DyslexiaCon21 Program Book

Reading, Literacy & Learning 2021 IDA VIRTUAL CONFERENCE

CONFERENCE

PROGRAM

ENVISIONING A FUTURE WITH STRUCTURED LITERACY FB: DyslexiaIDA IG: dyslexiaida TW: DyslexiaIDA

www.dyslexiaIDA.org www.dyslexiaCon.org

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Putting structured literacy into practice for more than 30 years.

Our commitment to comprehensive professional learning leads the way in the implementation of the science of reading—building pathways to success.

Teachers and students deserve no less.

Prevention/Early Intervention Grades K-3

Intervention Grades 4-12, adult

www.wilsonlanguage.com #DyslexiaCon21

800.899.8454

Intensive Grades 2-12, adult

ABOUT IDA The International Dyslexia Association (IDA) is creating a future for all individuals who struggle with dyslexia and other related reading differences to have richer, more robust lives by providing access to the tools and resources they need until everyone can read. For more than 70 years, IDA has been the authoritative voice of current and reliable research and information to educate families and professionals about dyslexia and to inform the practice and policy changes needed to deliver effective instruction to all students. IDA’s global network of home office, 43 branches in the United States and Canada, and 26 Global Partners provide educator training, publications information, and support to struggling readers around the world. IDA’s annual conference attracts thousands of researchers, clinicians, parents, teachers, psychologists, educational therapists, and people with dyslexia.

IDA is creating a future for every individual who struggles with dyslexia and other reading differences—because reading changes lives.

BOARD OF DIRECTORS Josh Clark, Chair

Donald L. Compton, Ph.D.

Paul Carbonneau, Vice Chair

Dean Conklin, Ed.D.

Mary Wennersten, M.Ed., Vice Chair

Carolyn D. Cowen, Ed.M.

Geoffrey Seegmiller, Treasurer

Gad Elbeheri, Ph.D.

Elizabeth Remington, M. Ed., Secretary

Elena Grigorenko, Ph.D.

Janet Thibeau, Branch Council Chair

Angus Haig

Sonja Banks, Chief Executive Officer

Robert A. Lane, Ed.D.

Stephanie Al Otaiba, Ph.D.

Joanna Price

Dean Bragonier

Jennifer Topple, M.S., CCC/SLP

Cawley Carr, M.S. CCC-SLP

Michael Wright

TABLE OF CONTENTS Welcome

4

General Information

6 Registration Information 7 Continuing Education 8 Sponsors 10

Navigating the Sessions

12 Sessions by Track 13 Knowledge & Practice Standards 14 Exhibitors 15 LIVE Conference (Oct. 21-23, 2021) LIVE At-A-Glance Thursday Sessions LIVE Friday Sessions LIVE Saturday Sessions LIVE

17 18 20 22 26

ON-DEMAND Conference (Available Nov. 16, 2021) 29 Thursday ON-DEMAND At-A-Glance 32 Thursday Sessions ON-DEMAND 34 Thursday Poster Session ON-DEMAND 42 Friday ON-DEMAND At-A-Glance 48 Friday Sessions ON-DEMAND 50 Friday Poster Session ON-DEMAND 58 Saturday ON-DEMAND At-A-Glance 66 Saturday Sessions ON-DEMAND 68 Saturday Poster Session ON-DEMAND 76 IDA Branches and Partners Staff and Advisors Thank You

84 86 88

WELCOME Welcome to the 2021 Virtual IDA Conference! As you all know, this is not the conference we were expecting. We still believe the conference will give you the tools and knowledge you need to increase the achievement of students with and at-risk for dyslexia. Especially exciting is that we will be live-streaming the same exciting featured sessions we had already planned!

This year’s theme is “Envisioning a Future with Structured Literacy: Reading Instruction That Works.” We have selected sessions that address structured literacy: best practices for practitioners, how leaders can implement structured literacy, and ways families can assure their children receive the best structured literacy instruction.

In addition, one hallmark of the IDA conference is that attendees can learn from researchers doing the very latest research on reading and dyslexia and discuss how the research can ultimately improve structured literacy now and in the future. We present the latest research in two of our featured sessions: • This year’s recipient of the Orton Prize, Dr. John Gabrieli, will share what cutting-edge neuroscientific data reveal about the nature of dyslexia and how structured literacy can change the brain.

• In this year’s Sherman Symposium, researchers explain how executive function affects reading comprehension and link this research to the classroom.

You will also find sessions related to pandemic recovery and equity, both important to our international community. For recovery, all sessions on structured literacy will aid teachers in accelerating student learning. We have also selected sessions focused on how educators might use technology to help their students. The pandemic has changed the way we interact with technology, and we hope these sessions will continue to expand your technological repertoire.

For equity, we present sessions to increase the success of students from historically marginalized groups. These students are overrepresented in the population of children with reading difficulty, so symposia across all three days will address their needs: • This year’s Geschwind Lecturer, Dr. Julie Washington, will address why the students are over-represented and what we can do about it.

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• At the Sylvia Richardson Symposium, the presenters describe how teachers must consider language diversity to maximize the value of structured literacy.

• In the first symposium of the conference on Thursday, the presenters issue to us “A Call to Action for Diverse Vulnerable Learners with Reading Disabilities” to frame all three days of learning.

• The last symposium of the conference, titled “Literacy: A Social Justice Issue,” tells the story how one community collaborated to make strides toward equity.

Other great news is that the magic of technology makes it possible for you to have access to the many great sessions not just for three days, but for a year or even longer. Details about accessing the conference on IDA TV appear elsewhere in the program book. Finally, we are excited for this year’s unique poster sessions, where poster presenters will film short videos to give attendees a tour of their content.

One goal of the 2021 conference is to make the IDA tent bigger. We are excited to welcome new friends and colleagues, especially educators who are unfamiliar with structured literacy for students with dyslexia.

If you are new to IDA, we are thrilled you are attending. We hope the practical and cutting-edge sessions will teach you a great deal and get you excited to implement structured literacy in your classroom. We are just as excited for IDA friends and colleagues we have long known to join us. The IDA conference can only bring together some of the best researchers and practitioners because you have supported this tradition.

We hope that the conference will have a direct meaningful impact on instruction, that what you learn here will improve instruction for students who need structured literacy, wherever you are in the world.

IDA’s mission is to create a future for all individuals who struggle with dyslexia and other related reading differences so that they have richer, more robust lives and access to the tools and resources they need. We know that this program leads our field in that direction.

Be well and safe. We will see you. . . on the internet.

#DyslexiaCon21

EXECUTIVE PLANNING

Elsa Cardenas-Hagan, Proposal Management Committee Chair Erin Jordan, Pre-Planning Coordination Chair Devin Kearns, Program Content Committee Chair Tonya Kellogg, On-Site Logistics Chair Callie Luker, Partnership Development Chair Hallie Rojeski, Special Events Chair Josh Clark, Chair, IDA Board of Directors Pryor Rayburn, President, IDA North Carolina Branch Janet Thibeau, Branch Council Chair Sonja Banks, CEO, International Dyslexia Association

PROPOSAL MANAGEMENT

SPECIAL EVENTS

PROGRAM CONTENT

ONSITE LOGISTICS

Elsa Cardenas-Hagan, Chair Michele Berg Nancy Hennessy Debra Lynam Tracy Weeden Anne Whitney

FAMILY AND COMMUNITY ENGAGEMENT Karen Huppertz, Chair Renee Bernhardt Ginna Clute Karen Goeke-Auston Nita Jones Andrea Mowatt-Duncklee Loriann Stephen Maura Ward

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS Lynn Kuhn, Chair RESEARCH Elena Grigorenko, Chair Laurie Cutting Sara Hart Roslyn Fitch Lynn S. Fuchs Charles Hulme Nicole Landi Cammie McBride Elsje van Bergen Julie Washington Jason Yeatman

PARTNERSHIP DEVELOPMENT Russell VanBrocklin

PRE-PLANNING COORDINATION Missy Stewart Pat Zentner Rebecca Barber Marie Pomeroy Carla Leone Jenny Barnstable Robyn Thomson Jennifer Rivelli Anderson

ANNUAL IDA CONFEREINCE COMMITTEE

2021

Nita Jones-Coleman Stephanie Kuchs Natalia Lewis Sherri Lucas-Hall Kerry Wilcox

Rachel Arnold Roxanne Vigliotta Awad Nancy Barnard Roni Battoglia Fonda Baumgartner Renee Bernhardt Bridget Bilbro Leslie Oremus Buford Betty Roshelle Carden Deidra Chandler Jody Cleven Carolyn Cole Dwana Cooper Ann Cozzocrea Vaughn Crawford Jennie Roberts Creason Kelly Duffort Gayle Evans Natalie Felix Dayna Russell Freudenthal Claudia Garcia Pamela Genuario Joan Gerken Beth Gilchrist Alfreda Gillison Miller Karen Goeke-Austin Laura Hankins Monica Hardbarger Lauren Heaton Christine Hebert Julie Heidrick Misty Helsabeck Norma Hernandez Sara Gray Horne Skyler Hoyle Jennifer Hunt Patricia Johnson

Ann Jolly Theresa Kaska Joan Leatherman Lynne Loeser Shawn Lucas Brandi MacDonald Susan Miller Debra Pagona Tammy Sue Park Katina Phifer Mary Pohlman Teri Queen Phyllis Randle Pryor Rayburn Beth Renola Casi Ruffo Lynda Saelens Susan Seaman Melanie Sharpe Rebecca Simmons Jill Slee Kimberly Springs Leticia Rios Spillane Ginger Starling Kathy Sullivan Tammy Tillotson Nichole Turner Rachel Varriale Carrie Anne Wilcox Cynthia Williams Raleighn Williams Laura Willis J. Concha Wyatt Joanne Zamorski

EL SA CARDENAS -HAGAN

ERIN JORDAN

DEVIN KEARNS

T ONYA KELLOGG

CALLIE LUKER

HALLIE ROJESKI

CONTENT SUBCOMMITTEE CHAIRS

KAREN HUPPERTZ

LYNN KUHN

ELENA GRIGORENKO

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

GENERAL INFORMATION Consent to Use of Photographic Science Of Reading Content and Video Images Power Sessions Registration and attendance or participation at the IDA Annual Conference and its affiliated meetings and events constitute an agreement by the registrant for IDA and its affiliates to use and distribute (both now and in the future) the registrant or attendee’s image or voice in photographs, videotapes, electronic reproductions, and audiotapes of such events and activities.

Science of Reading Content Power Sessions are three (3) hours of pre-recorded content grouped together by common areas, available on the IDA Streaming Channel. Science of Reading Content Power Sessions will be released monthly beginning in January 2022.

Persons with Disabilities

Session handouts will be available on the virtual conference platform.

We make every effort to accommodate those with disabilities. Please indicate specific needs during the registration process, and an IDA representative will follow up with you.

First-Time Attendees Get tips on how to make the most of your conference experience from IDA’s page for first-time attendees: DyslexiaIDA.org/Conference.

Certificates of Attendance Certificates of attendance will be automatically emailed to all attendees following the conference and may enable participants to register their credit with the appropriate licensing boards or associations.

Session Recordings In-person and Fully Virtual Registration Experience Packages include access to all session recordings for on-demand viewing on IDA TV following the conference beginning in November. Family, student and Live Stream Only package holders can purchase sessions recordings on-demand beginning in December.

Session Handouts Continuing Education To comply with continuing education requirements, IDA can only offer continuing education credit for the sessions in which attendees are registered.

Please see page 8 for more information on continuing education.

Cancellation/Refund Policy All cancellations, without exception, must be in writing via email to conference@dyslexiaida.org.

Requests received within 72-hours of registration qualify for a full refund less a $25 administrative fee. No cancellations after August 12. All cancellation requests received after August 12 will receive a credit towards the 2022 conference in San Antonio, Texas.

CONFERENCE LOCATION The 2021 Annual IDA Reading, Literacy and Learning Conference will be completely by virtual delivery.

The virtual conference will offer LIVE Streamed General Sessions on October 21-23, 2021. It will also include General Sessions and Poster Session On-Demand that will be available November 15, 2021. Only registration package holders can access the conference via your desktop, laptop, tablet, or smartphone on idaTV.org. More details on how to use the platform and its many features will be available soon.

PLEASE NOTE

Every attempt was made to ensure complete and accurate information. Given the volume of detailed information, omissions or errors are possible. Thank you for your understanding.

E N DOR SEMEN T D IS CL AIMER : The International Dyslexia Association (IDA) is pleased to present a forum for information to benefit its constituents. It is IDA’s policy to not recommend or endorse any specific program, product, institution, company, or instructional material, noting that there are a number of such that present the critical components of instruction as defined by IDA’s Knowledge and Practice Standards for Teachers of Reading. Any program, product, institution, company, or instructional material carrying the IDA Accredited seal meets the IDA Standards. Advertisements or products in this guide, or any other conference-related material, do not necessarily reflect the views of IDA.

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REGISTRATION DETAILS FULLY VIRTUAL REGISTRATION PACKAGE Sessions from the Crown Ballroom will be live streamed on IDA TV. Enjoy nine sessions during the three-day event, live chat areas, view virtual poster presentations, and have access to all conference session recordings on IDA TV beginning in November 2021.

STUDENT REGISTRATION Discounted registration is available for full-time students (middle school/junior high school, high school, undergraduate and graduate) over the age of 12 with valid ID or school transcript. Special student rate is valid for in-person and virtual registrations.

CEUs are not available for anyone that selects this registration category.

LIVE STREAM ONLY REGISTRATION PACKAGE

FAMILY EXPERIENCE REGISTRATION

Sessions will be live streamed on IDA TV. Enjoy nine sessions during the threeday event, participate in live chat areas, and view virtual poster presentations.

Discounted registration is available for families. Enjoy access to 15 great sessions in the Family and Community Engagement Track. The Family Experience package is valid for in-person and virtual registrations.

CEUs are not available for anyone that selects this registration category.

REGISTRATION TYPE

MEMBER

NON-MEMBER

FULLY VIRTUAL

$379

$479

FULLY VIRTUAL LATE REGISTRATION*

$479

$579

LIVE STREAM ONLY

$199

$299

STUDENT

$99

$99

FAMILY EXPERIENCE

$99

$99

SPONSORED BY:

*Late registration prices effective October 15th – October 19th.

dyslexiaIDA.org

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

CONTINUING EDUCATION Our conference offers the opportunity to further your own education. See our continuing education options below.

Individuals should contact their employers and agencies before coming to the conference to determine whether CEUs are applicable to their specific situation.

VIRGINIA COMMONWEALTH UNIVERSITY CONTINUING EDUCATION UNITS (CEUS) For professionals in education, psychology, counseling, and other areas, CEUs will be available through Virginia Commonwealth University (VCU). Although not equivalent to VCU undergraduate or graduate credits, CEUs are recorded on a VCU certificate and a transcript that can be obtained without charge as often as requested. CEUs are accepted by many state agencies and professional organizations as evidence of contact or clock hours toward certificate renewal.

One CEU is defined as ten (10) contact hours. It is possible to earn a total of 2.1 CEUs by attending all live conference sessions, October 21 through October 23. CEUs can be earned for one to three days, but not for partial-day attendance. The on-demand program is offered for up to 9.0 CEUs. A $30 processing fee will be charged and must be paid directly via VCU website, www.ocpe.vcu.edu.

• Attendees must indicate the need for credit through VCU during the registration process • Attendees must complete the electronic check-in form each morning.

More details will be provided.

• Once you are finished attending sessions, you MUST return your CEU packet to conference@dyslexiaida.org to receive your credits. Separate forms are required for the live presentation and the on-demand period.

PLEASE NOTE: Continuing education credits can only be offered for those sessions for which attendees are registered. Please contact your employer or agency prior to attending the conference to determine what is required for you to obtain credit hours.

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ACADEMIC LANGUAGE THERAPY ASSOCIATION (ALTA)

ALTA members may use the generic certificate of attendance they receive via email for continuing education credit. Questions about continuing education credit should be directed to the ALTA national headquarters (office@altaread.org). Visit www.altaread.org for more information about ALTA.

AMERICAN SPEECH-LANGUAGEHEARING ASSOCIATION (ASHA)

The International Dyslexia Association is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. The live sessions (October 21-23) will be offered for up to 2.10 ASHA CEUs (various levels; professional area) depending on sessions viewed. The on-demand program is offered for up to 9.0 ASHA CEUs (various levels; professional area), depending on sessions viewed.

CENTER FOR EFFECTIVE READING INSTRUCTION (CERI)

Center for Effective Reading Instruction certified educators may use the generic certificate(s) of attendance toward the renewal of their CERI credentials. For more information, please contact info@effectivereading.org.

IMSLEC CONFERENCE CREDITS

Graduates of IMSLEC-accredited training courses may use the generic certificate of attendance provided by IDA. Questions about continuing education credits may be directed to IMSLEC by emailing janaj@mail.smu.edu. More information about IMSLEC can be found by visiting www.imslec.org.

Please contact your employer or agency BEFORE attending the conference to determine what is required for you to obtain credit hours.

WILSON READING SYSTEM®

Wilson Reading System® certified educators may use the certificate of attendance for the IDA Annual Conference 2020 toward the renewal of their Wilson® Dyslexia Practitioner (W.D.P.) and Wilson® Dyslexia Therapist (W.D.T.) credentials. For more information, please visit Wilson Professional Credentials.

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Certified IDA Practitioners Accredited Training Fellow OGA Contracted NYC DOE Vendor Contracted DE DOE Vendor Approved NYS CTLE Sponsor Accredited Graduate Credits Adams State University

School and District OG Training Live, virtual or in-person Orton-Gillingham training given by certified IDA and OrtonGillingham Academy practitioners. With over 25 years of professional development experience, we know how to set educators up for successful literacy instruction in the contemporary classroom both in person and virtually.

Private OG Training Individuals who are interested in private training (not affiliated with a school) are able to research and register for courses via our website (www.edwardsog.com) 30HR | 60HR | 100HR Course Options Supervised Practicum and Certification

www.edwardsog.com @ortongillinghamnyc Ann Edwards ATF/OGA #DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THANK YOU 2021 SPONSORS DIAMOND LEVEL

SAPPHIRE LEVEL

ADVOCATE LEVEL

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WELCOME BAG

REGISTRATION SPONSOR

HAND SANITIZER

LANYARDS

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

NAVIGATING THE SESSIONS HOW TO READ A SESSION LISTING SE S S I O N CO DE & NU M B E R

All sessions are numbered consecutively. The letters denotes the track or session type (Symposium, Poster, or Standard Session).

DE S CR I P T I O N

Overview of the session content provided by the presenters.

DI S CL O S UR E S TAT EM E N T

Relevant financial or non-financial relationship information about session speakers.

TYPES OF SESSIONS STANDARD PRESENTATION Detailed information delivered by an individual presenter or by two presenters speaking jointly on one topic.

POSTER PRESENTATIONS Free-standing poster display boards where speakers present their information with an opportunity for maximum interaction with the audience. Poster presentations can be on any relevant topic and are often research-based.

SYMPOSIA Multiple perspectives of a particular topic that address complex information or are applied in nature.

The chair will provide an introduction to the topic that will be addressed by each of the presenters from a different perspective. The symposium usually concludes with a discussion or question and answer period led by the symposium chair.

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FCE1

Reaching Them All : Making Online Teaching and Tutoring Engaging and Ef fective

SE S SION T I T LE

HOLLY L A NE VA LEN T IN A A . C ON T E S SE

S P E AK ER N AME( S )

Students with dyslexia require instruction that is explicit, systematic, intensive, and provided by a well-qualified teacher. Providing that instruction at a distance can pose all sorts of challenges. The University of Florida Literacy Institute has developed a Virtual Teaching Resource Hub to address these challenges. This session will describe and demonstrate the Hub’s free downloadable tools for online instruction that can bring the science of reading to children who might otherwise go without.

B

I

A

1

ASHA

SE S SION K E Y

Indicates audience level and continuing education information.

.1

Disclosure: Holly Lane and Valentina A. Contesse have no relevant financial or nonfinancial relationships to disclose.

SESSION CODES R R E SE AR CH

TPP

T HUR SDAY P O S T ER P R E SEN TAT ION

FCE

FAMILY AND C OMMUNI T Y ENG AGEMEN T

FPP

FR IDAY P O S T ER P R E SEN TAT ION

ELP

EDUCAT ION AL LE ADER SHIP & P OLICY

SPP

S AT UR DAY P O S T ER P R E SEN TAT ION

IPP

INS T R UC T ION AL P R AC T ICE S F OR P R AC T I T IONER S

SESSION KEY LEVEL B

BEGINNER

I

INTERMEDIATE

A

ADVANCED

CONTINUING EDUCATION 1 ASHA .1

The amount of Clock hours available from this session The amount of ASHA CEUs available from this session

SESSIONS BY TRACK

RESEARCH (R) Focus Area: Researchers and those interested in consuming the latest research THURSDAY:

R2, RS1, TPS20, TPS6

FRIDAY:

RS2, RS3, FPS13, FPS2, FPS4

SATURDAY:

R4, R5, R6, SPS18, SPS21, SPS7

EDUCATIONAL LEADERSHIP AND POLICY (ELP) Audience: Legislators, policy makers, Department of Ed staff, superintendents, principals, literacy and assessment coordinators, higher education pre-service faculty THURSDAY: ELP1 FRIDAY:

ELP2, ELP3, ELP4, ELP5, EPL6, ELP8, TPS8, TPS10

SATURDAY:

ELP7, SPS16

FAMILY AND COMMUNITY ENGAGEMENT (FCE) Audience: Individuals with dyslexia and related learning issues, parents, families, advocates, organizations, and community leaders

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS (IPP) Focus Area: Science of Reading, Structured Literacy, and Related Topic Areas

THURSDAY:

FCE1, FCE2 FCE3, FCE4, FCE11, IPP4

THURSDAY:

FRIDAY:

FCE5, FCE6, FCE7

SATURDAY:

FCE8, FCE10, FCES1, SPS12, SPS17

IPP2, IPP3, IPP4, IPP5, IPP7, IPP8, IPP9, IPP10, IPP11, IPP12, IPP13, IPP14, IPPS1, TPS2, TPS4, TPS13, TPS15, TPS18

FRIDAY:

IPP15, IPP16, IPP17, IPP18, IPP19, IPP20, IPP21, IPP22, IPP23, IP24, IPP25, IPP27, FPS8, FPS12, FPS16, FPS19, FPS21

SATURDAY:

IPP29, IPP31, IPP33, IPP34, IPP35, IPP36, IPP37, IPP38, IPP39, IPP40, IPP41, IPP42, IPP43, IPP44, SPS2, SPS14

dyslexiaIDA.org

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KNOWLEDGE & PRACTICE STANDARDS 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

IDA’s Knowledge and Practice Standards for Teachers of Reading provide a content framework for courses and course sequences that will prepare candidates for the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI) exam (formerly known as the Certification Examination for Effective Reading Instruction/CEERI exam) and the new certification process. In addition, they delineate the practical application of this content (e.g., interpretation of assessments, delivery of differentiated instruction, and successful implementation of research-based instruction in the classroom).

S TANDAR D 1

S TANDAR D 4A

S TANDAR D 4E

Foundations of Literacy Acquisition

Essential Principles and Practices of Structured Literacy Instruction

Vocabulary

THURSDAY: FCE3, IPP2, IPP4, IPP9, IPP11 FRIDAY:

ELP8, ELP6, IPP16, IPP17, IPP24, IPPS27

SATURDAY:

FCE8, IPP33, IPP36, IPP37, IPP38, IPP40, IPP43, IPP44, R4

THURSDAY: IPP2, IPP3, IPP7, IPP9, IPP12 FRIDAY:

ELP8, IPP15, IPP16, IPP17, IPP20, IPP22, IPP24

SATURDAY:

FCES1, IPP31, IPP33, IPP34, IPP35, IPP36, IPP37, IPP38, IPP39, IPP40, IPP44, R5

S TANDAR D 2 Knowledge of Diverse Reading Profiles, Including Dyslexia THURSDAY: IPP2, IPP3, IPP4, IPP12, IPP13, FRIDAY: SATURDAY:

S TANDAR D 4B Phonological and Phonemic Awareness

ELP3, ELP5, ELP6, ELP8, IPP15, IPP23, IPP25, RS3

THURSDAY: FCE2, IPP2, IPP10, IPP12 FRIDAY:

IPP17, IPP24

IPP29, IPP36, IPP37, IPP38, R4

SATURDAY:

IPP38, IPP40, R5

S TANDAR D 3 Assessment THURSDAY: FCE1, FCE2, IPP2, IPP3, IPP4, IPP7, IPP11, IPP13, IPP23 FRIDAY:

ELP2, ELP3, ELP4, ELP6, ELP8, IPP16

THURSDAY: IPP4, IPP7, IPP9, IPP10, IPP12 FRIDAY:

IPP17, IPP27

SATURDAY:

FCE8, IPP37, IPP40, IPP41, IPP43, RS1

S TANDAR D 4F Listening and Reading Comprehension THURSDAY: FCE2, IPP4, IPP12, R2 FRIDAY:

FCE5, IPP20, IPP22, IPP27

SATURDAY:

FCE8, IPP36, IPP37, IPP40, IPP41, R5

S TANDAR D 4G Written Expression THURSDAY: IPP3, IPP4, IPP7, IPP12

S TANDAR D 4C Phonics and Word Recognition

FRIDAY:

FCE5, IPP18, IPP22

SATURDAY:

IPP3, IPP31, IPP37, IPP39

THURSDAY: FCE2, IPP2, IPP3, IPP7, IPP9, IPP10, IPP12

S TANDAR D 5 Professional Dispositions and Practices

FRIDAY:

ELP8, IPP17, IPP20, IPP23

SATURDAY:

IPP35, IPP36, IPP38, IPP42

THURSDAY: ELP1, FCE3

S TANDAR D 4

S TANDAR D 4D

FRIDAY:

ELP8, IPP17, IPP25

Structured Literacy Instruction

Automatic, Fluent Reading of Text

SATURDAY:

ELP7

SATURDAY:

IPP33, IPP36, IPP38, IPP42, IPP44

THURSDAY: ELP1, IPP3, IPP4, IPP7, IPP8, IPP10, IPP11, IPP12, IPP13, IPP14, R2 FRIDAY:

ELP2, ELP6, ELP8, FCES, IPP22, IPP23, IPP27

SATURDAY:

FCES1, IPP29, IPP31, IPP36, IPP38, IPP41, IPP43, IPP44, R5

THURSDAY: FCE3, IPP2, IPP4, IPP9, IPP11 FRIDAY:

ELP8, ELP6, IPP16, IPP17, IPP24, IPPS27

SATURDAY:

FCE8, IPP33, IPP36, IPP37, IPP38, IPP40, IPP43, IPP44, R4

THE IDA KNOWLEDGE AND PRACTICE STANDARDS were published by IDA in 2010 and updated in 2018. This document serves as our guide in accrediting programs that prepare all teachers of reading as well as programs that specialize in preparing teachers to work with students who have dyslexia and other reading disabilities. We invite you to review the standards document, which can be downloaded from the IDA website (www.dyslexiaida.org), and partner with us to promote high standards for comprehensive and rigorous training of teachers. Look for the IDA Accredited seal throughout this program to see the universities and independent teacher training programs that meet the IDA Knowledge and Practice Standards for Teachers of Reading.

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2021 EXIBITORS BE SURE TO VISIT THESE EXHIBITORS DURING THE CONFERENCE! Academic Language Therapy Association

217 | 215

Multisensory Learning Associates

421

AIM Institute for Learning & Research

302 | 203

Neuhaus Education Center

510

ALLMemphis 314

NILD 422

Amplify 402

NWEA 211

Brehm Preparatory School

109

Orton-Gillingham Academy

417

Camp Spring Creek

101

OTTER Reading

208

Channie’s LLC

508

phonic books ltd

310

Curriculum Associates

220

Read Naturally

303

Durango Mountain Camp

610

Readable English

121

Dyslexia Training Institute

202

Reading Horizons

500

EarlyBird Education

201

ReadSpeaker 210

Einstein Studios

522

Region 4 Education Service Center - Dyslexia

123

Gordon College

411

SenSOR Literacy Solutions

115

Great Leaps Reading and Math

516 | 514

The APPLE Group, Inc.

322 | 320

Great Minds

608 | 509

The Big Dippers

214

High Noon Books

217 | 215

The Gow School

409

Hill Learning Center

216

The LD Expert

110

International Multisensory Structured Language Education Council IMSLEC

415

The New Community School

401

Jane Brookwell Publishing

106

The Rankin Institute at The Fletcher School

517

The Reading League

511

The Schenck School

221 | 223

Kendore Learning

620 | 622

Landmark College

200

Landmark School

403

Language Circle Enterprises, Inc. Laurel School of Princeton

308 | 209 616

Letterland 400 Lexercise 520 Microsoft 515 Middlebridge School

323

Mount St. Joseph University Reading Science Program

103

Trident Academy

300

Valley Speech Language and Learning Center

502

Voyager Sopris Learning

423

Whole Phonics

111

Wilson Language Training Zaner-Bloser

602|600|503|501 521 | 523

#DyslexiaCon21

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Reading, Literacy & Learning ANNUAL IDA VIRTUAL CONFERENCE

LIVE CONFERENCE October 21 - 23, 2021

www.dyslexiaIDA.org www.dyslexiaCon.org 17 #DyslexiaCon21

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER LIVE CONFERENCE SESSIONS AT-A-GLANCE TIME

THURSDAY

FRIDAY

8:00 AM 8:30 AM

Samuel Torrey Orton and Joan Lyday Orton Memorial Lecture A Use-Inspired Cognitive Neuroscience of Dyslexia

9:00 AM

JOHN G A BR IELI , P H .D.

8 :00 AM - 9 :30 AM EST (TGS)

Norman Geschwind Memorial Lecture Literacy: A Liberatory, Civil Right JULIE A. WASHINGTON, PH.D.

8:00 AM - 9:30 AM EST (FGS)

9:30 AM 10:00 AM 10:30 AM 11:00 AM

Continuum of Decoding Strategies: Explicit—Systematic— Cumulative

Gordon F. Sherman Neuroscience and Education Symposium: Executive Function and Reading Development and Disabilities: Can Neuroscience Inform Promising Practices?

NANCY WHITE

LAURIE E. CUTTING, PH.D. BENJAMIN POWERS, PH.D. DEARDRA ROSENBERG, M.A., LDT-C

10 :00 AM - 11:30 AM EST (IPP10)

11:30 AM 12:00 PM

10 :00 AM - 12:30 PM EST (RS2)

12:30 PM 1:00 PM 1:30 PM

Making Meaning of Text: A Structured Framework for Informed Instruction

Using Structured Literacy for Students with Varied Reading Profiles

NANCY HENNESSY

LOUISE SPEAR-SWERLING

1:00 PM - 2:00 PM EST (IPP27)

1:00 PM - 2:00PM EST (IPP13)

2:00 PM 2:30 PM 3:00 PM 3:30 PM 4:00 PM

Sylvia Richardson Symposium Intersection of Language and Literacy Among Diverse Populations: Implications for Identification and Intervention DAVID FRANCIS JULIE WASHINGTON MODERATED BY ERIC TRIDAS

The Intersection of Language Comprehension & Word Reading Difficulties in Students with Dyslexia Symposium C OLBY H ALL T IM ODEG AR D JULIE WA SHING T ON P HILIP CAP IN JER EM Y MICI AK

2:30 PM - 5 :00 PM EST (RS1)

4:30 PM 5:00 PM 5:30 PM 6:00 PM 6:30 PM

GENERAL SESSIONS RESEARCH FAMILY & COMMUNITY ENGAGEMENT INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

7:00 PM 18

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IDA VIRTUAL E XHIBIT HALL

2:30 PM - 5 :00 PM EST (RS3)

OC T OB E R 21- 2 3 , 2 0 2 1 LI V E SE S SIO NS |

SATURDAY

Advanced Spelling: Using Morphemic Knowledge to Discover Reliable Patterns NANCY COFFMAN

8 :00 AM-9 :30 AM EST (1PP17)

Prevention Not Diagnosis is the Key to Dyslexia HUGH CATTS

9:45 AM - 10 :45AM EST (IPP23)

idaT V.org

LIVE SESSIONS

Live sessions for our October Conference will be held on October 21-23, 2021 on idaTV.org. These sessions will also be available to Full Registration participants on November 15, 2021 with our On Demand Sessions.

GENERAL SESSIONS Each day of our Live Conference will start with a general session. These will include detailed information delivered by an individual presenter, or by two presenters speaking jointly on one topic.

SYMPOSIA Understanding Spelling Phase Development and Its Contribution to Structured Literacy RICHARD GENTRY, MOLLY NESS

11:00 AM - 12:00PM EST (IPP2)

Literacy: A Social Justice Issue

VIRTUAL EXHIBIT HALL

Where the connections are Virtually limitless!

TERRIE NOLAND HILDERBRAND PELZER DEBBIE MEYER RESHA CONROY CARISSA BERLINER

IDA is excited to announce the 2021 Virtual Exhibit Hall; specifically designed to foster a robust Virtual and Interactive Expo that offers a similar look and feel of walking the aisles of our in-person exhibit hall.

12:30 PM - 3 :00 PM EST (FCES1)

Remediating Dyslexia. . .Bridging the Digital Divide* NANCI SHEPARDSON DEARDRA ROSENBERG

Our symposia will involve multiple perspectives on a particular topic, addressing complex information or application. The chair will provide an introduction to the topic that will be addressed by each of the presenters from a different perspective. The symposium usually concludes with a discussion or question and answer period led by the symposium chair.

3 :30 PM - 4:30 PM EST (IPP3)

IDA VIRTUAL E XHIBIT HALL

This year, the IDA Exhibit Hall will include a variety of schools, corporations, tutor training centers, publishers, and leading organizations in the field of dyslexia who offer exciting products and services for DyslexiaCon21 attendees. The IDA Exhibit Hall is the perfect opportunity to learn one-on-one about incredible products including the latest remediation tools, assistive technology, play therapy and so much more!

Presented as a completely virtual experience, the exhibit hall will be the conference hub for resources, information, and unsurpassed take-a-ways. Additionally, attendees will be able to make true real-time connections with organizations with our NEW video chat feature. Steeped in the tradition of fun and excitement, attendees can participate in raffles and the Passport to Literacy program for a chance to win a VIP package with registration and hotel stay for the 2022 Annual IDA Reading, Literacy & Learning Conference in San Antonio, Texas.

*will replace closing session. #DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS LIVE OPENING GENERAL SESSION THURSDAY, 8 :00 AM – 9 :30 AM E T LIVE STREAM AWARD PRESENTATION Margaret Byrd Rawson Lifetime Achievement Award Samuel Torrey Orton Award

SAMUEL T ORRE Y OR T ON AND JUNE LYDAY OR T ON MEMORIAL LEC T URE

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A USE-INSPIRED COGNITIVE NEUROSCIENCE JOHN G A BR IELI , P H .D. Professor

Grover Hermann Professor, Health Sciences and Technology; Professor, Brain and Cognitive Sciences; Director, Athinoula A. Martinos Imaging Center; Director, MIT Integrated Learning Initiative; Core Faculty, Institute for Medical Engineering and Science

Cognitive neuroscience, primarily through neuroimaging, has revealed brain differences associated with dyslexia, and brain plasticity associated with supportive instruction. Use-inspired cognitive neuroscience aims to discover the brain bases of dyslexia in relation to challenges faced by individuals with dyslexia, their families, and their teachers. Dr. Gabrieli will review neuroimaging research that addresses issues of early identification and diagnosis, prognosis, and variation in response to supportive instruction.

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THURSDAY, 8 :00 AM – 9 :30 AM E T LIVE STREAM B

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SPONSORED BY:

OC T OB E R 21, 2 0 2 1 8 :00EAM – 7:00 NOV E MB R 15 , 2P0M2E1T LIVE STREAM | idaT V.org ON DEMAND

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IPP10

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Continuum of Decoding Strategies : Explicit— Systematic—Cumulative

N A N CY C U SH E N W H I T E

Use of systematic decoding strategies is a reliable path toward accurate identification of the vast variety of English words.Learning to read and write is a process of increasing awareness and integration of phonology, orthography, and morphology. Students can use the considerable benefits of these systems of language structure only with awareness of their components and interrelationships—including morphophonemics. Phonemic proficiency and grapheme-phoneme proficiency—in addition to guided practice with use of systematic cumulative decoding strategies—support development of orthographic mapping. Reading and spelling require orthographic memory for recurring patterns: letters, graphemes, syllables, and morphemes—not rote visual memory for whole words. Set- for-variability mediates the influence of vocabulary knowledge on developing accurate pronunciation of unfamiliar words. The session provides modeling and practice of a continuum of explicit systematic cumulative decoding strategies.

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IPP27

Making Meaning of Text : A Structured Framework for Informed Instruction

N A N CY H E NNE S SY

Whether reading by eye or ear, the complexity of comprehension demands a structured approach based in the science of reading. The informed educator has an explicit understanding of how language comprehension processes and skills contribute and how they can also interfere with constructing meaning. This session will introduce a blueprint that structures and scaffolds instruction focused on developing the reader’s ability to make meaning of words (semantics), comprehend sentences (syntax), and use background knowledge to build comprehension. Educators will learn how this framework calls for the identification and implementation of intentional instructional activities, strategies and routines necessary for deep comprehension of text.

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Intersection of Language and Literacy Among Diverse Populations: Implications for Identification and Intervention

T HIR D AN N UAL SY LV I A O. R IC H AR DS O N SY MP O SIUM IN L ANGUAGE , LI T ER ACY, AN D DYSLE XI A P an e l Dis c u s s io n Mo de r a t e d b y ER IC T R IDA S

Identification of Reading Disabilities among SpanishSpeaking English Learners: Impact of Language of Instruction and Deliberations for Language of Interventions DAV ID FR AN C IS Identification of reading disabilities among students who are multilingual must consider the possible moderating influence of language of instruction.

Students’ skill in a particular language will be affected by the opportunity to learn that skill in that language. This session will address a framework for identification and a process for determining the language of intervention.

Key Considerations for Teaching Reading to Children Who Speak Varieties of English JULIE WA SHIN G T O N Learning to read depends upon learning the phonemic, phonological, syntactic, and morphological structure of words. For children who speak varieties of English that differ from complicating reading instruction and learning. This presentation will focus on the intersection of language variation, poverty and reading acquisition across major dialects of English.

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Disclosure: David Francis is employed by the University of Houston, serves on the National Board of Education Science for the Institute of Education Sciences, member of the National Literacy Panel for Language Minority Children and Youth, and served as a methodological consultant to the National Reading Panel and currently collaborates on multiple contracts and grants funded by NICHD, NINDS, the Office of Naval Research, and the Institute of Education Sciences of the US Department of Education. Julie Washington is employed by the University of California, Irvine. Eric Tridas is medical director of The Tridas Group, a software company that developed an application that generates a customized evaluation report. Dr. Tridas is a member of the National Joint Committee on Learning Disabilities, the Professional Advisory Board of the Learning Disability Association of America, and past president of the International Dyslexia Association.

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Disclosure: Nancy Hennessy authored the book, The Reading Comprehension Blueprint: Helping Students Make Meaning of Text, recently published by Brookes Publishing relationships to disclose.

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS LIVE FRIDAY GENERAL SESSION FRIDAY, 8 :00 AM – 9 :30 AM E T LIVE STREAM AWARD PRESENTATION Early Career Researcher Award for Contributions to Research Norman Geschwind Lecture

FGS LITERACY: A LIBERATORY, CIVIL RIGHT NORMAN GE SCHWIND MEMORIAL LEC T URE

JULIE A . WA SHING T ON , P H .D. Professor

Professor in the School of Education University of California, Irvine (UCI).

Director, UCI Learning Disabilities Research Innovation Hub Director of the Dialect, Poverty and Academic Success Lab, UCI

We have the privilege of living in a time where we know more

FRIDAY, 8 :00 AM – 9 :30 AM E T

than ever about the psychology and neurology of reading

ROOM : LIVE STREAM

and dyslexia. It is important not to overlook the social and sociolinguistic importance of reading. Reading is a Civil Right has

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now? Why literacy? Reading is liberatory. It frees students dreams. Dr. Washington will discuss current research on the sociolinguistics of reading and its relevance to the pursuit of educational equity.

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Disclosure: Julie Washington is employed by the University of California, Irvine.

become a catchphrase for literacy activists worldwide. Why to learn and engage with the world and to pursue their

1

SPONSORED BY:

OC T OB E R 2 2, 2 0 2 1 8 :00EAM – 7:00 NOV E MB R 15 , 2P0M2E1T LIVE STREAM | idaT V.org ON DEMAND

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SPONSORED BY:

Gordon F. Sherman Neuroscience and Education Symposium

Chai r s : L AU R I E E . C U T T I N G , P H . D. B E NJA M I N P OW E R S , P H . D. D E A R D R A R O S E N BE R G , M . A . , LD T- C

This annual symposium in Dr. Gordon Sherman’s name honors his vital contributions to neuroscience, education, policy, and the International Dyslexia Association.

Dr. Sherman is known for conducting seminal research that helped establish dyslexia’s brain basis, for bringing visionary leadership to IDA as a past president, for coining the term cerebrodiversity, for championing needs and abilities in those with dyslexia, and for playing a key role in early dyslexia legislation. He also is known for conducting engaging presentations spanning the research-practice chasm and for translating findings into motivating messages for parents and educators.

Finally, he is known for his tenure of inspirational leadership at Newgrange and Laurel Schools and the Robinowitz Educational Center. In keeping with these themes, this symposium provides a platform for interdisciplinary presentations and dialogue to advance future collaboration, leadership, and innovation at the nexus of research, practice, and policy—with the goal of improving the teaching-learning landscape for all students, particularly those with dyslexia.

Executive Function and Reading Development and Disabilities: Can Neuroscience Inform Promising Practices?

What does neuroscience research reveal about the role of executive function in reading and reading disabilities? How does executive function relate to different components of reading? Do these findings suggest that there are some practices for enhancing executive function that may be more promising than others? Might some amplify Structured Literacy’s effectiveness? Inspired by Dr. Sherman’s work in neuroscience and education, this engaging symposium explores these and related questions, focusing on practical applications. Both remote and onsite attendees will have multiple opportunities for engagement as well as access to a curated repository of resources and promising practices.

Neurocognitive Findings: Executive Function’s Role in Reading Development and Disabilities L AU R I E E . C U T T I NG , P H . D. Proficient reading requires being able to recognize and decode words along with linguistic processes, often referred to as the simple view of reading (SVR).

While the SVR has proven explanatory power in predicting reading outcomes, studies indicate that domain general processes also contribute to reading, most centrally the executive function. This presentation will review the executive function’s role in reading development and disabilities, including neurocognitive findings associated with both word- and comprehension-level processing, as well as how executive function links to intervention response. The presentation also will review how socioeconomic status relates to executive function and reading.

Educational Implications: Practical Resources and Practices BEN JA MI N P OW E R S , P H . D. A N D DE E R O S E N BE R G , M . A . , LD T- C Following each component of the above presentation—(a) neurobiological processes, (b) cognitive findings, and (c) relationship to socioeconomic status—expert practitioners will comment on educational relevance and share practical resources and practices for enhancing executive function skills to strengthen reading comprehension, written expression, and other academic areas.

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Disclosure: Laurie E. Cutting is employed by Vanderbilt University. Her NIH-funded work focuses on brain-behavior relations in children and adolescents, with a particular emphasis on reading disabilities, language, and executive function. Benjamin Powers is employed by Southport School, Founder and Executive Director of The Southport CoLAB. He is the Director of the Haskins Global Literacy Hub at Haskins Laboratories, where he also serves as an affiliated research scientist, and is Chair for Scientific Symposia at The Dyslexia Foundation.

Deardra Rosenberg is employed by The Laurel School of Princeton.

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS LIVE 1 : 0 0 P. M . – 2 : 0 0 P. M . E T

IPP13

Using Structured Literacy Approaches for Students with Varied Reading Profiles

L OU ISE SP E A R - S W E R L I N G

This session emphasizes the value of Structured Literacy approaches for students with different poor reader profiles, including those with dyslexia. It presents research-based Structured Literacy intervention activities for students whose main difficulties involve decoding; language comprehension; or a combination of both areas. Considerations in planning interventions for students with varied profiles, such as pinpointing specific weaknesses for individual students and the need sometimes to set priorities in intervention, are also discussed.

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Disclosure: Financial: Louise Spear-Swerling has written/edited two books (cited previously in this proposal) which involve the kind of content to be discussed in the session, and for which she receive royalties. She will briefly mention these books, along with many other resources, in the presentation.

2 : 3 0 P. M . – 5 : 0 0 P. M . E T

RS3

The Intersection of Language Comprehension and Word Reading Dif ficulties in Students with Dyslexia C O LBY H ALL , T IM O DEG AR D, JULIE WA SHIN G T O N , P HIL IP CAP IN , JER EM Y MIC I AK The papers presented in this symposium, all of which are part of a recent special issue published in Annals of Dyslexia, report findings of studies that sought to better understand the extent to which language comprehension difficulties and word reading difficulties co-occur, and the implications of their co-occurrence when it comes to instruction for and identification of students with dyslexia. The first paper investigated the presence of word reading difficulties in a diverse sample of students identified as having language and literacy difficulties. The second paper explored reading skill profiles in a sample of English learners, reporting on the prevalence of a specific word reading difficulties profile and a profile that included both word reading and language comprehension difficulties.

The final paper investigated the sensitivity of a listening comprehension-reading comprehension discrepancy index to identify bilingual and bidialectal students with dyslexia.

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Disclosure: Colby Hall is employed by the University of Virginia and is Co-PI of an Institute of Education Sciences-funded project that aims to further develop and pilot a small-group literacy intervention program for kindergartners at risk for reading difficulties (Reading RULES for Kindergarten). Tim Odegard, is employed by Middle Tennessee State University and is Editor-in-Chief of Annals of Dyslexia. Julie Washington is employed by the University of California, Irvine. Philip Capin is employed by the University of Texas at Austin and serves as a Co-Principal Investigator for two large-scale funded projects focused on English learners (ELs): (1) an Education Development Research Center funded by the Institutes for Education Sciences (IES) that aims to improve opportunities and outcomes for ELs, and (2) the Texas Learning Disabilities Research Center project funded by the National Institutes of Health (NIH) examining learning disabilities identification and remediation for ELs with reading disabilities. Jeremy Miciak is employed at the University of Houston and serves as the Principal Investigator for two large-scale projects focused on English learners at-risk for learning disabilities. Additionally, Dr. Miciak serves as co-PI for two multi-disciplinary research centers conducting research on English learners: (1) the Texas Center for Learning Disabilities, and (2) the Center for the Success of English learners.

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NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

INTERNATIONALLY RECOGNIZED LEADER IN EDUCATING STUDENTS WITH DYSLEXIA OR OTHER RELATED LANGUAGE-BASED LEARNING DIFFERENCES

JEMICY SCHOOL DISCOVER • CREATE • THRIVE • SUCCEED GRADES 1-12 AND UPPER SCHOOL PREP

EMPOWERING BRIGHT STUDENTS WHO LEARN DIFFERENTLY JEMICYSCHOOL.ORG • 410.653.2700 • OWINGS MILLS, MD

AUDIO SUPPORT IN EVERYDAY LEARNING www.readspeaker.com

EASILY INTEGRATE INTO ANY

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ANYWHERE, ANY TIME, on ANY DEVICE

Provide an audio-enhanced learning experience with ReadSpeaker’s Suite of Learning Tools WEB READING

ReadSpeaker webReader LITERACY SUPPORT

ReadSpeaker TextAid ONLINE DOCUMENT READING

ReadSpeaker docReader

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS LIVE 8:00 A.M.–9:30 A.M. ET

1 2 : 3 0 P. M . – 3 : 0 0 P. M . E T

IPP17

FCES1

Advanced Spelling : Using Morphemic Knowledge to Discover Reliable Pat terns

T ER R IE N O L AN D, HILDER B R AN D P EL Z ER , DEB B IE ME Y ER , R E S H A C O N R OY, CAR IS S A B ER LIN ER

N A N CY C O F F M A N Spelling is a vital link in literacy instruction. Solid instruction in the patterns of the English language, including a deep understanding of the morphemic structure of words, is lacking in most teacher preparation courses and in general education classrooms. Morphology is important for vocabulary development as well as for spelling more complex words. Current research supports the importance of morphological awareness in strong spelling instruction and improved reading skills. This interactive presentation includes activities to reveal morphemic structures that lead to reliable spelling patterns in the English language.

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Disclosure: Nancy Coffman is employed by Shelton School is a board member for the IDA North Carolina Branch.

The U.S. Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded in reading failure.” The national reading crisis is much larger than poor grades and missing assignments.

The effects it has on students last a lifetime. When reading deficits are identified early, students can be remediated with instruction rather than accommodations. Too often, however, struggling readers are unidentified and left behind, and the ramifications are manifold. This presentation features a principal, teacher, and parent, and literacy advocate who will share their journeys and how they advocate leaving no student behind due to inadequate instruction and LiteracyForAll. The panel will provide qualitative research and real-life models to prove that all K-2 students should receive an evidencebased structured literacy approach and ongoing intervention for students who struggle with reading.

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IPP23

Prevention Not Diagnosis is the Key to Dyslexia

H U G H CAT T S

The majority of the states in the US have now passed legislation concerning dyslexia. Whereas this legislation brings needed attention to children with dyslexia, the primary focus, in most cases, is on diagnosis and treatment rather than prevention. In this session, I propose a more proactive approach that seeks to identify children at risk as early as possible and to provide intervention to reduce significant reading problems and secondary academic and psycho-social difficulties associated with the condition. The advantages and challenges represented by such an approach will be discussed.

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Disclosure: Hugh Catts is employed by Florida State University and is a past board member of the International Dyslexia Association and past board member and President of the Society for the Scientific Study of Reading.

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Literacy: A Social Justice Issue Symposium

Register online at DyslexiaIDA.org

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Disclosure: Terrie Noland is employed by Learning Ally. Hilderbrand Pelzer is the author of Unlocking Potential: Organizing a School Inside a Prison. Debbie Meyer is employed by Columbia University. She is a founding member of the Dyslexia (Plus) in Public Schools Task Force and is the spouse and parent of a dyslexic individual. Resha Conroy is a founding member of the Dyslexia Alliance for Black Children, Carissa Berliner is employed by the New York City Department of Education and can be seen on the WNET/WLIW television show Let’s Learn teaching reading to young learners.

OC T OB E R 23 , 2 0 2 1 8 :00EAM – 7:00 NOV E MB R 15 , 2P0M2E1T LIVE STREAM | idaT V.org ON DEMAND

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IPP2

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Understanding Spelling Phase Development and Its Contribution to Structured Literacy

R ICH A R D G E N T RY, MO L LY N E S S

N AN C I SHEPAR DS O N , DE AR DR A R O SEN B ER G

What if you could see evidence of each kindergartner, first grader, and/or struggling reader’s reading circuitry developing—or not developing as expected—by observing outcomes of reading development through evidence-based changes in each child’s developmental spelling? See how phase observation of developmental spelling helps you target literacy instruction and contributes to early identification of students at risk of dyslexia and in need of invention.

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Remediating Dyslexia in a Vir tual Environment – Bridging the Digital Divide

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Disclosure: Richard Gentry is an author, researcher, and education consultant. He is the author of 17 books and numerous articles in peer-reviewed journal. Molly Ness is employed by the Fordham University.

Have you found yourself wondering how you can make your virtual lessons more effective? Remote instruction for dyslexic students takes on many forms. Many technological tools are a lifeline to students working in a remote setting. Explore traditional teaching methods and practices that can be adapted to a remote setting while learning how to leverage technology that provides access to essential content as well as providing a venue that displays student work. Understand how to deliver research based methodologies to your students by blending the best of the old with the best of the new to facilitate student success.

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Disclosure: Nanci Shepardson is employed by Wilson Language Training. Deardra Rosenberg is employed by The Laurel School of Princeton.

We’re in this together Supporting children with dyslexia, their families, and teachers.

Six week residential summer camp in the Blue Ridge Mountains Daily academics, including an hour of one-on-one tutoring each week day Confidence building activities in the outdoors Hands-on learning and active fun Interactive virtual year-round tutoring

www.campspringcreek.org • (828) 688-1000

#DyslexiaCon21

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Reading, Literacy & Learning ANNUAL IDA VIRTUAL CONFERENCE

ON-DEMAND CONFERENCE November 15, 2021

www.dyslexiaIDA.org

www.dyslexiaCon.org 29 #DyslexiaCon21

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IDA TV is the premier on-demand, e-learning platform for literacy professionals.

IDA STREAMING

IDA TV brings together leading experts in the practice and research of dyslexia, structured literacy, and related areas, to share the science of reading.

IDATV.ORG IDATV.ORG IDATV.ORG IDATV.ORG

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NOV E MB E R 15 , 2 0 2 1 ON-DEMAND | idaT V.org

ON-DEMAND SESSIONS

Designed to grow knowledge and sharpen practice, IDA TV is the premier on-demand, e-learning platform for literacy professionals. The platform provides the best learning experiences for educators and adults, students, and children who struggle to read.

Embodying the goal to create valuable professional development learning experiences, IDA TV has brought together leading experts in the practice and research of dyslexia, structured literacy, and related areas, to share the science of reading. These presenters support subscribers with knowledge, instruction, methods, and tools to meet the needs of ALL individuals with language learning disabilities. All Conference Sessions will be offered on-demand November 15, 2021 on IDA TV. Please continue to check the DyslexiaCon.org site for information on how to access your sessions.

ON DEMAND STANDARD PRESENTATION DyslexiaCon on-demand sessions are expert presentations that include a broad range of content, from keynotes to panel discussions. These sessions allow attendees to explore point of views and gain knowledge based on a defined objective within specific tracks. On-demand sessions can be accessed anytime during your select conference registration package timeline and may qualify for CEU’s.

ON DEMAND POSTER PRESENTATIONS At our in-person conference poster sessions are free-standing poster display boards where speakers present their peer-reviewed information with an opportunity for interaction with the audience. However, at our Virtual Conference poster presentations will be 10- minute pre-recorded mini-lectures or demonstrations that offer invaluable learning experiences. Poster presentations can be on any relevant topic and are often research-based.

• Expert Teachers • Small Classes • Personalized Education Program • Integrated Speech & Language • Social Emotional Support

LEARNING. TRANSFORMED. Enrolling students K–8 with: DYSLEXIA • DYSCALCULIA • DYSGRAPHIA • ADHD • AUDITORY PROCESSING DISORDER • EXECUTIVE FUNCTION DISORDER eaglehillschool.org • (203) 622-9240 • Greenwich, CT 06831

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY ON-DEMAND AT-A-GLANCE

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(TGS)

(RS1)

Samuel Torrey Orton and Joan Lyday Orton Memorial Lecture ~ A Use-Inspired Cognitive Neuroscience of Dyslexia

Intersection of Language and Literacy Among Diverse Populations: Implications for Identification and Intervention

(FCE2)

(FCE3)

Understanding the Relationship between ADHD and Dyslexia

Promoting Positive Identity and Self-Esteem in Dyslexic Youth

(ELP1)

(IPPS1)

Moving the Mountain: A School wide Structured Literacy Study

A Call To Action For Diverse, Vulnerable Learners With Reading Disabilities

(IPP4)

(IPP5)

Dyslexia 101

Learning Loss: Technological Strategies for Accelerating Growth in Reading and Writing

(IPP9)

(IPP10)

Implementing Effective Instruction to Teach Orthography and Morphology to Preservice Teachers

Continuum of Decoding Strategies: Explicit—Systematic— Cumulative

(IPP13)

(IPP14)

Using Structured Literacy Approaches for Students with Varied Reading Profiles

Practice: What Students Need Between Teaching and Learning

Register online at DyslexiaIDA.org

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org ON-DEMAND

(R2)

(FCE1)

Learning Loss: Technological Strategies for Accelerating Growth in Reading and Writing

How to Make Reports More Helpful

(FCE4)

(FCE11)

The Value of Dyslexia in the Workplace

The Power of Peer-to-Peer Relationships

(IPP2)

(IPP3)

Understanding Spelling Phase Development and Its Contribution to Structured Literacy

Remediating Dyslexia in a Virtual Environment – Bridging the Digital Divide

(IPP7)

(IPP8)

Improving Adolescent Literacy: Effective Classroom and Intervention Practices

Reading and Writing are Reciprocal at the Code and Text Levels

(IPP11) Fluency is the Bridge, Comprehension is the Destination

(IPP12) Using Assistive Technology to Support Comprehensive Literacy Instruction

(TPS 1-22) see page 38 Thursday Poster Sessions

GENERAL SESSIONS RESEARCH FAMILY & COMMUNITY ENGAGEMENT EDUCATIONAL LEADERSHIP & POLICY INSTRUCTIONAL PRACTICES FOR PRACTITIONERS POSTER SESSIONS

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS ON-DEMAND TGS

A Use-Inspired Cognitive Neuroscience

S A MU E L T O R R E Y O R T O N A N D JUN E LY DAY O R T O N ME M OR I A L LE C T UR E Professor

Grover Hermann Professor, Health Sciences and Technology; Professor, Brain and Cognitive Sciences; Director, Athinoula A. Martinos Imaging Center; Director, MIT Integrated Learning Initiative; Core Faculty, Institute for Medical Engineering and Science Cognitive neuroscience, primarily through neuroimaging, has revealed brain differences associated with dyslexia and brain plasticity associated with supportive instruction. Use-inspired cognitive neuroscience aims to discover the brain bases of dyslexia in relation to challenges faced by individuals with dyslexia, their families, and their teachers. Dr. Gabrieli will review neuroimaging research that addresses issues of early identification and diagnosis, prognosis, and variation in response to supportive instruction.

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T HIR D AN N UAL SY LV I A O. R IC H AR DS O N SY MP O SIUM IN L ANGUAGE , LI T ER ACY, AN D DYSLE XI A P an e l Dis c u s s io n Mo de r a t e d b y ER IC T R IDA S

JOHN G A BR IELI , P H .D.

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RS1

Intersection of Language and Literacy Among Diverse Populations: Implications for Identification and Intervention

ASHA

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Disclosure: John Gabrieli is employed by the Massachusetts Institute of Technology, Athinoula A. Martinos Imaging Center.

SPONSORED BY:

Identification of Reading Disabilities among SpanishSpeaking English Learners: Impact of Language of Instruction and Deliberations for Language of Interventions DAV ID FR AN C IS Identification of reading disabilities among students who are multilingual must consider the possible moderating influence of language of instruction.

Students’ skill in a particular language will be affected by the opportunity to learn that skill in that language. This session will address a framework for identification and a process for determining the language of intervention.

Key Considerations for Teaching Reading to Children Who Speak Varieties of English JULIE WA SHIN G T O N Learning to read depends upon learning the phonemic, phonological, syntactic, and morphological structure of words. For children who speak varieties of English that differ from complicating reading instruction and learning. This presentation will focus on the intersection of language variation, poverty and reading acquisition across major dialects of English.

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ASHA

.25

Disclosure: David Francis is employed by the University of Houston, serves on the National Board of Education Science for the Institute of Education Sciences, member of the National Literacy Panel for Language Minority Children and Youth, and served as a methodological consultant to the National Reading Panel and currently collaborates on multiple contracts and grants funded by NICHD, NINDS, the Office of Naval Research, and the Institute of Education Sciences of the US Department of Education. Julie Washington is employed by the University of California, Irvine. Eric Tridas is medical director of The Tridas Group, a software company that developed an application that generates a customized evaluation report. Dr. Tridas is a member of the National Joint Committee on Learning Disabilities, the Professional Advisory Board of the Learning Disability Association of America, and past president of the International Dyslexia Association.

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Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

R2

Readable English Structured Literacy Inter vention Improves Reading in Study of Grades 3-8

JOA N N E C O G G I NS Stopping and reversing learning loss from educational disruptions due to the pandemic is foremost on educators’ minds. Students with reading difficulties like dyslexia have been particularly impacted since they must read to learn core curriculum. This study of (N = 61) sixth, seventh, and eighth graders with significant reading deficits examined reading progress across the 2020-21 school year. Grade level control groups received standard reading language arts instruction, while intervention groups received additional reading instruction using Readable English.

The Intervention group demonstrated growth in measures of reading fluency and comprehension compared to the control group. Readable English made reading English easier!

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Disclosure: Readable English is one of several reading interventions that Ms. Coggins recommends and helps implement in school districts with which she consults.

FCE1

How To Make Repor ts More Helpful for Students Headed to College

ELI Z A BE T H H A M B L E T

FCE2 BAR R IE MO R G AN S T EIN

Psychologists and neuropsychologists may know what they should include in an evaluation report to make sure that families and high schools get the information they need to help students. But what about when students are preparing for college? Colleges have their own requirements for the testing students have to submit when requesting disability accommodations, and they may view students’ scores and history differently than high schools do. Learn what how students get accommodations, what colleges may require, what examiners should include (or not), and what details can help to support your students’ requests., B

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Understanding the Relationship between ADHD and Dyslexia to Improve Treatment and Remediation

ASHA .1

Disclosure: Elizabeth Hamblet is the author of a book and laminated guide on preparing students with disabilities for college transition. She does not typically mention either one in her presentations.

Many children with Dyslexia continue to struggle despite receiving intensive interventions and remediations. For some of them, it may be a matter of having interventions that are too generic and not targeted to their particular type of reading disability. However, for other children, another unidentified factor prevents them from capitalizing on their targeted interventions, specifically Attention Deficit Hyperactivity Disorder (ADHD). Research suggests that there is about a 15% comorbidity rate between the two diagnoses. This particular presentation will describe the specific neurodevelopmental constructs relevant to understanding ADHD, clarify important concepts involved in reading (and spelling), and discuss the considerable relationship between the two diagnoses. This presentation will also focus on specific interventions and accommodations that are helpful in the remediation of ADHD and Dyslexia.

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ASHA .1

Disclosure: Barrie Morganstein is employed by Southeast Psych.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

35

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS ON-DEMAND FCE3

Promoting Positive Identit y and Self-Esteem in Dyslexic Youth

R O BER T O O L I VA R D I A Children with dyslexia are prone to problems with anxiety, depression, and low selfesteem. This is mainly due to an identity and self-concept characterized by feeling inferior. This session focuses on the various social-emotional issues students with dyslexia face, as well as ways to promote self-esteem. Aiding children in achieving a positive identity with their dyslexia, as opposed to despite their dyslexia, is essential. Attention to mental health issues resulting from a lack of identification and remediation should be at the forefront in this vulnerable population.

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ASHA .1

Disclosure: Roberto Olivardia is employed by Harvard Medical School.

FCE4

The Value of Dyslexia in the Workplace

R IC H AR D ADDIS O N , JO SH C L AR K , B EN C O O K E , K AT E G R IG G S , M AT T HIG G S For decades, dyslexic individuals have been expected to “fit in,” measured and benchmarked for the very skills they find challenging. Now, technology is replacing the need for these skills. Now, dyslexic thinking skills are the “in-demand” skills in this changing workplace. Simply put, the workforce of today and tomorrow needs dyslexic thinking, and dyslexic individuals should no longer be expected to “fit in” but stand out and focus on their strengths.

Presenters will explore two studies. The first will look at the component skills needed as automation replaces tasks and roles and how those skills align with typical dyslexic profiles. The second study will evaluate anticipated near-future workplace skills and how those needs may be met by the untapped potential of dyslexic individuals.

In the second part of the session, Josh Clark, IDA Board Chair, and The Schenck School Head of School and Kate Griggs together with virtual guests, will discuss ways that parents and teachers can recognize and nurture these skills in children.* B

FCE11

The Power of Peer-to-Peer Relationships

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ASHA .2

Disclosure: Ernst & Young is the sponsor of EY’s Dyslexia Network. Richard Addison is employed

by Ernst & Young LLP. Josh Clark is employed by The Schenck School, serves as the Chair of the IDA Board of Directors, Expert Contributor to Made By Dyslexia, and Executive Director of The Dyslexia Resource. Ben Cooke is a consultant for EY-Parthenon Strategy and Lead Contributor to the EY Value of Dyslexia reports. Kate Griggs is Founder and CEO of Made By Dyslexia and author of Xtraordinary People children’s book about Dyslexic Thinking published by Penguin Random House. Matt Higgs is employed by ManPower .

JA K E S U S SM A N

With the right tools, students will learn to read. But how do you inspire the desire for learning and instill the strategies and communication skills to self-advocate? In this dynamic session, Jake Sussman, will unveil the power of peer-to-peer relationships for the dyslexic and ADHD learner. Helping children, parents, educators, and policy makers understand the complex challenges surrounding neurodiverse learners unlocks the ability to advocate for the accommodations and tools necessary for success. Join this session for proven communication techniques to help students find and use their superpowers.

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Disclosure: Jake Sussman is a Dyslexia/ADHD influencer and the Founder and CEO of Superpower Consulting.

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Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

ELP1

IPP2

Moving the Mountain : A Schoolwide Structured Literacy Study

R IC H AR D G EN T RY, MO LLY N E S S

DA N IELL E S C O R R A NO, JA M I E W I LLI A M S ON , J OHN R U S S E LL , A N N IE S T U T ZM A N

What if you could see evidence of each kindergartener, first grader, and/ or struggling reader’s reading circuitry developing—or not developing as expected—by observing outcomes of reading development through evidencebased changes in each child’s developmental spelling? See how phase observation of developmental spelling helps you target literacy instruction and contributes to early identification of students at risk of dyslexia and in need of invention.

Current educational discourse emphasizes the science of reading and structured literacy and their application across school settings. This session illustrates the efficacy of explicit, structured, sequential literacy instruction (ESSLI) for students with language-based learning disabilities such as dyslexia. Presenters will describe results from a 13-year study that examined student reading comprehension and vocabulary at an independent school for students with diagnosed language-based learning disabilities. They will provide a programmatic framework and outline the resources, including building capacity, curriculum, and instructional leadership, which are needed for implementation. This session will spotlight the implications for professional development, leadership, and an examination of programmatic fidelity.

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Understanding Spelling Phase Development and Its Contribution to Structured Literacy

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ASHA .1

Disclosure: Richard Gentry is an author, researcher, and education consultant. He is the author of 17 books and numerous articles in peer-reviewed journal. Molly Ness is employed by the Fordham University.

ASHA .1

Disclosure: Danielle Scorrano is employed by The Windward School. Jamie Williamson is employed by The Windward School. John Russell is employed by The Windward School. Annie Stutzman is employed by The Windward School.

IPP3

Remediating Dyslexia in a Vir tual Environment – Bridging the Digital Divide

IPP4

Dyslexia 101

N A N CI SH E PA R D S O N , D E A R DR A R O S E N BE R G

M ARY YAR U S

Have you found yourself wondering how you can make your virtual lessons more effective? Remote instruction for dyslexic students takes on many forms. Many technological tools are a lifeline to students working in a remote setting. Explore traditional teaching methods and practices that can be adapted to a remote setting while learning how to leverage technology that provides access to essential content as well as providing a venue that displays student work. Understand how to deliver research based methodologies to your students by blending the best of the old with the best of the new to facilitate student success.

It is difficult to watch your child struggle with learning to read, write, and spell. It is also terribly frustrating for your child. Could it be dyslexia? Having answers can lead to finding appropriate intervention and achieving reading success! This session will cover the basics of dyslexia for families, the classroom teacher, and administrators.

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ASHA .1

Disclosure: Mary Yarus is employed by Region 4 Education Service Center.

ASHA .1

Disclosure: Nanci Shepardson is employed by Wilson Language Training. Deardra Rosenberg is employed by The Laurel School of Princeton.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

37

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS ON-DEMAND IPP5

Learning Loss : Technological Strategies for Accelerating Grow th in Reading and Writing

N A N CI SH E PA R D S O N

JOAN SEDI TA

COVID 19 has exacerbated learning loss and access to grade-level content due to extended remote learning environments. Now, more than ever, is the time to close the gaps so that students master essential literacy skills that tee them up for success in school. This interactive session explores which technological tools will facilitate important literacy skill advancement. Attendees will leave this session with knowledge that may be implemented with students the very next day.

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IPP7

Improving Adolescent Literacy : Ef fective Classroom and Inter vention Practices

Participants will develop an understanding of the literacy instruction needs of students in grades 5-12. Topics will include: adolescent literacy defined, research on effective reading/writing instruction across multiple tiers of instruction, a literacy assessment model for grades 5-12, teaching strategies for content literacy in all subjects (vocabulary, comprehension, writing about content), causes of difficulty for older students including dyslexia and executive function, and recommendations for interventions that target individual individual student needs.

ASHA .1

Disclosure: Nanci Shepardson is employed by Wilson Language Training.

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ASHA .1

Disclosure: Joan Sedita is employed by Keys to Literacy.

IPP8

Reading and Writing are Reciprocal at the Code and Text Levels

N A N CY E B E R H A R D T, M A R GI E GI LLI S Learning the code involves decoding (print to speech) and encoding (speech to print). Research suggests that these reciprocal processes are essential for building the reading circuit. Research also supports the role that writing can play to develop reading comprehension and content knowledge. This session explores how writing— handwriting, spelling, and sentence-level composition—is a component of learning the code and developing comprehension. Activities illustrating this reciprocity will be presented and practiced in the session.

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ASHA .1

Disclosure: Nancy Eberhardt is an educational consultant with 3T Literacy Group. Margie Gillis is President of Literacy How.

IPP9

Implementing Ef fective Instruction to Teach Or thography and Morpholog y to Preser vice Teachers

A SHLE Y G EN T RY, C HR IS T IE CAVAN AUG H This session provides an overview and demonstration of how to incorporate instructional principles or features of effective instruction to teach orthography and morphology to preservice teachers. Participants will learn what these features are, how they can be applied in their own teaching, how they support learning foundational skills, and how to teach them effectively. Participants will analyze examples of teaching scenarios and discuss how the features of effective instruction can be used when teaching orthography and morphology to preservice teachers.

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ASHA .1

Ashley Gentry is a doctoral student at the University of North Carolina at Greensboro. Christie Cavanaugh is employed by the University of North Carolina, Greensboro.

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Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

IPP10

Continuum of Decoding Strategies : Explicit— Systematic—Cumulative

N A N CY C U SH E N W H I T E

IPP11 L AUR A S T E WAR T

Use of systematic decoding strategies is a reliable path toward accurate identification of the vast variety of English words.Learning to read and write is a process of increasing awareness and integration of phonology, orthography, and morphology. Students can use the considerable benefits of these systems of language structure only with awareness of their components and interrelationships—including morphophonemics. Phonemic proficiency and grapheme-phoneme proficiency—in addition to guided practice with use of systematic cumulative decoding strategies—support development of orthographic mapping. Reading and spelling require orthographic memory for recurring patterns: letters, graphemes, syllables, and morphemes—not rote visual memory for whole words. Set- for-variability mediates the influence of vocabulary knowledge on developing accurate pronunciation of unfamiliar words. The session provides modeling and practice of a continuum of explicit systematic cumulative decoding strategies.

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Fluency is the Bridge, Comprehension is the Destination

We all know fluency is one of the “Big Five” essential components of reading, but do we have a shared understanding of how fluency is specifically essential to comprehension? Fluent reading provides an all-important link between decoding and comprehension, impacting our ability to engage in reading; develop vocabulary, academic language, and content knowledge; and to ultimately deeply comprehend complex text. Given its importance, the critical questions to be addressed are: How do we assess fluency? How do we teach fluency? How do we determine interventions if fluency is not achieved? This practical session will provide answers to those questions as well as specific classroom practices useful for all tiers of instruction.

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ASHA .1

Disclosure: Laura Stewart is employed by The Reading League.

ASHA .1

Disclosure: Nancy Cushen White is employed by the University of California, San Francisco.

IPP12

Using Assistive Technolog y to Suppor t Comprehensive Literacy Instruction

IPP13

F R A N C E S H A R V E L , M AT T HE W W E S T M OR E L A N D The process of reading can be broken down into multiple skills, and direct instruction in each of these skill areas is extremely beneficial for students who have dyslexia and other language-based learning differences. Often, students with language-based learning differences require more than just direct instruction and benefit from the use of assistive technology to support their learning. Several different assistive technology tools are effective in supporting the instruction of each of the different components of the reading and writing processes. This presentation shares information about research that supports the use of assistive technology for students with dyslexia and provides examples of tasks and classroom activities that can incorporate specific assistive technology tools to help students advance their skills in the different components of reading and writing.

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ASHA .1

Using Structured Literacy Approaches for Students with Varied Reading Profiles

L O UISE SP E AR- S W ER LIN G

This session emphasizes the value of Structured Literacy approaches for students with different poor reader profiles, including those with dyslexia. It presents research-based Structured Literacy intervention activities for students whose main difficulties involve decoding; language comprehension; or a combination of both areas. Considerations in planning interventions for students with varied profiles, such as pinpointing specific weaknesses for individual students and the need sometimes to set priorities in intervention, are also discussed.

Disclosure: Financial: Louise Spear-Swerling has written/edited two books (cited previously in this proposal) which involve the kind of content to be discussed in the session, and for which she receive royalties. She will briefly mention these books, along with many other resources, in the presentation.

Disclosure: Frances Harvel and Matthew Westmoreland both work for and receive salaries from The Howard School.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

39

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS ON-DEMAND IPP14

Practice : What Students Need Bet ween Teaching and Learning

N A N CY E B E R H A R D T, SH E RY L F E R LI T O, J E N N I F E R F E R LI T O We teach, but do students learn? Meaningful practice—many trials in varied contexts distributed over time—is a key to learning. Practice is an essential component of the teaching and learning process. This session explores the role of practice to improve reading comprehension and fluency. Practice activities, using categorization, analogy building and sentence building, illustrate how to build strong orthographic and semantic networks. The session highlights Computer Assisted Instruction (CAI) as a component of effective practice.

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ASHA .1

Disclosure: Nancy Eberhardt is an educational consultant with 3T Literacy Group. Sheryl Ferlito is employed by Chippewa Valley Schools. Jennifer Ferlito is employed by Macomb Intermediate School District.

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Register online at DyslexiaIDA.org

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTIVES FOR PRACTITIONERS

POSTER SESSIONS

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41

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY POSTER SESSIONS TPS1

Flamingo Reading App for Small Group Instruction to Increase Student Literacy Outcomes

SHAUNTE DUGGINS This poster session highlights a summer reading program that provided literacy professional development to K-2 in-service educators. Educators apply their knowledge of assessment and intervention practices gained in the context of the summer program by implementing purposeful small group reading instruction with students who are below grade level. Pre and post student literacy assessment results will be shared.

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TPS2

Using an Online, Structured Literacy Platform to Thrive During the Pandemic

LINDSEY BLACKBURN JENNIFER GARCIA

Due to a global pandemic, practitioners are now delivering intervention virtually.

Therapists and their students can move beyond survival and thrive with the use of online structured literacy platforms. Utilizing technology can increase practice intensity, fidelity and opportunities for differentiated, science backed instruction.

Access to structured literacy via tele-therapy is a matter of equity in the modern world.

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Disclosure: Stephanie Hammerschmidt-Snidarich is employed by University of Florida, Lasinger Center for Learning. Danielle Pico is employed by University of Florida, Lasinger Center for Learning.

Disclosure: Lindsey Blackburn is founder of The Reading Clinic. Jennifer Garcia is employed by The Reading Clinic..

TPS4

TPS5

Suppor ting, Dyslexia in Any Learning Environment with Free Microsof t Tools

Falling in Love with Structured Literacy : A Reading Specialist’s Journey

RACHEL BERGER

JENNIFER FLOYD

Students with dyslexia are at a disadvantage from their peers when it comes to accessing the curriculum and engaging in classroom content. Microsoft’s new broad set of assistive technology capabilities levels the playing field by ensuring students of all abilities can engage in and personalize their learning experience.

The presenter, a reading specialist with more than twenty years of experience, will share how she “fell in love” with the structured literacy approach. The presenter will explain how she discovered structured literacy, why this approach appealed to her, and how she implemented the approach in her intervention classroom. The presenter will describe why structured literacy provides the explicit, systematic approach that benefits all of her struggling readers and she will explain how structured literacy is more beneficial than her previous intervention methods. She will guide attendees through her journey of discovery regarding structured literacy, sharing information about implementation, ideas, and resources. Attendees will be inspired to embark on their own structured literacy journeys after participating in this session.

This session will showcase Microsoft’s Free, Accessible tools for Reading Writing, Math and our Just RELEASED Reading Progress! Live demonstration and student examples shared.

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Disclosure: Rachel Berger is a consultant for MIcrosoft Education. She is director of Decoding Dyslexia MN.

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Disclosure: Jennifer Floyd serves on the board of directors of the Virginia State Literacy Association as the Immediate Past President. She also serves as the conference chair for the 2022 Annual Conference of the Virginia State Literacy Association and chair of the Virginia State Literacy Association’s Professional Development Committee.

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V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

TPS6

Using Multimedia and Reflective Practice to Prepare Preser vice Teachers for Literacy Instruction

LAURA REED

TPS7

Evaluating longitudinal progress : Large sample of dyslexic children in reading, spelling, writing

SHARYFAH FITRIYA

Preparing preservice teachers to teach literacy in today’s classrooms necessitates program curricula that provides a research-based understanding of dyslexia and practice-based learning experiences. This poster presentation presents findings from a study that explored preservice teachers’ knowledge, skills, and perceptions of self-efficacy for literacy instruction and investigated the effectiveness of using a self-contained, multimedia training module and reflective activity to strengthen their preparation for working with students with dyslexia. The findings across programs in Ohio, Pennsylvania, and West Virginia can help inform literacy practices in preparing future teachers for literacy instruction.

This presentation shares the importance of an in-house curriculum in the Dyslexia Association of Singapore (DAS). The program helps educators overcome barriers associated with teaching students diagnosed with a language-based learning disability. The presenter will share curriculum-based assessment tools used to assess students and monitor progress. The presenter will share whether the reading and writing skills of these students could be improved in a statistically significant manner using improved curriculum teaching methods. Strategies include: Integrating new concept throughout the lesson, - Establishing of how each student utilizes learning preferences; for teachers to incorporate in their lessons, -Importance of facilitating PPP approach.

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Disclosure: Laura Reed is employed by Muskingum University

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Disclosure: Sharyfah Nur Fitriya is employed by the Dyslexia Association of Singapore

TPS8

Elementar y Principal Knowledge and Beliefs Mat ter for Dyslexia Inter vention Journey

MISSY SCHRAEDER

School leadership has a positive influence on student learning, including student reading skills, and strong school leadership is needed to improve services for all students, but especially for students with dyslexia. In order to do that, it is important for school leaders to have an adequate knowledge base of effective reading instruction and appropriate intervention for students with dyslexia. A survey of elementary school principals found that principals who have greater knowledge and more correct beliefs about dyslexia are those who provide more appropriate services for students with dyslexia.

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Disclosure: Missy Schraeder is a an employee of the DuBard School for Language Disorders.

Course development and presentations are included in job duties.

TPS9

Implementing Structured Literacy in Your District

STACI BAIN In this session, district and school leaders will learn how to quickly scale reading science knowledge and practices in K-6 classrooms. Participants will have the opportunity to view the professional learning schedule and learn about strategic leadership decisions that impact scalability of classroom, school, and district Structured Literacy practices. IDA participants will be provided a comprehensive implementation road map and consider “lessons learned” from a Superintendent and an Assistant Executive Director of Learning and Teaching from a mid-sized public school system in Washington State.

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Disclosure: Staci Bain is employed by the Wenatchee School District and the author of Thrive: Teaching with Virtual and Reading Science Best Practices.

#DyslexiaCon21

43

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY POSTER SESSIONS TPS10

Canaries in a Coal Mine : One District’s Stor y of Change

SARA STETSON In this active workshop, we tell the story of one of the nation’s top school districts and their secret failure with literacy. Hundreds of students with dyslexia went through the system without getting the reading instruction they needed. Even more suffered from dysteachia. Because the district is “high performing”, teachers created their own reading programs without accountability or progress monitoring.

Wealthy parents began to hire attorneys so their students could attend dyslexiacentric private schools, resulting in an out of district tuition bill of more than two million dollars a year. Poor students suffered from inequities further perpetuated by a state system that favors the rich. Find out what happened when new leadership took the challenge head on, from the statehouse to the school house.

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Disclosure: Sara Stetson is employed by the Andover Public Schools.

TPS11

Digital Literacy : Impact of Reading Disabilities on Online Learning

SUNJUNG THAO AMY THOMPSON AMBER GLEGHORN Online learning has been increased in schools and universities and the recent COVID-19 has accelerated this change. The prevalence of online learning has increased the need for investigating how individual differences such as reading disabilities moderate online learning. In our study, students with and without reading disabilities (RD) searched online to complete four tasks. Students with RD performed similar to their peers when they were asked to simply list facts but they performed poorer in tasks requiring deeper learning (i.e., analytic and procedural tasks). Additionally, more frequent grammatical errors and a smaller number of words were observed in the answers of the RD group. There was no difference in the number of websites students used to complete the tasks. Using this data, the implementation of instructional strategies for improving online learning in students with RD will be addressed.

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Disclosure: Sunjung Thao is employed by the University of Central Arkansas. Amy Thompson is employed by the University of Central Arkansas. Amber Gleghorn is a gradudate student at the University of Central Arkansas

TPS12

Creating a Structured Language and Literacy Inter vention Cer tificate (SLLIC) Program

KATIE SQUIRES ELIZABETH VANDEUSEN Join us as we describe how we created a multi-disciplinary structured language and literacy intervention certificate-“SLLIC.”We will share our tipsas we explain the process of establishing the certificate at a university and working with the International Dyslexia Association to gain accreditation.

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Disclosure: Katie Squires receives a salary from Central Michigan University. Elizabeth VanDeusen receives a salary from Central Michigan University. Their work to create the SLLIC program was partially funded by the President and Provost’s Fund for Program Innovation and Excellence.

TPS13

Dyslexia Amidst the Science of Reading : Mat ters of Equit y

DEJUNNE’ JACKSON If a student is struggling to read even after all access and instruction afforded, then it is up to the collective group of school administrators, teachers, and parents to examine that struggle more closely. But what determines that access?

Whose affordability results in reading proficiency? What barriers exist? Diversity awareness can be a guide to the answer. If not, we miss key opportunities for creating a collective understanding. It is critical that all stakeholders in the process of educating kids are knowledgeable, capable, and eligible to make decisions surrounding student success.

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Disclosure: DeJunne’ Jackson is President of The Reading League Louisiana, the Vice President of Program Development with the Center for Development and Learning, and founder of Learning Fundamentals Educational Therapy & Consulting.

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V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

TPS14

Let the Games Begin : Games to Build Decoding Skills and Morphological Awareness

JARED BLANK

SARAH GOLDEN JILL FEDELE The presentation will highlight direct instruction strategies that can be used in classroom or small group settings for the teaching and reinforcement of decoding and morphological awareness skills. An essential component to internalizing spelling patterns and knowledge of morphemes is a structured spelling lesson focusing on one specific skill at a time. Educators will be introduced to a multisensory skill-based spelling lesson format as well as techniques for teaching decoding and word meaning through spelling. Additionally, a variety of engaging and interactive activities that can be incorporated into direct, multisensory structured literacy lessons to reinforce understanding and use of newly introduced and acquired skills will be displayed. Sample lessons and games will be available for participants to peruse.

B

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TPS16

Dyslexia & Sport: Considerations and Opportunities for Resiliency in Sport and Educational Arenas

This presentation will focus on how individuals with dyslexia may experience sport.

Coverage will be given to how dyslexia may present challenges and opportunities for athletes. Presenters will discuss how sport can be a protective factor and build resilience which can transcend into educational domains. Through engaging lecture, discussion, and exercises, attendees will be exposed to issues, tips, tools, and techniques which may be employed to encourage positive sport participation and performance for athletes with dyslexia.

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Disclosure: Jared Blank is the author of Running the Distance and serves on the board of the IDA Oregon Branch.

A

Disclosure: Sarah Golden is employed by The Windward School. Jill Fedele is employed by The Windward School.

TPS17 Students

Providing Community Interdisciplinary Language and Literacy Services to High Need

KAI GREENE SUSAN PORTER This session will describe a plan to provide early language and literacy assessments and interventions to at-risk students in a highly diverse and high poverty area of Los Angeles. This proposed project is based upon another successful outreach project piloted by one of the authors at another university. Like its predecessor, the current outreach project at CSUDH will give speech-language pathology students and special education teacher candidates the opportunity to provide early literacy interventions; these clinic experiences will count towards early fieldwork and clinic hours required for licensure. The clinic experience will also provide students in both disciplines the opportunity for cross-disciplinary collaboration, thereby simulating school-based collaborations with special education teachers and speech-language therapists in future classroom placements in order to implement inclusionary best practices for students with or at-risk for dyslexia.

TPS18

Using the Science of Reading with Multilingual and Multidialectal Learners

LAURA HANKINS

The Science of Reading has revealed how people learn to read. This process is the same for all alphabetic languages. How does being a multilingual learner, a non-native speaker of a language impact this process when learning to read in a new language?

How does home dialect impact this same process? This session will highlight the sometimes masked and misunderstood challenges involved in learning to read outside of one’s native language or dialect and suggest ways to address these challenges in instruction to improve student outcomes.

B

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Disclosure: Laura Hankins is employed by Montgomery County Public Schools.

B

Disclosure: Kai Greene is employed by California State University Dominguez Hills. Susan Porter is employed by California State University Dominguez Hills.

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY POSTER SESSIONS TPS19

Research-Evidenced Ways to Learn Another Language With Dyslexia

ANDREA KULMHOFER-BOMMER ELKE SCHNEIDER

LORI ENTZMINGER

This presentation shares research-evidenced, explicit, multimodal, structured strategies to help second (i.e. English language learners) or foreign language learners with dyslexia succeed in learning another language. Included are researchevidenced strategies for developing language foundations (vocabulary, grammar, pronunciation) through reading, listening, speaking, and writing skills. Examples are provided for learning German, French, Spanish and English as a second and/ or foreign language. Middle and high school students with dyslexia and related learning disabilities are the focus.

B

TPS20

Applying the Ar t and Science of Inclusion in Developing Countries

I

This presentation will focus on the differences between inclusion in American schools and that of schools in developing countries. The strategies used in effective inclusion will be discussed, as well as how they are learning to apply them in Ghana and Ethiopia, who have just been given permission to use inclusion in their school.

The differences in the training of teachers, class size, roles of other adults in the classroom, and the importance of inclusion in the lives of not only the students, but also the teachers. There will be a focus on adaptations to the successful strategies including structured literacy which is used in America and those used in developing countries. There will be a comparison between the disabilities found in American schools, and those found in developing countries.

I

A

Disclosure: Andrea Kulmhofer-Bommer is employed by Austrian Federal Institute IQS. Elke Schneider is employed by Winthrop University.

Disclosure: Lori Entzminger is employed by Saginaw Valley State University.

TPS21

TPS22

Writing Variables as a Risk for Reading Comprehension

ELIZABE TH ZAGATA

This study, conducted by Elizabeth Zagata, Devin Kearns, and Adrea Truckenmiller, analyzed writing samples from students in grades 3-9 to assess the predictive value of writing variables on reading comprehension at the word and sentence level. We were interested in how students’ difficulties in reading show up in their writing, specifically in variables such as length, complexity of vocabulary, number of morphemes and sentence length.

I

Disclosure: Elizabeth Zagata is employed by University of Connecticut.

Taking Structured Literacy Online : Inclusion, Accessibilit y, and E-Toolbox to Teach Diverse Learners

SOOFRINA MUBARAK, GEE THA RAM

Since the pandemic hit, schools worldwide were forced to go online without adequate preparation. Thus, teaching with inclusivity and accessibility were things teachers had to grasp on their own. In this presentation, the presenter will demonstrate accessibility features and also share how simple and easily accessible tools can be used in the components of structured literacy, such as writing, reading comprehension and, oracy activities. The presenter will also share examples and templates for hands-on activities to customize interactive lesson materials for lesson components such as spelling, reading, writing, reading comprehension, and oracy in the classroom that provides Structured Literacy Intervention.

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Disclosure: Geetha Shantha Ram is employeed by the Dyslexia Association of Singapore (DAS), heads the DAS Research Committee, and is an advisor in the Register of Educational Therapists (Asia) (RETA). Soofrina Binte Mubarak is employed by the Dyslexia Association of Singapore

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(See Endorsement Disclaimer on Page 6)

V ISI T OU R E XH I B I T OR S 155 & PStudents O S T E R S E S SIO N S! Day and boarding Grades 6-12

NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG On average our students come from: 25 states 20 countries 3-6 average class size Orton-based remediation 4:1 Student to faculty ratio 100% College acceptance Class of 2021 was awarded $5 million in academic scholarships Families are encouraged to apply for need-based financial aid

A coed college-prep boarding and day school for students, grades 6-12, with dyslexia and similar language-based learning disabilities. Gow provides not just another opportunity to try again, but a real opportunity to succeed.

The Gow School has Virtual Open Houses scheduled. Visit gow.org/admissions to reserve your spot!

Come visit us! To learn more contact the Admissions Office at admissions@gow.org or 715.687.2001

The Gow School Summer Program is for students who have been experiencing academic difficulties, or have been diagnosed with dyslexia or specific learning disabilities. Five weeks of learning and fun for ages 8-16.

The best way to get to know Gow, is to visit! Call 716.687.2001 or visit gow.org/summer-programs to learn about the admissions process and schedule your visit!

Morning Academics

Afternoon Activities

Weekend Adventures

2491 Emery Rd • South Wales, NY 14139 P 716.687.2001 • F 716.687.2003 gow.org/summer-programs

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY ON-DEMAND AT-A-GLANCE

48

(FGS)

(RS2)

Norman Geschwind Memorial Lecture Literacy: A Liberatory, Civil Right

Gordon F. Sherman Neuroscience and Education Symposium: Executive Function and Reading Development and Disabilities: Can Neuroscience Inform Promising Practices?

(FCE6)

(FCE7)

Advocating for your child: 10 things every parent should know

Parent Round table - How Can IDA Help?

(ELP4)

(ELP5)

Assessment of Dyslexia: Constructs and Challenges

Dyslexia Screening & MTSS: Are These Two Policy Paths to the Same Goal?

(IPP15)

(IPP16)

Supporting Culturally and Linguistically Diverse Students with Dyslexia and Language Learning Differences

Focus on Phoneme Awareness in Kindergarten: Why & How

(IPP19)

(IPP20)

Incorporating Culturally Responsive Practices into Structured Literacy Instruction

Using a Continuum of Increasingly Intensive Instruction for Literacy Skill Acquisition

(IPP24)

(IPP25)

The Science of Reading and English Language Learners

Cognitive Science Across the Curriculum

Register online at DyslexiaIDA.org

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

(RS3)

(FCE5)

The Intersection of Language Comprehension & Word Reading Difficulties in Students with Dyslexia Symposium

Advancing Comprehension and Engagement (ACE) With WebBased Tools

(ELP2)

(ELP3)

Not Getting The Outcomes You Want? Using Reading Science To Improve MTSS

Increasing Capacity to Address Reading Difficulties

(ELP6)

(ELP8)

Fidelity of Implementation Within Multitiered System of Supports for English Learners

Insuring Structured Literacy for All: Report of the Ontario Human Rights Commission

(IPP17)

(IPP18)

Advanced Spelling: Using Morphemic Knowledge to Discover Reliable Patterns

Changing the Narrative: How Prepare Teachers to Use Content-Rich Writing Instruction

(IPP22)

(IPP23)

What A Difference A Morpheme Can Make!

Prevention Not Diagnosis is the Key to Dyslexia

(IPP27)

(FPS 2-22) see page 58

Making Meaning of Text: A Structured Framework for Informed Instruction

Friday Poster Sessions

GENERAL SESSIONS RESEARCH FAMILY & COMMUNITY ENGAGEMENT EDUCATIONAL LEADERSHIP & POLICY INSTRUCTIONAL PRACTICES FOR PRACTITIONERS POSTER SESSIONS

#DyslexiaCon21

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS ON-DEMAND FGS

Literacy: A Liberatory, Civil Right

N O R M A N G E S C H W I ND M E M OR I A L LE C T UR E

JULIE A . WA SHING T ON , P H .D. Professor

Professor in the School of Education University of California, Irvine (UCI) Director, UCI Learning Disabilities Research Innovation Hub Director of the Dialect, Poverty and Academic Success Lab, UCI We have the privilege of living in a time where we know more than ever about the psychology and neurology of reading and dyslexia. It is important not to overlook the social and sociolinguistic importance of reading. Reading is a Civil Right has become a catchphrase for literacy activists worldwide. Why now? Why literacy?

Reading is liberatory. It frees students to learn and engage with the world and to pursue their dreams. Dr. Washington will discuss current research on the sociolinguistics of reading and its relevance to the pursuit of educational equity.

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ASHA

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RS2

Gordon F. Sherman Neuroscience and Education Symposium

C h air s : L AUR IE E . C U T T IN G , P H .D. B EN JAMIN P OW ER S , P H .D. DE AR DR A R O SEN B ER G , M .A . , LD T- C

This annual symposium in Dr. Gordon Sherman’s name honors his vital contributions to neuroscience, education, policy, and the International Dyslexia Association. Dr. Sherman is known for conducting seminal research that helped establish dyslexia’s brain basis, for bringing visionary leadership to IDA as a past president, for coining the term cerebrodiversity, for championing needs and abilities in those with dyslexia, and for playing a key role in early dyslexia legislation. He also is known for conducting engaging presentations spanning the research-practice chasm and for translating findings into motivating messages for parents and educators. Finally, he is known for his tenure of inspirational leadership at Newgrange and Laurel Schools and the Robinowitz Educational Center. In keeping with these themes, this symposium provides a platform for interdisciplinary presentations and dialogue to advance future collaboration, leadership, and innovation at the nexus of research, practice, and policy—with the goal of improving the teaching-learning landscape for all students, particularly those with dyslexia.

Disclosure: Julie Washington is employed by the University of California, Irvine.

Executive Function and Reading Development and Disabilities: Can Neuroscience Inform Promising Practices?

SPONSORED BY:

What does neuroscience research reveal about the role of executive function in reading and reading disabilities? How does executive function relate to different components of reading? Do these findings suggest that there are some practices for enhancing executive function that may be more promising than others? Might some amplify Structured Literacy’s effectiveness? Inspired by Dr. Sherman’s work in neuroscience and education, this engaging symposium explores these and related questions, focusing on practical applications.

Attendees will have multiple opportunities for engagement as well as access to a curated repository of resources and promising practices.

Neurocognitive Findings: Executive Function’s Role in Reading Development and Disabilities L AUR IE E . C U T T IN G , P H .D. Proficient reading requires being able to recognize and decode words along with linguistic processes, often referred to as the simple view of reading (SVR).

While the SVR has proven explanatory power in predicting reading outcomes, studies indicate that domain general processes also contribute to reading, most centrally the executive function. This presentation will review the executive

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GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND DEMAND || idaT idaT V.org V.org ON

function’s role in reading development and disabilities, including neurocognitive findings associated with both word- and comprehension-level processing, as well as how executive function links to intervention response. The presentation also will review how socioeconomic status relates to executive function and reading.

Educational Implications: Practical Resources and Practices BEN JA MI N P OW E R S , P H . D. A N D DE E R O S E N BE R G , M . A . , LD T- C Following each component of the above presentation—(a) neurobiological processes, (b) cognitive findings, and (c) relationship to socioeconomic status— expert practitioners will comment on educational relevance and share practical resources and practices for enhancing executive function skills to strengthen reading comprehension, written expression, and other academic areas.

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ASHA .1

Disclosure: Laurie E. Cutting is employed by Vanderbilt University. Her NIH-funded work focuses on brain-behavior relations in children and adolescents, with a particular emphasis on reading disabilities, language, and executive function. Benjamin Powers is employed

by Southport School, Founder and Executive Director of The Southport CoLAB. He is the Director of the Haskins Global Literacy Hub at Haskins Laboratories, where he also serves as an affiliated research scientist, and is Chair for Scientific Symposia at The Dyslexia Foundation. Deardra Rosenberg is employed by The Laurel School of Princeton.

RS3

The Intersection of Language Comprehension and Word Reading Dif ficulties in Students with Dyslexia C O LBY H ALL T IM O DEG AR D JULIE WA SHIN G T O N P HILIP CAP IN JER EM Y MIC I AK The papers presented in this symposium, all of which are part of a recent special issue published in Annals of Dyslexia, report findings of studies that sought to better understand the extent to which language comprehension difficulties and word reading difficulties co-occur, and the implications of their co-occurrence when it comes to instruction for and identification of students with dyslexia. The first paper investigated the presence of word reading difficulties in a diverse sample of students identified as having language and literacy difficulties. The second paper explored reading skill profiles in a sample of English learners, reporting on the prevalence of a specific word reading difficulties profile and a profile that included both word reading and language comprehension difficulties.

The final paper investigated the sensitivity of a listening comprehension-reading comprehension discrepancy index to identify bilingual and bidialectal students with dyslexia.

I

2.5

ASHA

.25

Disclosure: Colby Hall is employed by the University of Virginia and is Co-PI of an Institute of Education Sciences-funded project that aims to further develop and pilot a smallgroup literacy intervention program for kindergarteners at risk for reading difficulties (Reading RULES for Kindergarten). Tim Odegard, is employed by Middle Tennessee State University and is Editor-in-Chief of Annals of Dyslexia. Julie Washington is employed by the University of California, Irvine. Philip Capin is employed by the University of Texas at Austin and serves as a Co-Principal Investigator for two large-scale funded projects focused on English learners (ELs): (1) an Education Development Research Center funded by the Institutes for Education Sciences (IES) that aims to improve opportunities and outcomes for ELs, and (2) the Texas Learning Disabilities Research Center project funded by the National Institutes of Health (NIH) examining learning disabilities identification and remediation for ELs with reading disabilities. Jeremy Miciak is employed at the University of Houston and serves as the Principal Investigator for two large-scale projects focused on English learners at-risk for learning disabilities. Additionally, Dr. Miciak serves as co-PI for two multi-disciplinary research centers conducting research on English learners: (1) the Texas Center for Learning Disabilities, and (2) the Center for the Success of English learners.

SPONSORED BY:

EDUCATIONAL LEADERSHIP & POLICY

A

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

51

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS ON-DEMAND FCE5

Advancing Comprehension and Engagement (ACE) With Web-Based Tools

K AU S AL A I W I JE K U M A R , E L S A CA R DE N A S - H AG A N , J ULI E OW EN S , HO P E GE R D E The goal of this Advancing Comprehension and Engagement (ACE) literacy project is to foster a transformative family literacy program focusing on reading and comprehending texts and writing in English and Spanish using interactive podcasts and radio programs to deliver sound evidence-based instruction to children and their families in the US and beyond. Our presentation will focus on the tools and resources available to families in improving the reading comprehension and writing for PreK to elementary grade students. During the presentation, the audience will learn about the evidence-based structured literacy practices in reading comprehension and writing. They will experience the interactive podcasts and receive all the materials necessary to implement ACE at their home and school.

B

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ASHA .1

Disclosure: Kausalai Wijekumar is employed by Texas A&M University and has developed and tested teacher-led interventions and web-based intelligent tutoring systems to improve both reading and writing. Elsa Cardenas-Hagan is employed by Texas A&M University, President of Valley Speech Language and Learning Center, Chairperson of the National Joint Committee for Learning Disabilities and is Past Senior Vice-Chairperson of the International Dyslexia Association. Dr. Cardenas-Hagan has written many scholarly articles related to language and literacy, and author of Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. Julie Owens is a Research Scientist for the Supporting Effective Educator Development (SEED) US Department of Education grant project at Texas A&M University. Hope Gerde is employed by Texas A&M University and serves as PI on the IES-funded iWRITE project and Co-PI on two NSF-funded studies promoting professional development for early educators.

FCE6

Advocating for Your Child : 10 Things Ever y Parent Should Knows

AN DR E A MOWAT T- DUN C K LEE , R EN EE B ER N H AR D T, K AR EN GOEK E - AU S T IN Discovering that your child has dyslexia is just the beginning of the journey. Learning how to best advocate for your child can be a daunting uphill climb. We invite you to join us for suggestions and advice to make the path to the top of the mountain smoother and easier. We will cover the top ten things every parent should know to best advocate for their dyslexic child from the perspective of a special education instructor/administrator, a school psychologist and a parent advocate who have experienced and understand the peaks and valleys parents may face along the way..

B

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ASHA .2

Disclosure: Andrea Mowatt-Duncklee is employed by Tampa Day School. Renee Bernhardt is an educator and certified dyslexia therapist and serves as President IDA Georgia Branch. Karen Goeke-Austin is a parent advocate and creator of the Triangle Area Dyslexic Advocacy (TADANC) Facebook group..

FCE7

Parent Roundtable - How Can IDA Help?

This session is designed for parents of elementary, middle school, and high school students seeking support. Parents new to the role of parenting a dyslexic child and those with years of experience are invited to share what they’ve learned.

Each group, facilitated by an IDA member, will have an opportunity to share their knowledge, address questions, offer guidance, and discuss IDA resources available regardless of their child’s age or location. Discussions will touch on school experiences, homework practices, emotions, overall trials, and tribulations. Connect with other parents and get your questions answered.

Don’t miss this important opportunity to network with fellow parents!

B

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Register online at DyslexiaIDA.org

I

A

GENERAL SESSIONS

2

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

ELP2

Not Get ting The Outcomes You Want? Using Reading Science To Improve MTSS

SH AW N K EN T, JER EM Y MIC I AK

LIS A BAT E S , B E T H F E R G U S ON Are you envisioning a future with improved reading outcomes for ALL students in your school or district and wondering how to make it happen? Move from where you are to where you want to be. In this session attendees will learn how to leverage existing MTSS structures to build, implement, improve and/or sustain a system-wide Structured Literacy Framework that ensures the delivery of effective instruction and supports for ALL students.

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ELP3

Increasing Capacit y to Address Reading Dif ficulties within a MultiTiered System of Suppor t

ASHA .1

Disclosure: Lisa Bates is employed by the Oregon Response to Instruction and Intervention.

Beth Ferguson is employed by the Oregon Response to Instruction and Intervention.

The challenge of meeting the needs of students with reading difficulties, including dyslexia, is quite complex and involves the synthesis of well trained, knowledgeable educators working in supported, collaborative systems with appropriate resources and using data to drive decisions regarding students. This presentation aims to tackle this ongoing issue by (1) presenting research on the nature of dyslexia and empirically-supported practices for identification and treatment within the context of Multi-Tiered Systems of Support, and (2) discussing an implementation framework and tools to guide schools in successful adoption of MTSS to reduce reading problems in their schools.

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ASHA

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Disclosure: Shawn Kent is employed by the University of Houston and is Co-Investigator on an Office of Special Education Programs training grant to develop leaders in special education and a model demonstration project aimed at improving assessment, identification, and intervention for students with dyslexia and other reading difficulties. Jeremy Miciak is employed by the University of Houston and served as principal investigator and/or co-investigator on multiple grants funded by the National Institutes of Health and the Institute of Education Sciences..

ELP4

Assessment of Dyslexia : Constructs and Challenges

N A N CY M AT H E R

L AUR A H AUER WA S , R AC HEL B R OW N - C HIDSE Y, AM Y S C O T T

The purpose of this session is to discuss the cognitive, linguistic, and academic abilities that should be included in a comprehensive dyslexia evaluation. In addition, the presenter will describe several challenges that are inherent in the assessment of dyslexia, including: the current identification procedures under IDEA 2004; the difficulty with early identification; the dilemma of twice exceptional students; and the existence of co-occurring disorders, such as ADHD and language impairments.

Suggested solutions will be provided to address these challenges. The presenter will also briefly describe the Tests of Dyslexia which will be available in 2022., I

1

Has the passing of dyslexia legislation led to effective processes to identify students with dyslexia, access structured literacy instruction, and be afforded protections by IDEA? Presenters will share results of a 50-state policy analysis that analyzed the intersections of policies related to dyslexia screening, reading instruction, SLD identification, and Multi-Tiered Systems of Support. Examples of states’ promising practices as well as next steps to advocate for universal access to structured literacy instruction by all students with dyslexia will be presented.

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ASHA .1

Disclosure: Nancy Mather is the author of the Tests of Dyslexia which will be briefly discussed during her presentation.

EDUCATIONAL LEADERSHIP & POLICY

ELP5

Dyslexia Screening and MTSS : Are These Two Policy Paths to the Same Goal?

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

1

ASHA .1

Disclosure: Laura Hauerwas is employed by Providence College. Rachel Brown-Chidsey is employed by the University of Southern Maine. Amy Scott is employed by the University of the Pacific.

POSTER SESSIONS

#DyslexiaCon21

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OCTOBER 22, 2021

FRIDAY SESSIONS ON-DEMAND ELP6

Fidelit y of Implementation Within Multitiered System of Suppor ts for English Learners

EL S A CA R D E N A S -H AG A N , LI N DA CAVA Z O S Educational leaders are responsible for monitoring school-level fidelity of RTI implementation within a multi-tiered system of supports (MTSS). The National Center on Intensive Intervention at the American Institutes for Research has developed a process for how to support and monitor MTSS in schools. This session will describe a framework for supporting MTSS in schools with culturally and linguistically diverse student populations. School leaders and educators will learn a systematic approach for making educational decisions involving screening, progress monitoring, and other supporting assessments to inform data-based decision making among culturally and linguistically diverse students. Rubrics and guiding questions will be provided for use in schools. All materials are available at no cost to school leaders and are supported by grants received from the Office of Special Education Programs at the United States Department of Education.

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ASHA .1

Disclosure: Linda Cavazos is employed by American Institutes for Research. Elsa CardenasHagan is employed by Texas A&M University, President of Valley Speech Language and Learning Center, Chairperson of the National Joint Committee for Learning Disabilities and is Past Senior Vice-Chairperson of the International Dyslexia Association. Dr. Cardenas-Hagan has written many scholarly articles related to language and literacy, and author of Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. relationships to disclose.

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Register online at DyslexiaIDA.org

ELP8

Insuring Structured Literacy for All : Repor t of the Ontario Human Rights Commission

LIN DA SIEG EL

The Ontario Human Rights Commission conducted a review, called the Right to Read Inquiry, of a number of dimensions of policy and practices related to structured literacy. These dimensions included, but were not limited to state (provincial) curricula policies, courses in the faculties of education related to the teaching of reading, struggling readers, dyslexia, special education, and the nature and assessment of reading difficulties, and the policies and practices of school districts. The report reviewed the experiences of parents, teachers, and students in relation to students struggling with reading.

Although this inquiry was conducted in Ontario Canada it can provide a blueprint for other jurisdictions interested in insuring structured literacy to be available to all students.

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ASHA .1

Disclosure: Linda Sigel is Emeritus Professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia and is the author of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities.

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

IPP15

Suppor ting Culturally and Linguistically Diverse Students with Dyslexia and Language Learning Dif ferences

A N N A O SI P OVA , H OW A L P E R T, K A I GR E E N E , S UE S E A R S

The proposed symposium features four presentations by the UC/CSU California Collaborative for Neurodiversity and Learning. The Collaborative was established as a new initiative based on emerging brain research with the goal to integrate evidence-based practices to support California’s K-12 students with dyslexia. The symposium discusses best methods to identify and teach school-age students with dyslexia and those “at-risk” for language and literacy-based learning difficulties. It offers a framework for structured literacy instruction and showcases assessment and instructional methods for students from culturally and linguistically diverse backgrounds who can be over- or under-identified when it comes to special education services. Four UC/CSU task force members discuss topics such as pre-referral process, assessment, interdisciplinary collaboration, and intervention strategies for diverse learners with dyslexia and students who also exhibit complex speech-languagecommunication needs.

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IPP16

Focus on Phoneme Awareness in Kindergar ten : Why and How

SU S AN B R ADY, E V ELY N R U S S O Evidence is presented that raises questions about the necessity for achieving phoneme awareness of progressing from awareness of larger segments (words, syllables, onsets, rimes (i.e., phonological sensitivity) to the level of the phoneme.

Instead, instruction in kindergarten can and should focus directly on phoneme awareness, incorporating letter knowledge. The presentation covers how phoneme awareness develops, the need to align instruction with students’ progress, how to link awareness of phonemes with letter knowledge, and engaging/fun methods to use.

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Disclosure: Susan Brady is employed by the University of Rhode Island. Evelyn Russo is employed by Orange County Public Schools.

ASHA .1

Disclosure: Anna Osipova is employed by the University of California, Los Angeles. How Alpert is employed by the University of California, Los Angeles and is a member of the member of the UC/CSU California Collaborative for Neurodiversity and Learning. Kai Greene is employed by the California State University, Dominguez Hills. Sue Sears is employed by the California State University, Northridge.

IPP17

Advanced Spelling : Using Morphemic Knowledge to Discover Reliable Pat terns

IPP18

Changing the Narrative: How to Prepare Teachers to Use Content-Rich Writing Instruction

N A N CY C O F F M A N

K R IS T IN S AY E SK I , B R EN N AN C H AN DLER

Spelling is a vital link in literacy instruction. Solid instruction in the patterns of the English language, including a deep understanding of the morphemic structure of words, is lacking in most teacher preparation courses and in general education classrooms. Morphology is important for vocabulary development as well as for spelling more complex words. Current research supports the importance of morphological awareness in strong spelling instruction and improved reading skills.

This interactive presentation includes activities to reveal morphemic structures that lead to reliable spelling patterns in the English language.

Writing instruction in elementary classrooms consists, by and large, of students writing narratives on their personal experiences. Fueled by a workshop approach to instruction, the writer’s “voice” takes precedent over syntax, punctuation, and grammar, and quantity of writing is valued over quality. In her 2019 text, The Knowledge Gap, Wexler highlighted the value of not only taking a dramatically different approach to writing, one that focused on sentence-level development, but also the benefit of embedding content within writing instruction. In this presentation, participants will learn how an explicit, writing curriculum can be used in conjunction with a content-rich curriculum within a university-level writing methods course.

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Disclosure: Nancy Coffman is employed by Shelton School is a board member for the IDA North Carolina Branch.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

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A

1.5

ASHA

.15

Disclosure: Kristin Sayeski is employed by the University of Georgia, former editor of the EACHING Exceptional Children, and currently an associate editor for Intervention in School and Clinic.

Brennan Chandler is a doctoral student at the University of Georgia.

POSTER SESSIONS

#DyslexiaCon21

55

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS ON-DEMAND IPP19

Incorporating Culturally Responsive Practices into Structured Literacy Instruction

K A R OL MO O R E , L A R A SP E I G H T S

JUDI T H F O N TAN A , M ARY S T OW E

This presentation will summarize and synthesize recent research surrounding culturally responsive structured literacy instruction. Practitioners will learn what to consider when providing instruction and assessment to struggling readers and students with dyslexia whose first language or dialect is not Standard English.

Participants will receive specific examples related to AAVE and Spanish, which are the most common dialect and language, respectively, currently found in US public school classrooms.

I

1

IPP20

Using a Continuum of Increasingly Intensive Instruction for Literacy Skill Acquisition

ASHA .1

Disclosure: Karol Moore is employed by Texas A&M University, provides private therapy to students identified with dyslexia and other disabilities, and is a member of the IDA Austin Branch. Lara Speights is employed by Neuhaus Education Center.

This session expands participant knowledge of intensifying structured literacy instruction in the domains of phonics and word recognition, vocabulary and comprehension by introducing the concept of and methods for increasing intensity along a continuum.

Vaughn, Wanzek and Murray (2012) articulate seven methodologies to intensify instruction for any struggling student. In 2015, Vaughn et. al revisited these methodologies that emphasize explicit and systematic instruction.

Through instructional scenarios participants will adapt task content, presentation, and/or requirements basing their decisions on the seven methodologies for intensifying instructional delivery I

A

1.5

ASHA

.15

Disclosure: Judith Fontana is employed by George Mason Unversity. Mary Stowe is employed by the College of William and Mary.

IPP22

What a Dif ference a Morpheme Can Make!

N A N CY C U SH E N W H I T E

Explicit instruction in spelling that integrates phonology, phonics, morphology, and etymology is also effective for teaching word identification, vocabulary, content knowledge, and reading comprehension. Pronunciation of the same morpheme within different words may vary when spelling does not. These variations in pronunciation often depend on the number of syllables and where within a word the stress is placed: define→definition→infinite→infinity→final→finality.

Good readers notice meaningful parts of words—and make connections between spelling and meaning: sign→signature→signify. Words that share morpheme elements (especially bases) activate memory for word meanings revealed by their spelling connections: conscious→science→omniscient.

Presentation includes lecture, work samples, modeling of strategies, and attendee participation in use of strategies. Vocabulary specific to the study of morphology will be defined, explained, and included in guided practice.

B

I

1

IPP23

Prevention Not Diagnosis is the Key to Dyslexia

HUG H CAT T S

The majority of the states in the US have now passed legislation concerning dyslexia. Whereas this legislation brings needed attention to children with dyslexia, the primary focus, in most cases, is on diagnosis and treatment rather than prevention. In this session, I propose a more proactive approach that seeks to identify children at risk as early as possible and to provide intervention to reduce significant reading problems and secondary academic and psycho-social difficulties associated with the condition. The advantages and challenges represented by such an approach will be discussed.

B

I

A

1

ASHA .1

Disclosure: Hugh Catts is employed by Florida State University and is a past board member of the International Dyslexia Association and past board member and President of the Society for the Scientific Study of Reading.

ASHA .1

Disclosure: Nancy Cushen White is employed by the University of California, San Francisco.

56

Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

IPP24

The Science of Reading and English Language Learners

L AV IN I A M A NC U S O

LY N N E MUN S O N , L O R R AIN E G R IFFI T H , R O B IN HEG N ER , N ATAL IE W E X L ER

The Science of Reading applies most urgently to English Language Learners. They are the least able to use picture and context clues about objects for which they have different labels and texts that they can’t read. ELLS, especially, benefit from direct, explicit instruction in both language and literacy. Research confirms that, with appropriate instruction, ELLs outperform the general population. This session will present the current data on the common misperceptions and mis-education of English Language Learners, and the instructional strategies that enable their success.

B

I

1

IPP25

Cognitive Science Across the Curriculum

ASHA .1

Disclosure: Lavinia Mancuso is employed by Everone Reading.

This panel of education experts focuses on the implications of cognitive load theory on teacher practice. Rich discussion prompts educators of dyslexic learners and English Learners to engage with research-based classroom strategies aimed to reduce the cognitive load, in order to maximize cognitive load for complex tasks and ideas. The panel discussion interrogates the following questions: •

How can educators invite all readers to access complex texts and tasks?

•

What does it look like when learners engage in tasks, across Humanities, Math, and Science, that are designed to focus thinking?

•

How does deep background knowledge help students unlock complex texts and tasks across content areas?

B

I

1

ASHA .1

Disclosure: Lynne Munson is founder of Great Minds. Lorraine Griffith is employed by Great Minds. Robin Hegner is owner of Pathways to Reading Success. Natalie Wexler is the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (Avery 2019). She is a senior contributor on education at Forbes.com and is the co-author, with Judith C. Hochman, of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (Jossey-Bass, 2017).

IPP27

Making Meaning of Text : A Structured Framework for Informed Instruction

N A N CY H E NNE S SY

Whether reading by eye or ear, the complexity of comprehension demands a structured approach based in the science of reading. The informed educator has an explicit understanding of how language comprehension processes and skills contribute and how they can also interfere with constructing meaning.

This session will introduce a blueprint that structures and scaffolds instruction focused on developing the reader’s ability to make meaning of words (semantics), comprehend sentences (syntax), and use background knowledge to build comprehension. Educators will learn how this framework calls for the identification and implementation of intentional instructional activities, strategies and routines necessary for deep comprehension of text.

B

I

A

1

ASHA .1

Disclosure: Nancy Hennessy authored the book, The Reading Comprehension Blueprint: Helping Students Make Meaning of Text, recently published by Brookes Publishing relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

57

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FPS2

Insights into Dyslexia Genetics Research from the Last Two Decades

FLORINA ERBELI MARIANNE RICE SILVIA PARACCHINI

RACHEL EGGLESTON

What has genetics research taught us about dyslexia in the past two decades? This poster presentation presents findings from a narrative review, which summarizes recent advances in quantitative and molecular genetic research on dyslexia.

Converging key insights from genetic research are: (1) dyslexia is influenced by many genes, (2) dyslexia genetic risk is shared across the continuum in the population, (3) dyslexia genetic risk is shared with other phenotypes, such as dyscalculia and ADHD.

Disclosure: Florina Erbeli is employed by Texas A&M University. Marianne Rice is a doctoral student at Texas A&M University. Silvia Paracchini is employed by University of St. Andrews.

FPS4

Cor tical Activation as a Result of Reading for Students With and Without Dyslexia

ELAZAB ELSHAZLY The study identifies the active cortical areas in the prefrontal lobe during reading tasks for younger children with and without dyslexia in two classes of two public schools in Al -Ain, UAE. Few studies have examined cortical activation and none for reading Arabic skills. The study follows an exploratory, experimental research design (fNIRS as a tool to measure cortical areas that are active during reading acquisition across younger children with and without dyslexia in an inclusive environment. Ten (10) 3rd graders male students with and without dyslexia attending Arabic as (a native language) classes will be the study participants.

Participants will comprise two sample groups: typically developing readers grade 3 students (n=5) and students with dyslexia (n=5). The participants complete reading stimuli assessments using fNIRS.; The dyslexia screening test is done to identify earlier who is dyslexic.

I

A

Disclosure: Elazab Elshazly is presenting his research as a Ph.D. student and has no financial relationships to disclose.

58

Neuroimaging research has focused on phonological impairments associated with dyslexia, yet the role of morphological awareness in the disorder has received significantly less attention. To fill this gap, we investigated the brain basis of morphological processing in children with dyslexia and typically developing children matched on word reading and phonological awareness skill. Children with dyslexia exhibited by pro activation in language regions when completing a morphology task.

This finding suggests that neural processes for morphological awareness may be impaired in children with dyslexia. Therefore, children with dyslexia likely benefit from additional morphology support when learning a structured literacy curriculum.

I

A

B

FPS3

Neural Bases of Morphological Awareness and Word Processing in Dyslexia

Register online at DyslexiaIDA.org

Disclosure: Rachel Eggleston is a graduate student at the University of Michigan.

FPS5

Student Progress in a Structured Literacy Summer Reading Camp Program

SAMANTHA GESEL CORRINE KINGSBERY

We implemented a structured literacy summer reading camp program in both a virtual and face-to-face context and measured student progress using pre- and post-curriculum based measures and mastery test data. Camp teachers supported beginning readers using the Sound Partners curriculum and received coaching feedback throughout the summer sessions. Researchers and practitioners will learn about student progress in the summer reading camp program and how to implement and provide feedback in both instructional contexts.

B

I

A

Disclosure: Samantha Gesel is employed by the University of North Carolina, Charlotte. Corrine Kingsbery is a doctoral student at the University of North Carolina, Charlotte.

V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

FPS6

Ef fects of a Mathematical Writing Inter vention for Students with Dyslexia

PAUL RICCOMINI LAURA FIVEASH

Written expression in mathematics requires learners to explain their reasoning in written form, a multifaceted and complex task and individuals with dyslexia experience significant difficulties in written expression. This study examines the effects of an intervention designed to provide students with a systematic strategy to communicate their mathematical understanding and reasoning through written expression. Our findings indicate the systematic intervention enhanced mathematics writing ability for students with intensive instructional needs due to dyslexia. Implications for research and practice are presented.

B

I

FPS7

A School-Based Early Reading Inter vention for Struggling Readers in French immersion

KRYSTINA RAYMOND XI (BECKY) CHEN FRED GENESEE

The fundamental role of K-2 teachers is to help students learn to read successfully.

However, what if the student is struggling to read? What is the best way to help them? Schools can implement early phonologically based reading interventions.

Teaching children phonological awareness (PA) is an essential practice for students to learn to read successfully. It has been shown that PA predicts later reading ability and poor PA abilities are a marker of risk for reading difficulties later on.

A key piece of this intervention is the use of a response-to-intervention (RTI) and collaborative approach involving administrators, clinicians, and teachers.

A

Disclosure: Paul Riccomini is employed by the Pennsylvania State University. Laura Fiveash is employed by Spring Valley School.

B

I

Disclosure: Krystina Raymond is a doctoral student at the Ontario Institute for Studies in Education. Xi (Becky) Chen is employed by the Ontario Institute for Studies in Education and is co-editor-in-chief for Annals of Dyslexia. Fred Genesee is Professor Emeritus at McGill University and has published numerous articles in scientific journals, professional books and magazines and is the author of 16 books on bilingualism.

FPS8

Alphabet Knowledge: Instructional Challenges and Evidence-Based Solutions for Early Years Classrooms

CHRISTINE MONSON

This session reviews best practices for alphabet knowledge (AK) instruction in early years’ classrooms.AK is a critical emergent literacy skill with moderate to strong predictive relationships with children’s later reading and spelling abilities.

Given its importance as a foundational reading skill, in this session participants will learn several key aspects to support AK acquisition and instruction. They will learn about developmental trajectories and quick, reliable assessment tools to help guide instruction. They will consider what makes teaching and learning AK so challenging, and examine current, empirically validated instructional practices including the use of direct instruction of AK; appropriate pacing and ways to order letter instruction; and the role of mnemonics in alphabet learning. Attendees will leave with a deeper understanding of how to support all of their learners and with tangible tools for the assessment and instruction of AK B

FPS9

The Ef fects of Teaching SentenceLevel Writing Through Content : A Pilot Study

BRENNAN CHANDLER KRISTIN SAYESKI GENTRY EARLE This poster session shares the findings of a pilot study examining the effects of teaching sentence-level writing to students with learning disabilities through content-rich social studies instruction. Qualitative and quantitative results of the study along with sentence-level activities will be shared.

B

I

Disclosure: Brennan Chandler is a doctoral student at the University of Georgia. Kristin Sayeski is employed by the University of Georgia, former editor of the EACHING Exceptional Children, and currently an associate editor for Intervention in School and Clinic. Gentry Earle is a doctoral student at the University of Florida.

I

Disclosure: Christine Monson is a doctoral student at the Ontario Institute for Studies in Education, University of Toronto.

#DyslexiaCon21

59

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FPS10

Or thographic What?: Moving from Phonological Awareness to Automaticit y

AMY THOMPSON SHERI HIGHT

Throw away the worksheets and dump drill and kill! Direct, explicit and multisensory instruction engages students with manipulatives and participation. Discover the definition of a sight word, the difference between regular and irregular words, and how orthographic mapping aids in teaching students to read and spell sight words.

Participants in this session will experience TEN strategies and activities that promote orthographic mapping, which can be utilized to create effective reading and spelling lessons.

B

FPS11 CAROL KLAGES MARY-MARGARET SCHOLTENS KELLY FOWLER

While the approaches to teaching reading may vary, the foundation of those approaches cannot. The purpose of this investigation is to identify student literacy growth over an academic school year using the science-based,multisensory Connections: OG in 3D® literacy program in grades kindergarten, first grade, and second grade in two Arkansas elementary schools and one Missouri elementary school.

I

I

Disclosure: Amy Thompson is employed by the University of Central Arkansas. Sheri Hight is employed by the University of Central Arkansas and founding member of Decoding Dyslexia Virginia.

FPS12

Benefits of a Text Structure Strateg y for Reading Comprehension

KAROL MOORE KACEE LAMBRIGHT Students with dyslexia are at a disadvantage from their peers when it comes to accessing the curriculum and engaging in classroom content. Microsoft’s new broad set of assistive technology capabilities levels the playing field by ensuring students of all abilities can engage in and personalize their learning experience.

This session will showcase Microsoft’s Free, Accessible tools for Reading Writing, Math and our Just RELEASED Reading Progress! Live demonstration and student examples shared.

I

Disclosure: Karol Moore is employed by Texas A&M University, provides private therapy to students identified with dyslexia and other disabilities, and is a member of the IDA Austin Branch. Kacee Lambright is a doctoral student at Texas A&M University.

Register online at DyslexiaIDA.org

A

Disclosure: Carol Klages is employed by the University of Houston, Victoria. Mary-Margaret Scholtens author and executive director of Connections-OG in 3-D® and developed the reading curriculum used in the research investigation. Kelly Fowler is CALT-trained and employed by Connections-OG in 3-D®.

FPS13

Reading and Motivation Interventions: Scaffolding Students with or At-risk for Dyslexia

DAYNA RUSSELL FREUDENTHAL MAI ZARU STEPHANIE AL OTAIBA JENNIFER STEWART

In this session, participants will learn about interventions that include a reading instructional component and a motivation-related component for students with dyslexia, learning disabilities, or reading difficulties. The session reviews the current literature on reading interventions combined with motivation-related interventions within the context of a motivation hierarchy for students with dyslexia or reading difficulties and the implications for practice and future research. To conclude, we examine a lesson plan from Project GROW, which combines a robust evidenced-based dialogic reading intervention that incorporates motivation and mindset themes and explicit vocabulary instruction to “grow” the socio-emotional learning vocabulary of Kindergarten students at-risk for reading disabilities or from diverse populations that may have differing levels of literacy experiences.

B

60

Grounded in Science of Reading: Can a Multisensory, Systematic, Direct Approach Work?

I

Disclosure: Dayna Russell Freudenthal is a doctoral student at Southern Methodist University.

Mai Zaru is a doctoral student at Southern Methodist University. Stephanie Al Otaiba is employed by Southern Methodist University and a member of the IDA Board of Directors. Her research has been funded by the National Institute of Health, the Institute for Education Sciences, and the Office of Special Education Programs. She is the author or coauthor of over 140 journal articles and book chapters. She is the editor of the Journal of Learning Disabilities, she serves on review boards for many journals in education and psychology, and was an Associate Editor for Education Researcher and Elementary School Journal. Jennifer Stewart is a post-doctoral fellow at Southern Methodist University.2022 Annual Conference of the Virginia State Literacy Association and chair of the Virginia State Literacy Association’s Professional Development Committee.

V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

FPS16

Unforget table Multisensor y Strategies for Vocabular y Instruction

JENNIFER HASSER A robust vocabulary is critical for listening and reading comprehension, as well as for oral and written expression. Yet many common vocabulary teaching methods fly in the face of what we know about how students learn and remember best. In this lively session, participants discover efficient and effective strategies to teach vocabulary by capitalizing on cutting-edge memory and metacognition research.

Participants learn engaging activities to use with students of any age to pave the way to vocabulary success. Techniques support OG/MSL teaching.

B

I

Disclosure: Jennifer Hasser founder and Executive Director of Kendore Learning, Past President of IDA Georgia Branch, and a former IDA Regional Representative.

FPS17

Implementing Evidence-Based Strategies to Improve the Writ ten Expression of Students with SLD

ANGELA SENCIBAUGH JOSEPH SENCIBAUGH Individuals attending this session will learn how to implement best practices using cognitive strategy instruction for teaching written expression skills to enhance the writing performance of students with specific learning disabilities. Participants will learn how to informally assess students’ written expression in the five areas of fluency, syntax, vocabulary, structure and content. After learning how to properly assess students, participants will learn how to implement evidence-based techniques emphasizing strategy instruction for teaching the process approach to writing, which incorporate effective learning strategies and specifically target improving the writing performance of students with specific learning disabilities for writing essays.

B

FPS18

A Realist Review of Dyslexia Pilot Studies : Initial Research Findings

Disclosure: Angela Sencibaugh is employed by Valley Park School District and adjunct professor at Webster University and Lindenwood University and teaches graduate courses in TESOL and literacy. Joseph Sencibaugh is employed by Webster University and has published peer-reviewed articles on topics, which include techniques for improving reading comprehension and effective approaches of cooperative learning.

BRIAN GEARIN JESSICA TURTURA This poster will describe initial findings from a realist review of state-authorized dyslexia pilot studies. A realist review encourages an examination of “what is working for whom, and under what circumstances” so that tentative recommendations about program adjustments can be made. At a minimum, the final results will be useful for adjusting program recommendations in dyslexia research and legislation, and for improving the quality of future pilot studies.

I

A

Disclosure: Brian Gearin is employed by the University of Oregon’s Center on Teaching and Learning. He is the co-lead of dissemination at the National Center on Improving Literacy and Project Coordinator at the Lead for Literacy Center. Jessica Turtura is University of Oregon’s Center on Teaching and Learning. He is the co-lead of dissemination at the National Center on Improving Literacy and Project Coordinator at the Lead for Literacy Center. Dr. Gearin and Dr. Turtura are presenting on behalf of the National Center on Improving Literacy.

#DyslexiaCon21

61

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FPS19

Oral Language Practice in the Classroom and the Link to Student Writing

ALLISON PECK

Writing is the highest developmental skill in our acquisition of literacy skills, and a skill that is not easy to teach in the classroom. If students are unable to verbally express an idea, they are even less likely to write it down. This presentation will cover research done that looks at students that are exposed to daily oral language practice versus those students who do not have the same exposure. The implications of this research are to increase teacher awareness of the need to have students engaged in regular oral discourse in organized and planned lessons and how this exposure could increase student confidence and abilities when writing.

B

I

A

Disclosure: Allison Peck is employed by Neuhaus Education Center and is doctoral student at St. John’s University.

FPS21

There’s More to It Than What’s on the Page : A Trauma-Informed Approach to Dyslexia

FPS20

Vocabulary and Language Enhancement Project (VALE) in Kindergarten and Second-grade

ELLEN KAPPUS PATRICK MANYAK The presentation describes qualitative and quantitative results of two VALE, multifaceted vocabulary instruction formative experiments. The first examines the teacher’s experiences in implementing vocabulary instruction in English and Spanish in a second-grade dual language setting. The second relates the findings of the first year of VALE in 13 Kindergarten classrooms. Participants receive a description of how the teachers’ implemented the effective vocabulary instructional routines, view video segments of vocabulary classroom instruction in both settings, and learn to apply the VALE vocabulary instruction routine with high utility words.

B

I

A

Disclosure: Ellen Kappus is a doctoral student and employed by Fremont County #25. Patrick Manyak is employed by the University of Wyoming.

FPS22

More Than Accommodations: Core Instructional Strategies for the Mathematics Classroom-at Any Level

ELENA BEHAR LAZAROVA

MARILYN ZECHER

This presentation explores the neurophysiological and cognitive processes that get activated when we are exposed to trauma. Participants are familiarized with the polyvagal theory and how it applies to students with dyslexia and other academic delays. Neuro-cognitive processes of memory formation and responding to trauma are presented as a way of building awareness around the traumatic experiences of struggling with text and living with Dyslexia. The session also discusses the instructional principles of Structured Literacy as they align with the principles of trauma-informed practices. Practitioners are offered strategies for creating emotionally safe environments that promote student engagement, boost academic progress, and optimize the effectiveness of reading interventions.

Too often clinicians and educators fall back on a laundry list of accommodations for supporting students in inclusive classrooms. This presentation will address less articulated but core instructional strategies for supporting students with language based needs in the mathematics classroom at any level. See connections between these best practices and recommendations from the What Works Clearinghouse.

Don’t be surprised if these instructional tools work for other content areas too!

B

I

A

Disclosure: Elena Behar Lazarova is employed by Department of Education CSE 4

62

Register online at DyslexiaIDA.org

B

Disclosure: Marilyn Zecher receives honoraria and consultation fees for my presentations in the fields of structured literacy and mathematics. She has a financial relationship relative to her presentations with The Atlantic Seaboard Dyslexia Education Center in Rockville MD and Knowledgehook, in Ontario Canada.

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V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

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Robinowitz Education Center Through professional development opportunities and informative educational presentations, the Robinowitz Education Center partners with and supports educators and families in meeting the unique needs of students with learning differences.

Live at Laurel Launching in September 2022, our evidencebased program will be offered to students and families nationwide. Live at Laurel students will virtually receive the structured literary approach to teaching students who learn differently and the unique benefits of attending school online.

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63

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Fully Online Literacy & Dyslexia Programs K-12 Dyslexia Certificate

K-12 MSE in Literacy

Fully implements the Science of Reading Flat-rate Tuition - $325 per credit hour Meets IDA, ILA, CAEP, & ISTE Standards Teaching License not required Asynchronous Format UCA.EDU/ELSE/READINGPROGRAM Contact Dr. Amy Thompson Program Director | athompson@uca.edu 64

Register online at DyslexiaIDA.org

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Founded in Faith

Nationally Accredited by AOGPE

In 2012, two mothers wanted to provide their dyslexic children with a specialized education in a Christian setting. GRACEPOINT School began with four students and has steadily grown to an enrollment of more than 125 students in grades one through eight.

GRACEPOINT’s instructional program is 1 of only 18 programs in the nation to be accredited by the Academy of Orton Gillingham Practitioners and Educators. After completing remediation, students transition to area public and private schools.

GRACEPOINT Mission The mission is to equip dyslexic students with the skills needed to develop into independent and confident learners. They strive to instill a life-long desire for their students to grow in wisdom and knowledge of the Lord, so each will fulfill God’s purpose and bring Him glory.

Small Classes, Big Impact GRACEPOINT utilizes the Orton-Gillingham method, a multisensory approach woven into all subject areas.

Their students receive seventy-five minutes of explicit reading instruction daily by a certified Orton-Gillingham teacher. The student / teacher ratio for reading and math is 5:1, while all other core subjects have a student / teacher ratio of 8:1.

#DyslexiaCon21

65

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY ON-DEMAND AT-A-GLANCE (R5)

(R6)

Project Ready! - A Structured Early Literacy Program to Close the Opportunity Gap

Specific Reading Comprehension Disability: The Cognitive Profiles and Methodologies That Contribute to Our Understanding of Reading Comprehension Difficulties

(FCE10)

(ELP7)

College Transition: How to Successfully Prepare for College

Our Collaborative Journey Toward Structured Literacy Across All Tiers

(IPP33)

(IPP34)

Mastering grammar gremlins in academic writing with explicit, multimodal, and metacognitive strategies

Effective Word-Problem Solving for Elementary Students with Mathematics Difficulties

(IPP37)

(IPP38)

The Goldilocks Effect: Finding “Just Right” Books to Celebrate Resilience and Diversity

Conquering the Spelling Conundrum

(IPP41)

(IPP42)

Learning Strategy Instruction for Adolescents with Learning Disabilities in North Carolina Schools

Closing COVID Gaps in Phonics Knowledge: Tracking Assessment Data and Intervention Techniques

(FPS 1-22) see page 76 Saturday Poster Sessions

66

Register online at DyslexiaIDA.org

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

(FCES1)

(FCE8)

Literacy: A Social Justice Issue Symposium

Supporting Home Literacy Practices for Multilingual Students: A Culturally/Linguistically Responsive Approach

(IPP29)

(IPP 31)

Workplace Applications of Assisitve Technology (AT) for Adults with Dyslexia

Workplace Applications of Assisitve Technology (AT) for Adults with Dyslexia

(IPP35)

(IPP36)

Improving phonics skills with authentic reading materials and MSL strategies

Reading for Meaning - Fluently

(IPP39)

(IPP40)

P-SWIFT: Approach to Improve Persuasive Writing in Adolescents with Learning Disabilities

Metalinguistic Awareness Beyond PA: How Playful Language Instruction Improves Reading for All

(IPP43)

(IPP44)

Vibrant, Versatile, and Viable Vocabulary Instruction

Cyntacks: Simultaneously Targeting Word-Order Knowledge and Decoding Skills

GENERAL SESSIONS RESEARCH FAMILY & COMMUNITY ENGAGEMENT EDUCATIONAL LEADERSHIP & POLICY INSTRUCTIONAL PRACTICES FOR PRACTITIONERS POSTER SESSIONS

#DyslexiaCon21

67

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS ON-DEMAND FCES1

Literacy: A Social Justice Issue Symposium

T ER R I E NO L A ND, H I L D E R BR A N D P E L Z E R , DE BBI E M E Y E R , R E SH A C ON R OY, CA R I S S A B E R LI N E R The U.S. Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded in reading failure.” The national reading crisis is much larger than poor grades and missing assignments.

The effects it has on students last a lifetime. When reading deficits are identified early, students can be remediated with instruction rather than accommodations. Too often, however, struggling readers are unidentified and left behind, and the ramifications are manifold. This presentation features a principal, teacher, and parent, and literacy advocate who will share their journeys and how they advocate leaving no student behind due to inadequate instruction and LiteracyForAll. The panel will provide qualitative research and real-life models to prove that all K-2 students should receive an evidencebased structured literacy approach and ongoing intervention for students who struggle with reading.

B

2.5

ASHA .25

FCE8

Supporting Home Literacy Practices for Multilingual Students: A Culturally/Linguistically Responsive Approach

LIN DA CAVA Z O S , EL S A CAR DEN A S H AG AN

Presenters will share culturally and linguistically responsive reading strategies that help parents and families increase reading at home with interactive strategies to guide reading development. Literacy guides available in English and Spanish with recommended strategies that represent variations in parents’ language proficiencies in English and Spanish and reading abilities are provided. Home literacy practices include strategic use of language, active listening, questioning, and thoughtful discussion about the text. Strategies to build the child’s reading ability and self-confidence to become a more competent bilingual reader are reviewed. All families are empowered to support home literacy.

B

I

A

1

ASHA .1

Disclosure: Linda Cavazos is employed by American Institutes for Research. Elsa CardenasHagan is employed by Texas A&M University, President of Valley Speech Language and Learning Center, Chairperson of the National Joint Committee for Learning Disabilities and is Past Senior Vice-Chairperson of the International Dyslexia Association. Dr. Cardenas-Hagan has written many scholarly articles related to language and literacy, and author of Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction.

Disclosure: Terrie Noland is employed by Learning Ally. Hilderbrand Pelzer is the author of Unlocking Potential: Organizing a School Inside a Prison. Debbie Meyer is employed by Columbia University. She is a founding member of the Dyslexia (Plus) in Public Schools Task Force and is the spouse and parent of a dyslexic individual. Resha Conroy is a founding member of the Dyslexia Alliance for Black Children, Carissa Berliner is employed by the New York City Department of Education and can be seen on the WNET/WLIW television show Let’s Learn teaching reading to young learners.

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GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

R5

Project Ready! - A Structured Early Literacy Program to Close the Oppor tunit y Gap

A M Y M U R D O C H , M A R I A AI E LLI

R6

This presentation describes an early childhood research project focused on effective instruction and supports for language, literacy, and knowledge development. The presentation will discuss the results of a successful pilot project and provide an overview of the multi-year project that builds on the pilot’s success.

This project involves classroom instruction, intervention, assessment, family education, and teacher professional development. The session will explore the power of implementing structured literacy instruction in early childhood settings, early literacy screening and early identification, and MTSS in preschool. Session participants will get an overview of this project including access to all instructional materials.

B

I

A

1

ASHA .1

Disclosure: Amy Murdoch is employed by Mount St. Joseph University. Maria Aielli is a doctoral student at Mount St. Joseph University and serves on the board of the IDA Ohio Valley Branch.

Specific Reading Comprehension Disabilit y : The Cognitive Profiles and Methodologies That Contribute to Our Understanding of Reading Comprehension Dif ficulties

MER C EDE S SP EN C ER Poor reading comprehension is a public health concern because a lack of early reading proficiency is associated with an increased likelihood of poorer life outcomes. As such, understanding cognitive skill weaknesses that are most strongly associated with an increased risk for future reading comprehension failure, as well as the research methodologies often used to identify reading difficulties, has broad societal implications. In this talk, I will discuss the nature and prevalence of specific reading comprehension disability and the unique challenges surrounding its identification and remediation. I will then discuss the pattern of skill deficits often associated with specific reading comprehension disability and provide evidence for the need to consider skills beyond decoding ability and language comprehension to more fully understand this subpopulation of poor readers. I will conclude with an important question—Are there alternate approaches or methodologies that can be used to better identify children who may be at risk for specific reading comprehension disability in the future?—and show how current data may be used to answer this question.

B

I

1

ASHA .1

Disclosure: Mercedes Spencer is a Post-Doctoral Scholar at Vanderbilt University.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

69

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS ON-DEMAND FCE10

College Transition : How to Successfully Prepare for College

BR EN T B E T I T, K AT H L E E N WA LK E R , K I M BE R LY R ODGE R S , JA K E SU S SM AN CR A IG P O H L M A N— M O D E R AT OR From college selection to college graduation, this experience can be daunting for dyslexic students and their families. Although the transition to college can seem overwhelming at first, the proper tools and tips will help you successfully navigate the higher academic process. Explore topics with professionals and college students on how to find the best college match for you and your student, accommodations to ask for at the college level, unique opportunities, academic support programs, and how best to self-advocate for success.

B

I

A

2

ASHA .2

Disclosure: Brent Betit is employed by The Fletcher School and The Rankin Institute. Kathleen Walker is employed by The Fletcher School, served as a Guest Blogger for Charlotte Smarty Pants – “Parents Supporting Transitions – Life After Graduation,” and is published in the Journal of School Counseling. Kimberly Rodgers is employed by the University of North Carolina, Charlotte. Craig Pohlman is employed by Southeast Psych. Jake Sussman is a Dyslexia/ADHD influencer and the Founder and CEO of Superpower Consulting.

IPP29

Workplace Applications of Assistive Technolog y (AT ) for Adults with Dyslexia

DAV ID W I N T E R S

Dyslexia continues to impact individuals as they reach adulthood and enter the workplace. This session presents an adaptation for adults of a framework successfully used with students to guide the selection of appropriate assistive technology (AT) in the workplace through consideration of four areas relating to the individual, the work environment, the work tasks, and the workplace tools. The information gathered through this framework leads to an AT plan that promotes the individual’s workplace success. This presentation concludes with several brief device and app demonstrations for reading and writing to help participants begin to build their AT tool chest for their work with adults with dyslexia.

I

A

1.5

ASHA

.15

Disclosure: David Winters is employed by Eastern Michigan University, has served as President or Vice-president of three IDA Branches and has served on several IDA committees, and is a periodic contributor to IDA’s The Examiner and was the special issue co-editor of the December 2020 Perspectives in Language and Literacy that focused on technology and literacy.

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ELP7

Our Collaborative Journey Toward Structured Literacy Across All Tiers

AN N W HI T E , AN N JO LLY This session focuses on strategies to support alignment across departments to improve literacy outcomes for students, particularly those with chronic reading deficits or disabilities. Participants will hear about a large urban district’s multiyear journey to align literacy instruction for all students using the competency and organization drivers of the National Implementation Research Network Implementation Drivers framework. This journey includes the special education department’s The 4 Disciplines of Execution: Achieving Your Wildly Important Goals workbook study, restructuring of the special education department to focus on instruction, intentional work to collaborate across district departments, and Targeted Support and Improvement Schools initiatives.

B

1

ASHA .1

Disclosure: Ann White is employed by Charlotte-Mecklenberg Schools. Ann Jolly is employed by Charlotte-Mecklenberg Schools.

IPP31

Metacognition and MicroDiscourse Strategies for Paragraph Revision

N IC O LE K IN G SL AN D, JULI A S AL AMO N E , C H AR LE S H AY NE S Revision is a complex and cyclical process. However, novice and struggling writers often have a limited view of revision processes and lack the strategies needed to make substantive improvements. In this session participants will learn about a structured literacy approach to micro-discourse revision that integrates strategy instruction, metacognition and self-regulation. Participants will receive a studentfriendly checklist to support classroom implementation.

Topics covered will include: • Connections between Theoretical Models, Cognitive Constructs, and Evidencebased Instructional Practices in Writing • Teaching the evaluation criteria and micro-discourse strategies to revise paragraphs B

I

1

ASHA .1

Disclosure: Nicole Kingsland and Julia Salamone work for AIM Institute for Learning and Research, and have co-developed AIM Pathways to Proficient Writing. Charles Haynes has authored From Talking to Writing and receives a royalty on book sales.

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

IPP33

IPP34

Mastering grammar gremlins in academic writing with explicit, multimodal, and metacognitive strategies

Ef fective Word-Problem Solving for Elementar y Students with Mathematics Dif ficulties

B R ADLE Y W I T Z EL , JO N TÉ M Y ER S

ELK E S C H NE I D E R , A ND R E A K UL M HOF E R B OM M E R As early as kindergarten, mathematics standards include language related to solving word problems. Even with the early focus on word-problem solving (WPS), students with learning disabilities in mathematics struggle with word-problem performance. In a recent meta-analysis of 55 elementary WPS intervention studies, several implications emerged. In this presentation, we briefly share the findings of the meta-analysis and demonstrate highly effective approaches, general heuristics and model-based problem solving.

This presentation shares research-evidenced, explicit, multimodal, structured, and metacognitive strategies to help native and nonnative speakers of English with dyslexia and related learning disabilities master academic writing tasks with focus on MSL strategies to master common grammar challenges typical for different text types (i.e., report, paper, summary, reflection, persuasive, compare-contrast texts).

For each phase of the writing process, dyslexia-specific strategies are shared in addition to student self-correction and teacher progress monitoring charts for grammar challenges.

B

I

1

I

Disclosure: XAndrea Kulmhofer-Bommer is employed by Austrian Federal Institute IQS. Elke Schneider is employed by Winthrop University.

IPP35

1.5

ASHA

.15

Disclosure: Bradley Witzel is employed by Western Carolina University, coauthored two metaanalyses on mathematics education and wrote the 2nd edition of his book Rigor and Students with Special Needs through Rutledge and Teaching Elementary Mathematics to Struggling Learners through Guilford Press. Jonté Myers is employed by Georgia State University.

ASHA .1

Improving phonics skills with authentic reading materials and MSL strategies

A

IPP36

Reading for Meaning - Fluently

ELK E S C H NE I D E R , A ND R E A K UL M HOF E R - B OM M E R

C HR IS T IN E HUR LE Y

To support native and nonnative speakers with dyslexia in acquiring strong decoding and reading comprehension skills, participants learn how to use authentic instead of scripted reading materials. To this end, participants learn to use specific phonics reference and text analysis charts to identify relevant phonics patterns in authentic texts. Then they learn research evidenced MSML strategies to enhance decoding and reading comprehension skills using these authentic materials. Presenters also share progress monitoring charts to document student learning progress with authentic text.

Dyslexic students struggle with accurate and fluent word recognition. This presentation demonstrates research-proven strategies (teacher modeling/ repeated reading/progress monitoring) that can be combined into a powerful tool accelerating reading achievement of beginning and struggling readers. Participants are guided through the steps of these strategies, including simulations in which they take the role of struggling students, and the presenter takes the role of the teacher.

B

I

1

ASHA .1

Disclosure: Andrea Kulmhofer-Bommer is employed by Austrian Federal Institute IQS. Elke Schneider is employed by Winthrop University.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

I

A

1

ASHA .1

Disclosure: Christine Hurely is a retired educator, author and co-author of articles in Library Media Connection and Teacher to Teacher: Model Lessons for K-8 Foreign Language. She will receive a speaking honoraria from Read Naturally, Inc., as well as reimbursement for the conference fee and travel expenses. A presentation booklet will be provided by the vendor, who will be purchasing a booth, but no reference to Read Naturally or its products will be included in the presentation itself.

POSTER SESSIONS

#DyslexiaCon21

71

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS ON-DEMAND IPP37

The Goldilocks Ef fect : Finding “Just Right” Books to Celebrate Resilience and Diversity

CA R O L E E D E A N , M A RY JO O’ N E I LL Discover which books are the best match for your students by understanding the benefits and limitations of various types of texts. Evaluate tools for supporting success when students want to tackle more challenging books. Examine strategies for exposing students to complex syntax and vocabulary through stories. Identify “golden” books – those priceless texts that encourage resilience, celebrate diversity, and tie to the science and social studies curriculum all while providing a rich context for working on comprehension. Finally, use these books to create authentic writing experiences.

B

I

1

ASHA .1

Disclosure: Non-Financial Disclosure. Carolee Dean is the current Pacific Region Representative for IDA. Mary Jo O’Neill is a past Branch Council Chair for IDA. Financial Disclosure. Carolee Dean is the author of Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling (Paul H. Brookes Publishing Co., 2021).

She receives a royalty for this book. She will be mentioning several children’s book titles that are highlighted in this book (as well as titles that are not). A FREE download that lists 32 books highlighted in Story Frames will be provided for session participants. Otherwise, additional content of Story Frames is not needed. Mary Jo O’Neill has received a stipend for being a contributing author to Story Frames and writing a chapter entitled “Advocating for Students: The Family Story.” She will be sharing related experiences about using stories to advocate for students. She does not receive ongoing royalties for her work.

IPP39

P- SWIF T: Approach to Improve Persuasive Writing in Adolescents with Learning Disabilities

IPP38

Conquering the Spelling Conundrum

K ELLY S T EIN K E

Effective spelling instruction is a powerful tool that reinforces reading. Good spelling is not a result of strong visual memory or a feat of sheer determination; instead good spelling has many layers and takes skill and critical thinking. Using research based spelling methods, teachers can clear the confusion for struggling spellers. American English words are largely governed by spelling rules. Together we will explore reliable rules that when combined with an understanding of word structure and word meaning help facilitate orthographic mapping. This presentation includes research based information on common spelling challenges, simultaneously multi-sensory spelling procedures, reliable spelling rules including schwa, syllabication, and strategies to support memory. Let’s empower students to stop guessing and start building a deeper understanding of why we spell the way we do.

B

I

A

1

ASHA .1

Disclosure: Kelly Steinke is founder of READ Learning Educational Serices, LLC and the author of Silver Moon Spelling Rules. She is not showing her curriculum during the presentation, but will share some of the free resources created to support spelling instruction. Ms. Steinke is President IDA Wisconsin Branch.

IPP40

Metalinguistic Awareness Beyond PA : How Playful Language Instruction Improves Reading for All

ELI Z A BE T H W I L S O N-F OW LE R

M AR CY Z IP K E

This presentation will describe and demonstrate Persuasive Spoken and Written Iconic Frame Training (P-SWIFT). P-SWIFT is an intervention approach that uses persuasive icons, sentence frames (e.g., complex sentences with blanks to complete), and interconnected spoken and written practice to increase the quality and quantity of persuasive writing of adolescents with language learning disabilities. Evidence to support this approach will be included.

Metalinguistic awareness (MA), or the ability to think about, talk about, and manipulate language out of context, is a cognitive skill set that helps students learn to read by encouraging flexible thinking and deep processing. These language manipulations can include changing the phonemes, morphemes, semantics, and/or syntax. Multiple intervention studies have confirmed the teachability of MA, as well as its impact on decoding and reading comprehension. In this session, participants will learn best practices for systematically teaching explicit language skills and encouraging MA in all forms.

B

I

1

ASHA .1

Disclosure: Elizabeth Wilson-Fowler is employed by Easter Washington Univresity and has co-authored multiple peer-reviewed articles and one book chapter on these topics. Her most recent article was published in 2020 in Insights into Learning Disabilities.

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B

I

A

1

ASHA .1

Disclosure: Marcy Zipke is employed by Providence College. She is the author of the 2021 book, Playing with Language: Improving Elementary Reading Through Metalinguistic Awareness (Teachers College Press). Currently, she is co-editor in chief of the Journal of Research in Childhood Education and has been published in such journals as The Reading Teacher, Reading Research Quarterly, and Education and Information Technologies GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

NOV E MB E R 15 , 2 0 2 1 ON DEMAND | idaT V.org

IPP41

Learning Strateg y Instruction for Adolescents with Learning Disabilities in Nor th Carolina Schools

IPP42

Closing COVID Gaps in Phonics Knowledge : Tracking Assessment Data and Inter vention Techniques

CH R IS O ’B R I E N , JE R E M Y L OP UC H

MIC HELLE DUFF Y, DO R EEN M A Z Z Y E

This research-to-practice presentation is designed to promote established research findings in supporting adolescents with learning disabilities to address problems of practice in secondary schools. The session focuses on explicit and intensive reading instruction that works, offering tools for practitioners with established evidence of impact, and models of effective programming for school district and building leaders. Session leaders share findings from programs implemented in North Carolina public schools including High School Success (Lowder et al., 2020)-a strategies—based intervention for 9thgraders designed to prevent dropout by supporting performance in literacy and Xtreme Reading (Boudah, 2018), a program developed by the University of Kansas Center for Research on Learning which has most often been used as a “gear up” one-year literacy development program for middle schoolers with significant reading difficulties.

The COVID pandemic has created widespread instructional gaps, especially in the development of phonics knowledge. In this session, participants will learn how to translate assessment data to a phonics scope and sequence checklist designed to target phonics instruction to close specific learning gaps. Access to the checklist will be provided to participants in the session. Participants will then learn an engaging, interactive technique for explicitly teaching decoding processes. Integral to the technique is intensive teacher-guided practice that utilizes: 1) a teacherquestioning protocol and 2) a student think-aloud procedure. Together, these aspects ensure that students internalize the syllable patterns and develop strong, reliable strategies for decoding unknown words. Additionally,physical and virtual manipulatives will be shown to demonstrate the technique for in-person and remote learning environments.

I

1

B

ASHA .1

Disclosure: Chris O’Brien is employed by the University of North Carolina at Charlotte and has published research Learning Disabilities Research and Practice. Jeremy Lopuch is employed by Winthrop University.

IPP43

Vibrant, Versatile, and Viable Vocabular y Instruction

I

1

ASHA .1

Disclosure: Michelle Duffy is employed by the State University of New York at Oswego. Doreen Mazzye is employed by the State University of New York at Oswego and was a founding board member for The Reading League.

IPP44

Cyntacks : Simultaneously Targeting Word- Order Knowledge and Decoding Skills

L AU R A S T E WA R T

L AR IS A W ILDER

Words are not just words; they are the gateway to understanding. Therefore, vocabulary is an essential building block in all of oral and written expression. This dynamic session will focus on the myriad ways vocabulary is “caught” and “taught.”

Participants will examine the importance of teacher talk and point-of-instruction teaching, then dive into an intentional, explicit vocabulary lesson template, including engaging word-learning strategies. Learn how vocabulary teaching can be vibrant, versatile and viable, every day!

In this session, participants will learn how to efficiently target both written and spoken language deficits while adhering to evidence-based practices. Given the high comorbidity rate between reading and language deficits, it is essential that clinicians address students’ reading and spoken language needs. Participants will learn the importance of spoken language, specifically word-order knowledge, as a requirement for adequate text reading. Instructional strategies will be introduced that unite both decoding and oral language. Participants will learn how to simultaneously target word-order knowledge and decoding skills in single intervention activities. Participants will receive immediately applicable activities to utilize in their treatment sessions, and usable targets for treatment goals and objectives.

B

I

1

ASHA .1

Disclosure: Laura Stewart is employed by The Reading League.

I

1

ASHA .1

Disclosure: Larisa Wilder is the owner of Wilder Language and Learning and the author of the Cyntacks materials.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

POSTER SESSIONS

#DyslexiaCon21

73

VISIT US AT THE 2021 IDA CONFERENCE October 21-23 (Thursday, Friday & Saturday) OGA Booth 417 Charlotte Convention Center | Charlotte, NC

SAVE THE DATES: 2022 OGA CONFERENCE

April 1-2 (Friday & Saturday) Atlanta Marriott Buckhead Hotel & Conference Center Atlanta, GA

2022 OGA FELLOW WORKSHOP

3296 Route 343, Suite 1 Amenia, New York 12501-0234 T| 845.373.9819 Learn more about the Academy by visiting our website: www.ortonacademy.org or contact us at info@ortonacademy.org

April 3 (Sunday) | 8:30 am – 12:30 pm Atlanta Marriott Buckhead Hotel & Conference Center Atlanta, GA ABOUT THE ACADEMY The Orton-Gillingham Academy, formerly Academy of Orton-Gillingham Practitioners and Educators, was established in 1995 to sustain the principles of the Orton-Gillingham Approach set forth by Dr. Samuel Orton and Anna Gillingham by setting and maintaining professional and ethical standards.

OGA certifies teachers and accredits instructional and training programs that meet these standards. The Academy also promotes public awareness of the needs of individuals with dyslexia and of the OrtonGillingham Approach for the treatment of dyslexia. It is a nonprofit 501(c)(3) organization.

Igniting the academic and creative potential of students with dyslexia and other language-based learning differences.

LEARN MORE:

www.hamlinrobinson.org

Connect with us!

Hamlin Robinson School 1701 20th Avenue S. Seattle, WA 98144

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(See Endorsement Disclaimer on Page 6)

#DyslexiaCon21

75

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSIONS SPS1

Advancing Comprehension and Engagement (ACE) With Web-Based Tools

KAUSALAI WIJEKUMAR ELSA CARDENAS-HAGAN JULIE OWENS HOPE GERDE

KAUSALAI WIJEKUMAR ELSA CARDENAS-HAGAN JULIE OWENS HOPE GERDE The goal of this Advancing Comprehension and Engagement (ACE) literacy project is to foster a transformative family literacy program focusing on reading and comprehending texts and writing in English and Spanish using interactive podcasts and radio programs to deliver sound evidence-based instruction to children and their families in the US and beyond. Our presentation will focus on the tools and resources available to families in improving the reading comprehension and writing for PreK to elementary grade students. During the presentation, the audience will learn about the evidence-based structured literacy practices in reading comprehension and writing. They will experience the interactive podcasts and receive all the materials necessary to implement ACE at their home and school.

B

I

SPS2

The goal of this Advancing Comprehension and Engagement (ACE) literacy project is to foster a transformative family literacy program focusing on reading and comprehending texts and writing in English and Spanish using interactive podcasts and radio programs to deliver sound evidence-based instruction to children and their families in the US and beyond. Our presentation will focus on the tools and resources available to families in improving the reading comprehension and writing for PreK to elementary grade students. During the presentation, the audience will learn about the evidence-based structured literacy practices in reading comprehension and writing. They will experience the interactive podcasts and receive all the materials necessary to implement ACE at their home and school.

A B

Disclosure: Kausalai Wijekumar is employed by Texas A&M University and has developed and tested teacher-led interventions and web-based intelligent tutoring systems to improve both reading and writing. Elsa Cardenas-Hagan is employed by Texas A&M University, President of Valley Speech Language and Learning Center, Chairperson of the National Joint Committee for Learning Disabilities and is Past Senior Vice-Chairperson of the International Dyslexia Association. Dr. Cardenas-Hagan has written many scholarly articles related to language and literacy, and author of Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. Julie Owens is a Research Scientist for the Supporting Effective Educator Development (SEED) US Department of Education grant project at Texas A&M University. Hope Gerde is employed by Texas A&M University and serves as PI on the IES-funded iWRITE project and Co-PI on two NSF-funded studies promoting professional development for early educators

SPS3

Advancing Comprehension and Engagement (ACE) With WebBased Tools

I

A

Disclosure: Kausalai Wijekumar is employed by Texas A&M University and has developed and tested teacher-led interventions and web-based intelligent tutoring systems to improve both reading and writing. Elsa Cardenas-Hagan is employed by Texas A&M University, President of Valley Speech Language and Learning Center, Chairperson of the National Joint Committee for Learning Disabilities and is Past Senior Vice-Chairperson of the International Dyslexia Association. Dr. Cardenas-Hagan has written many scholarly articles related to language and literacy, and author of Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. Julie Owens is a Research Scientist for the Supporting Effective Educator Development (SEED) US Department of Education grant project at Texas A&M University. Hope Gerde is employed by Texas A&M University and serves as PI on the IES-funded iWRITE project and Co-PI on two NSF-funded studies promoting professional development for early educators

Suppor ting Culturally and Linguistically Diverse Students with Dyslexia and Language Learning Dif ferences (Par t 1)

ANNA OSIPOVA, HOW ALPERT, KAI GREENE, SUE SEARS The proposed symposium features four presentations by the UC/CSU California Collaborative for Neurodiversity and Learning. The Collaborative was established as a new initiative based on emerging brain research with the goal to integrate evidence-based practices to support California’s K-12 students with dyslexia. The symposium discusses best methods to identify and teach school-age students with dyslexia and those “at-risk” for language and literacy-based learning difficulties. It offers a framework for structured literacy instruction and showcases assessment and instructional methods for students from culturally and linguistically diverse backgrounds who can be over- or under-identified when it comes to special education services. Four UC/CSU task force members discuss topics such as pre-referral process, assessment, interdisciplinary collaboration, and intervention strategies for diverse learners with dyslexia and students who also exhibit complex speech-language-communication needs.

I

A

Disclosure: Anna Osipova is employed by the University of California, Los Angeles. How Alpert is employed by the University of California, Los Angeles and is a member of the member of the UC/ CSU California Collaborative for Neurodiversity and Learning. Kai Greene is employed by the California State University, Dominguez Hills. Sue Sears is employed by the California State University, Northridge.

76

Register online at DyslexiaIDA.org

V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

SPS4

Suppor ting Culturally and Linguistically Diverse Students with Dyslexia and Language Learning Dif ferences (Par t 2)

ANNA OSIPOVA, HOW ALPERT, KAI GREENE, SUE SEARS The proposed symposium features four presentations by the UC/CSU California Collaborative for Neurodiversity and Learning. The Collaborative was established as a new initiative based on emerging brain research with the goal to integrate evidence-based practices to support California’s K-12 students with dyslexia. The symposium discusses best methods to identify and teach school-age students with dyslexia and those “at-risk” for language and literacy-based learning difficulties. It offers a framework for structured literacy instruction and showcases assessment and instructional methods for students from culturally and linguistically diverse backgrounds who can be over- or under-identified when it comes to special education services. Four UC/CSU task force members discuss topics such as pre-referral process, assessment, interdisciplinary collaboration, and intervention strategies for diverse learners with dyslexia and students who also exhibit complex speechlanguage-communication needs.

I

A

Disclosure: Anna Osipova is employed by the University of California, Los Angeles. How Alpert is employed by the University of California, Los Angeles and is a member of the member of the UC/CSU California Collaborative for Neurodiversity and Learning. Kai Greene is employed by the California State University, Dominguez Hills. Sue Sears is employed by the California State University, Northridge.

SPS6

SPS5

Suppor ting Home Literacy Practices for Multilingual Students : A Culturally/ Linguistically Responsive Approach

LINDA CAVAZOS ELSA CARDENAS HAGAN Presenters will share culturally and linguistically responsive reading strategies that help parents and families increase reading at home with interactive strategies to guide reading development. Literacy guides available in English and Spanish with recommended strategies that represent variations in parents’ language proficiencies in English and Spanish and reading abilities are provided. Home literacy practices include strategic use of language, active listening, questioning, and thoughtful discussion about the text. Strategies to build the child’s reading ability and selfconfidence to become a more competent bilingual reader are reviewed. All families are empowered to support home literacy.

B

I

A

Disclosure: Linda Cavazos is employed by American Institutes for Research. Elsa CardenasHagan is employed by Texas A&M University, President of Valley Speech Language and Learning Center, Chairperson of the National Joint Committee for Learning Disabilities and is Past Senior Vice-Chairperson of the International Dyslexia Association. Dr. Cardenas-Hagan has written many scholarly articles related to language and literacy, and author of Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction.

Dispelling Neuromyths and Expanding Educators’ Expertise Associated With Early Markers of Dyslexia

SHARON RYAN

This session presents key findings from a study designed to foster a synergistic practice-research partnership between two world-renowned cognitive neuroscientists and district wide K–2 educators to dispel neuromyths and expand expertise associated with early markers of dyslexia. We investigated the impact of professional learning on educators’ knowledge, classroom practice, and self/ collective efficacy. Findings indicate the critical importance of professional learning to positively impact educator practice. This study serves as an effective model for replication across school districts.

B

I

A

Disclosure: Sharon Ryan is employed by the Acton-Boxborough Regional School District and is a doctoral candidate in Judson University’s Doctor of Literacy Programm.

#DyslexiaCon21

77

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSIONS SPS7

Contradictory Dyslexia Beliefs Among Teachers of Students with Visual Impairments

NOSHEEN GUL LINDSAY HARRIS

SPS8

Pre-ser vice Teachers’ Experiences Implementing a Vir tual Structured Literacy Program

SAMANTHA GESEL CORRINE KINGSBERY

The belief among general-population teachers that dyslexia results from a visual disorder is pervasive. Whether the teachers of students who are blind or visually impaired (TSBVIs)hold this misconception has not been formally investigated. To that end, this study investigated the accuracy of dyslexia beliefs among (TSBVIs) and examined whether TSBVI dyslexia beliefs are associated with training and experience variables. A survey of licensed or certified TSBVIs (N=236) revealed that TSBVIs were generally more knowledgeable about dyslexia than previously studied educators. Both master’s degree attainment and teaching experienced increased the overall accuracy of TSBVIs dyslexia beliefs, but only years of experience diminished the misconception that dyslexia is a visual-processing disorder. Overall, these findings point to the entrenched nature of misconceptions about dyslexia and support TSBVIs’ taking a more significant role in literacy instruction of blind or visually impaired students.

We piloted a reading tutoring program in which we trained pre-service teachers in a virtual reading intervention with structured literacy components. We provided coaching support as tutors implemented the program with beginning readers at-risk for reading difficulties. The findings include tutors’ and coaches’ perceptions of and experiences with the program, particularly related to tutors’ preparedness to support beginning readers through structure literacy. Educators will learn one approach to providing meaningful clinical experiences and coaching support to pre-service teachers to improve structured literacy practices.

B

I

A

Disclosure: Samantha Gesel is employed by the University of North Carolina, Charlotte. Corrine Kingsbery is a doctoral student at the University of North Carolina, Charlotte.

A

Disclosure: Nosheen Gul is a doctoral student at Northern Illinois University. Lindsay Harris is employed by Northern Illinois University.

SPS9

How Misperceptions of Dyslexia Influence the Teaching and Remediation of Reading Disorders

TOBI THOMPSON RAEDEEN WINGATE

With an increase in the number of states instituting dyslexia education initiatives, colleges of education must work to implement course work focusing on dyslexia.

However, many teacher candidates, current teachers, school-based speech language pathologists and parents hold skewed beliefs about what dyslexia is and what it is not. This poster presentation explores the beliefs about dyslexia among teacher candidates, current teachers, and SLPs in north Texas and northeastern Oklahoma. The goal of this research is to better develop courses and professional development sessions to help demystify dyslexia.

B

I

MARIA TOGLIA Results are presented from a study examining how teachers’ knowledge of English language structures was impacted after participating in one online, IDA accredited professional development program in structured literacy. The data support the efficacy of aligning professional development with the Knowledge and Practice Standards for Teachers of Reading in a manner that respects the needs of adult learners, and incorporates the components of effective professional development identified in the literature.

B

I

Disclosure: Maria Toglia is a current board member of the IDA Pennsylvania Branch and promotes structured literacy practices as a partner in the Read By 4th campaign in Philadelphia

Disclosure: Tobi Thompson is employed by Northeastern State University and is a provider of professional development for schools in Northeastern Oklahoma. Raedeen Wingate is employed by University of North Texas and serves as a key member of an interdisciplinary assessment team with UNT’s College of Education Counseling Department.

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SPS10

The Impact of Professional Development in Structure Literacy on Teacher Knowledge

Register online at DyslexiaIDA.org

V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

SPS11

From Conflict to Collaboration: Families and Educators Working Together for Structured Literacy

LISA PARNELLO

EDWIN OLIVER CATHERINE BOYNE

What is the best way to get students the help they need to be successful in school?

This session will assist families and educators to work together for the common goal of helping students with dyslexia and other learning differences to achieve their goals using structured literacy. The discussion will include strategies for parents to facilitate productive conversations about the types of reading programs used in schools. Parents will identify six of the key components of a successful structured literacy program so they can work with educators to identify weaknesses in their reading programs to improve upon.

B

This collaborative presentation from a working mother and clinical psychologist enumerates the challenges that students with Dyslexia face in early identification through becoming independent working professionals. Catherine Boyne tells her stories and provides important tasks that helped her parent two children with Dyslexia while progressing as a hospital administrator in The Johns Hopkins Health System. Clinical Psychologist Edwin Oliver provides important vocabulary and demystifies the procedures that face students with Dyslexia B

I

Disclosure: Lisa Parnello is employed by Sand Hill School and is a board member of the Northern California Branch of IDA.

SPS13

SPS12

Succeeding With Each Transition : Preschool to Grad School

Parents Voices Mat ter: A National Sur vey on the Dyslexia Diagnosis Process

MICHELLE SIMMONS BE T T Y CONEWAY KENNE TH DENTON Difficulty learning to read presents many struggles for children and their families. The purpose of this session is to share multidisciplinary, qualitative and quantitative analysis of parent perspectives on dyslexia diagnosis processes. A total of 659 parents shared ongoing needs for advocacy, support, and interventions for a child with dyslexia.

I

Disclosure: Michelle Simmons is employed by West Texas A&M University. Betty Coneway is employed by West Texas A&M University. Kenneth Denton is employed by West Texas A&M University.

I

Disclosure: Edwin Oliver is a practicing licensed psychologist and is a founding member of Right to Read Maryland. Catherine Boyne is employed by Johns Hopkins Health System.

SPS14

The Power of a Writing Sample

KAT Y VASSAR Trying to assess your student’s writing skills can be overwhelming especially given the multiple layers that go into a successful writing piece. Knowing your student’s abilities with each of the skills needed for successful written communication will allow you to enhance the learning experience for all while also providing targeted instruction to those who need it. It’s crazy to think, but a writing sample can provide a plethora of information! By breaking down and analyzing specific skills within a writing piece, so much can be gleaned about where a student is excelling and where they may need a bit more support. In this interactive session, you will dive into student writing samples with the focus of using the information to enhance instruction or offer targeted support within small groups or for individualized student needs.

B

I

A

Disclosure: Katy Vassar is employed by Wimberley Dyslexia & Learning Center.

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSIONS SPS15

SPS17

Using Assessment Data to Plan Targeted Reading Inter vention for Students with Dyslexia

JONATHAN LATHEY

ANNA MYERS VALENTINA CONTESSE

A case study reveals the importance of early school-based assessment of developmental dyslexia for subsequent intervention. Peter was evaluated by his school district’s Early Childhood Assessment Team before he began Kindergarten and was, in fact, classified as learning disabled (SLD) in reading. The initial assessment was conducted by a school psychologist and a speech-language pathologist who concluded that Peter showed deficits in auditory memory, phonological processing, and rapid naming speed. Subsequent psychological evaluation confirms our view that his cognitive abilities (example, Verbal Comprehension and Perceptual Organization) as well as core impairments in associative learning (example, Working Memory) are stable characteristics of developmental dyslexia. Early cognitive profile data can assist the parent in advocating for appropriate intervention for their child.

Using IDA’s Standards and Knowledge, presenters will aid educators in understanding the distinguishing characteristics of dyslexia, the variances seen in students with or at-risk for dyslexia, and the change in symptoms over time when students are given effective instruction and/or intervention. Educators will also be briefed in the importance of assessment from screening to diagnostic and progress-monitoring. Presenters will assist participants in using freely accessible assessments such as the Informal Decoding Inventory, the Phonological Awareness Screening Test, and the Dynamic Indicators of Basic Early Literacy Skills.

Participants will then be guided to use data in mapping lessons following a precise scope and sequence for word level decoding and encoding skills. Participants will come away with a framework and tools for assessing students, creating lessons using a structured plan, and supplied with freely accessible instructional resources.

B

The Early Assessment of Developmental Dyslexia : A Case Study

B

Disclosure: Jonathan Lathey is employed by Virginia Academy of School Psychologist.

I

Disclosure: Anna Myers is a doctoral student at the University of Virgina. Valentina Contesse is a doctoral student at the University of Florida.

SPS18

The Critical Role of Word Reading as a Predictor of Intervention Response

ALEXIS BOUCHER KATHERINE O’DONNELL The meta-analysis examines whether initial word reading performance is predictive of response to intervention for struggling readers in grades 3-12. Existing research has demonstrated preliminary evidence that initial word reading is a predictor of reading outcomes for struggling readers in elementary grades, but consistency of these findings is needed. This meta-analysis will include additional analyses related to intervention and participant characteristics, and it will provide educators and researchers with valuable insight into designing effective interventions for struggling readers in grades 3-12.

I

Disclosure: Alexis Boucher is a doctoral candidate at the University of Texas at Austin.

Katherine O’Donnell is a doctoral candidate at the University of Texas at Austin.

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SPS19

Developing Students with Learning Disabilities into Sustainable, Independent Learners: Practice and Research

AMBER DEBONO MICHELE HEIMBAUER ELIZABETH MENDELSOHN JONATHAN COHENA Resilience, Social Skills, Self-Advocacy, Social Responsibility, Self-Regulation, SelfReflection, Problem Solving and Management/Organization are qualities associated with sustainable and independent learners (QSIL). Developing these qualities may be particularly important for students with learning disabilities. Five years of QSIL survey data demonstrates that these qualities can be measured validly and reliably.

This presentation describes the development of the QSIL survey, including validity and reliability findings, and how the QSIL is integrated into the special education classroom.

I

A

Disclosure: Amber DeBono is employed by Winston Prepatory School and is the author of multiple publications including a textbook on Research Methods and Statistics (DeBono, 2020). Michele Heimbauer is employed by Winston Prepatory School. Elizabeth Mendelsohn is employed by Winston Prepatory School. Jonathan Cohen is co-preseident of the International Observatory for School Climate and Violence Prevention and Senior Advisor to Winston Prepatory School’s Innovation Lab.

V ISI T OU R E XH I B I T OR S & P O S T E R S E S SIO N S! NOVEMBER 15, 2021 | ON-DEMAND | IDAT V.ORG

SPS21

Exploring the Reading and Cognitive Profiles of Rural Middle Grade Students

JOHNY DANIEL AMY BARTH

This study examines the reading profile of rural school students in Grades 5 and 6. We use data on students’ word reading, reading comprehension, oral comprehension, and vocabulary scores to conduct latent profile analysis to classify students into reading subgroups based on their performance on these reading measures. Furthermore, we examine associations between cognitive measures (i.e., working memory and non-verbal reasoning) and group membership to explore if performance on cognitive measures predicts group membership.

I

A

SPS22 DEBORAH LYNAM

Parenting a child with dyslexia can feel confusing and lonely. The amount of information to absorb is overwhelming and often compounded by feelings of grief over lost time or undue pressure placed on the child. Parents may even face disillusionment with educational professionals and the general quality of the school’s literacy instruction. This session will provide parents information for navigating areas of confusion and for mapping out a plan for effective advocacy.

The IDA Fact Sheet, Advocating for Students with Dyslexia in Public Schools, will serve as a guiding framework.

Topics covered will include: •

Disclosure: Johny Daniel is employed by Boston University. Amy Barth is employed by Buena Vista University.

Dyslexia in the Public School Setting: Advocacy Tips & Resources for Parents

• • • B

utilizing vetted resources for understanding your child’s rights understate and federal education laws, pursuing a balance of remediation and accommodations within the school’s systems of educational supports, employing effective strategies to forge agreements with educators, and tips for becoming a persuasive and courageous parent advocate.

I

Disclosure: Dacian Dolean is a Principal Investigator of a large research project focused on the development of literacy skills of underprivileged students for Babes-Bolyai University.

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82

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Neuhaus Education Center Founded in 1980, Neuhaus Education Center is a 501(c) (3) educational organization dedicated to promoting reading success for all. Neuhaus provides evidence-based training and support to teachers, supplies information and resources to families, and offers direct literacy services to adult learners.

WE HELP DISTRICTS

WE HELP EDUCATORS

WE HELP FAMILIES

Neuhaus meets the standards of the International Dyslexia Association and is accredited by the International Multisensory Structured Language Education Council. Our professional staff members are certified by the Academic Language Therapy Association.

What We Offer Districts or Campuses Customized, comprehensive and sustainable school transformation Diagnostic analysis and data review Teacher professional learning Leadership development Literacy coaching Family engagement

WE HELP ADULT LEARNERS

WE KNOW READING

Neuhaus has more than 40 years of experience in research, instruction and teacher training in the areas of dyslexia and related reading disabilities. We also have evidence-based, independently verified professional learning programs designed specifically for teachers of children from economically disadvantaged families.

What We Offer Educators Classes On-demand or live virtual Complimentary web-based resources Literacy certification pathways What We Offer Families Referrals to dyslexia interventionists Information about dyslexia and related disorders Free, online information sessions What We Offer Adult Learners Reading and spelling classes for adults Neuhaus Academy – a web-based literacy program

Neuhaus Education Center 4433 Bissonnet Bellaire, TX 77401 713.664.7676

neuhaus.org

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2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

IDA BRANCHES THANK YOU! IDA BR ANCH

IDA would like to thank the leaders of each of our Branches and Global Partners for everything they do.

C ON TAC T

CA N A DA

C ON TAC T

NE W JER SE Y BR A NCH

Dawn Dennis

Ontario Branch

Alicia Smith

A L A BA M A BR A N C H

Sonya Yates

Long Island Branch

Connie Russo

A L A S K A BR A N C H

Heather Walton

Western New York Branch

Sylvia Gugino

ARIZONA BRANCH

Rebekah Dyer

CA L I F O R N I A

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IDA BR ANCH NE W YOR K

NOR T H CA R OLIN A BR A NCH

Pryor Rayburn

OHIO

Los Angeles Branch

Barb Langeloh

Central Ohio Branch

Mike McGovern

Northern California Branch

Mary Cancelmo

Northern Ohio Branch

Andrea Thomas

San Diego Branch

Steve Mayo

Ohio Valley Branch

Amy Hiemkreiter

Southern CA, Tri-Counties Branch

Caylin Wade

OR EGON BR A NCH

Daniell Thompson

C O N N E C T I C U T BR A N C H

Kristen Allen

P ENNSYLVA NI A BR A NCH

Christine Seppi

DC CA P I TA L BR A N C H

Sarah Irvine Belson

R HOD E ISL A ND BR A NCH

Dawn Feely Carusi

F L O R I DA B R A N C H

Judy Cohen

R OCK Y M OUN TA IN BR A NCH

Lynn Kuhn

G E O R G I A BR A N C H

Renee Bernhardt

S OU T H CA R OLIN A BR A NCH

Angie Neal

H AWA I I BR A N C H

Natalie Haggert

S OU T HW E S T BR A NCH

Amy Miller

I N DI A N A BR A N C H

Tracy Hastings

T ENNE S SEE BR A NCH

Jennifer Fleming

I OWA BR A N C H

Tammy Wilgenbusch

TEXAS

K A N S A S / M I S S O U R I BR AN CH

Rachel Libick

Austin Branch

Sharon Roberts

K E N T U C K Y BR A N C H

Susanne Hannigan

Dallas Branch

Emily Visinksy

LOUISIANA BRANCH

Alice Higginbotham

Houston Branch

Sabine Triplett

M A RY L A N D BR A N C H M A S S AC H U S E T T S BR A N CH

Annette Fallon

UP P ER M IDW E S T BR A NCH

Shelly Bayer

Dinan Messiqua

V IR GINI A BR A NCH

Mary Stowe and Zenia Burnett

M I C H I G A N BR A N C H

Amy McMullen

WA SHING T ON S TAT E BR A NCH

Catey Roe

MISSISSIPPI BRANCH

Katie Tonore

W IS C ONSIN BR A NCH

Kelly Steinke

N E W H A M P S H I R E B R A N CH

Brenda Peters

Register online at DyslexiaIDA.org

GLOBAL PARTNERS C OUN T RY

GL OBAL PAR T NER

C ON TAC T

AU S T R ALI A

AU S T R AL I AN DYS L E X I A A S S O CI AT I O N

Jodi Clements, President

AU S T R ALI A

AU S T R AL I AN FED ER AT I ON OF S P E L D A S S O CI AT I O N S

Mandy Nayton, President

S OU T H AF R ICA

B EL L AV I S TA S C HOOL

Alison Scott, Executive Principal

B R A Z IL

B R A Z I L I AN DYS L E X I A A S S OC I AT I O N

Maria Angela Nico, President

GE R M AN Y

B UN D E S V ER BAN D L EG A S T HEN I E U N D DYS K A L K U L I E

Christine Sczygiel, Federal Chairwoman

HONG KONG

T HE PAT HWAYS F OUN DAT I ON L I MI T E D

Ms. Sheila Kong, Executive Director

IND I A

D R . AN JAL I M OR R I S ED UCAT I O N A N D H E A LT H F O U NDAT I O N

Ms. Tanima Sarkar

IR E L AND

DYS L E X I A A S S OC I AT I ON OF I R E L A ND

Rosie Bissett, CEO

SING AP OR E

DYS L E X I A A S S OC I AT I ON OF S I N G A P O R E

Lee Siang, CEO

UNI T E D K INGD OM

DYS L E X I A F OUN DAT I ON

Steven O’Brien, CEO

K EN YA

DYS L E X I A OR G AN I Z AT I ON , K E N YA

Phyllis Munyi-Kariuki, Director

PAK IS TAN

I N S T I T U T E OF B EH AV I OR AL P SYCH O L O GY

Habiba Habib, President

PAK IS TAN

K A Z I M AD HD T R U S T

Mr. Razam Jaffery

JAPAN

JAPAN D E V EL OP M EN TAL DYS L E XI A R E S E A R CH A S S O CI AT I O N

Akira Uno, President

IND I A

M AD R A S DYS L E X I A A S S OC I AT I O N

Dhandapani Chandrashekhar, President

SPAIN

M AD R I D C ON L A D I S L E X I A

Maria Sanz-Pastor, President

IND I A

M AH AR A S H T R A DYS L E X I A A S S O CI AT I O N

Kate Currawalla, Founder President

ISR AE L

OR G AN I Z AT I ON F OR UN L OC K I N G T H E P O T E N T I A L O F DYS L E XI C L E A R N E R S

Klara Hajdu, Manager

TAI WAN

TAI WAN ACAD EM Y F OR L E AR NI N G DI S A BI L I T I E S

Su-Jan Lin, Ph.D.

T UR K E Y

T UR K E Y DYS L E X I A F OUN DAT I O N

Tuncer Yabuz, Trustee

#DyslexiaCon21

85

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

STAFF & ADVISORS IDA HOME STAFF EXECUTIVE

COMMUNICATIONS AND ENGAGEMENT DIVISION

Sonja Banks, Chief Executive Officer

MEMBERSHIP AND FIELD SERVICES

FINANCE AND OPERATIONS

Dana Nwoye, Director, Partner Relations and Outreach

David Holste, Chief Financial Officer

Hannah Sturm, Manager, Membership and Field Services

Dominique Casey, Director, Operations

MEETINGS AND EVENTS

Amanda Parker, Senior Operations Coordinator

Natasha Rennie, Manager, Meetings and Events Deidre Young, Manager, Meetings and Events

EDUCATOR TRAINING AND DIVISION Mary Wennersten, Interim Chair Accreditation Denise Douce, Director, Publications and Resources

SCIENTIFIC ADVISORY BOARD CHAIR: Elena Grigorenko

BOARD MEMBERS: Laurie Cutting

Nicole Landi

Sara Hart

Cammie McBride

Roslyn Fitch

Elsje van Bergen

Lynn S. Fuchs

Julie Washington

Charles Hulme

Jason Yeatman

COUNCIL OF ADVISORS Marilyn Jager Adams, Ph.D.

Uta Frith, Ph.D.

Bennett A. Shaywitz, M.D.

C. Wilson Anderson, Jr., MAT, F/AOGPE

Albert M. Galaburda, M.D.

Sally E. Shaywitz, M.D.

Dirk J. Bakker, Ph.D.

Edith Klasen, Ph.D.

Gordon F. Sherman, Ph.D.

Virginia W. Berninger, Ph.D.

C. K. Leong, Ph.D.

Margaret Snowling, Ph.D.

Susan Brady, Ph.D.

G. Reid Lyon, Ph.D.

Joseph K. Torgesen, Ph.D.

Hugh Catts, Ph.D.

John McLeod, Ph.D.

Beverly Wolf, M.Ed.

Martha Denckla, M.D.

Louisa Moats, Ed.D.

Maryanne Wolf, Ed.D.

Drake D. Duane, M.D.

Bruce Pennington, Ph.D.

Jack M. Fletcher, Ph.D.

Hollis S. Scarborough, Ph.D.

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Register online at DyslexiaIDA.org

Enjoy special pricing on all IDA publications and other IDA merchandise during the conference at ShopIDA.org. Visit the IDA bookstore in the virtual exhibit hall, October 21-23, to learn more.

Visit the bookstore at IDA’s booth in the virtual exhibit hall.

ShopIDA.org #DyslexiaCon21

87

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THANK YOU!

A SPECIAL THANK YOU TO OUR CONTENT REVIEWERS FOR THEIR HARD WORK AND DEDICATION! Carolyn Abel

Paula Marisa Fortunato Vaz

Eileen Morelli

Paz Suarez-Coalla

Khan Aziz Uddin

Elena Grigorenko

Edwin Oliver

Harley Tomey

Angelica Benson

Terry Harrison-Goldmanq

Meredith Puls

Jessica Turtura

Coleen Carlson

Charley Haynes

Jennifer Ray

Sharon Ware

Hugh Catts

Terri Hessler

Cyndi Riggs

Mary Wennersten

Cheryl Cook

Ellen Jacobs

Deborah Scheffel

Nancy Cushen White

Nancy Eberhardt

Lori Josephson

Joan Sedita

Rae Wingate

John Everatt

Shelley Kokorudz

Joseph Sencibaugh

Beverly Wolf

Cara McDermott Fasy

Andrea Kulmhofer-Boinmer

Martha Stender

Elizabeth Zapata

SPECIAL THANKS TO IDA EDITORIAL REVIEW BOARDS EXECUTIVE EDITOR-IN-CHIEF Carolyn D. Cowen, Ed.M., CDT

ANNALS OF DYSLEXIA

EXAMINER EDITORIAL BOARDD

Editor-in-Chief: Timothy N. Odegard, Ph.D.

Editor-in-Chief: Nancy Cushen White, Ed.D., CDT, CALT-QI, BCET

Editor-in-Chief: Becky Xi Chen (Bumgardner), Ph.D.

Editorial Board Members:

Associate editor: Laura Barquero, Ph.D.

Elsa Cárdenas-Hagan, Ph.D.

Associate editor: Michal Shany, Ph.D.

Georgette Dickman, M.A., OG-ThT, CDT Nancy Chapel Eberhardt

PERSPECTIVES ON LANGUAGE AND LITERACY EDITORIAL BOARD

Terri Hessler, Ph.D.

Editor-in-Chief: David P. Hurford, Ph.D.

Theresa Kaska

Past Editor-in-Chief: Linda S. Siegel, Ph.D. EDITORIAL BOARD MEMBERS: Amy E. Vanden Boogart Nancy Chapel Eberhardt Margie Gillis, Ed.D. Monica Gordon Pershey, Ed.D., CCC-SLP Dale W. Webster, Ph.D.

88

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FACT SHEET EDITORIAL BOARD Sue Hegland Nancy Cushen White, Ed.D., CDT, CALT-QI, BCET Elsa Cárdenas-Hagan, Ph.D. Barbara Wilson Pam Hook, Ph.D. Diana Sauter, Ph.D.

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