm The Lindamood®Auditory ConceptualizationTest-3 (LAC-3) is a sensitive measure Sensory-Cognitive of phoneme awareness and is valuable in diagnosing dyslexia. Designed to Assessments be used with children and adults, the test enables professionals to determine LAC-3 Test & an individual’s need for and progress in phoneme awareness development.Symbol Imagery™ Test The Symbol Imagery™ Test is a sensitive measure of the ability to visualize the identity, number, and sequence of letters in single and multisyllable Workshop fee: $599 words. Data indicates the test is highly correlated with phonemeIncludes LAC-3 Test kit, awareness (as measured by the LAC-3 Test), word attack, word recognition, a $213 value spelling, and paragraph decoding (reading rate and accuracy combined). and NEW Symbol Imagery™ Test Kit, a $150 value Registration Deadline Registration can be made via mail, phone, or fax. Within two weeks of the start of the workshop you may only register via phone and fax, using a credit card or purchase order. Refunds and Cancellations You will receive a full refund if you cancel 30 days or more before the start date of the workshop. You will receive a full refund minus a $40 service charge if you cancel within 30 days of the workshop. You will not receive a refund if you cancel after the start of the workshop. Attendance at one or more of our workshops does not create an express or implied license to train others to conduct clinics or workshops in our proprietary educational programs, or to certify any individual in the use or administration of our programs. Lindamood-Bell® workshop materials are proprietary and cannot be duplicated, copied, or distributed without the express, prior written consent of Lindamood-Bell Learning Processes, a California corporation. Please contact us at any time if you have any questions concerning the use or implementation of our programs by third parties. Visit www.LindamoodBell.com/needtoknow for all of our “Need to Know” information and for Ways to Save! Registration Options 416 Higuera Street 800-233-1819 775-806-7036 (Fax) San Luis Obispo, CA 93401 805-541-3836 for more information: 800-233-1819 www.LindamoodBell.com 11
  12. 12. Lindamood-Bell Learning Processes PRSRT STD 416 Higuera Street U. S. Postage San Luis Obispo, CA 93401 PaidA Conference for Everyone: Lindamood-BellParents • Educators • Researchers • Policy Makers 17 th Annual The Sensory-Language Connection for Learning Dyslexia ~ Hyperlexia ~ Autism March 10-12, 2011Join us at Disney’sGrand CalifornianHotel® & Spain Anaheim, CA Follow us on: Catalog Code: WK-CT-0311-INTL www.LindamoodBell.com d lll ©Lindamood-Bell Learning Processes

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