Thursday Sessions LIVE

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE THURSDAY SESSIONS LIVE

OPENING GENERAL SESSION

THURSDAY, 8:00 AM – 9:30 AM ET LIVE STREAM

AWARD PRESENTATION Margaret Byrd Rawson Lifetime Achievement Award Samuel Torrey Orton Award

SAMUEL TORREY ORTON AND JUNE LYDAY ORTON MEMORIAL LECTURE TGS A USE-INSPIRED COGNITIVE NEUROSCIENCE

JOHN GABRIELI, PH.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.

THURSDAY, 8:00 AM – 9:30 AM ET LIVE STREAM

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

SPONSORED BY:

10:00 A.M.–11:30 P.M. ET

IPP10 Continuum of Decoding Strategies: Explicit— Systematic—Cumulative

NANCY CUSHEN WHITE

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

1:00 P.M.–2:00 P.M. ET

IPP27 Making Meaning of Text: A Structured Framework for Informed Instruction

NANCY HENNESSY

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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Disclosure: Nancy Hennessy authored the book, The Reading Comprehension Blueprint: Helping Students Make Meaning of Text, recently published by Brookes Publishing relationships to disclose. ON DEMAND | idaTV.org LIVE STREAM | idaTV.org

2:30 P.M. – 5:00 P.M. ET

RS1 Intersection of Language and Literacy Among Diverse Populations: Implications for Identification and Intervention

THIRD ANNUAL SYLVIA O. RICHARDSON SYMPOSIUM IN LANGUAGE, LITERACY, AND DYSLEXIA

Panel Discussion Moderated by ERIC TRIDAS

Identification of Reading Disabilities among SpanishSpeaking English Learners: Impact of Language of Instruction and Deliberations for Language of Interventions

DAVID FRANCIS 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 WASHINGTON 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.

B I A 2.5 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.