2023 IDA Conference Guide

CONFERENCE

PROGRAM Envisioning a Future of Structured Literacy

2023 IDA Conference Reading, Literacy & Learning October 12-14, 2023 | Columbus, OH

dyslexiaIDA.org dyslexiaCon.org DyslexiaIDA dyslexiaida DyslexiaIDA

Prevention/Early Intervention

Intervention

Intensive

Foundational reading and spelling skills

Accelerated word study

Dyslexia intervention

wilsonlanguage.com 2

Register on-line at DyslexiaIDA.org

Empowering Districts.

Supporting Teachers.

Impacting Students.

IMSE Impact Structured Literacy Professional Development and Curriculum: • Equips educators with effective knowledge and tools • Supports all learners across all tiers • Ensures everyone has the opportunity to learn to read VISIT IMSE.COM FOR MORE INFORMATION.

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, 40 branches in the United States and Canada, and 9 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, Chairman

Carolyn Cowen

Sonja L. Banks, CEO

Gad Elbeheri, Global Network Chair

Jennifer Topple, Immediate Past Chair

Angus Haig

Dean Conklin, Secretary

Michael Wright

Geoffrey Seegmiller, Treasurer Janet Thibeau, Vice Chair Rebekah Dyer, Branch Council Chair Mary Wennersten Stephanie Al Otaiba Cawley Carr

Joanna Price Elena Grigorenko Adi Rubin Herve Wilczynski Jennifer Lindstrom David Chard Stephen O'Brien

#DyslexiaCon23

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North Coast Education Services partners with schools and families of all backgrounds. We have been serving public and private school districts since 1985, and have assisted private clients from almost every school in Northeast Ohio. North Coast has also been an approved provider of the Ohio Autism and Jon Peterson Special Needs Scholarships since their inception.

Contact Us: Phone Number: (440) 914-0200 E-Mail: Info@NorthCoastED.com Website: https://NorthCoastED.com

We are often referred to as the "Education Problem Solvers". Created over 30 years ago by Carole Richards, NCES Executive Director, our multisensory systematic phonics program has helped thousands of struggling readers and non-readers.

The fun and engaging primary learner version of the program, 'Sammy and the Magical Reading Chest', tackles barriers to 'Science of Reading' implementation in schools, including educator training, and consistent, buildable, instruction.

HYDE PARK DAY SCHOOL

Transforming the Lives of Bright Children with Learning Disabilities

Learn about our professional development offerings including Wilson Reading System® (WRS) Courses and Multisensory Math through the Joanne Steinback Educator Training Institute. hydeparkday.org

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Register on-line at DyslexiaIDA.org

Wilson Language Training and Wilson® Accredited Partners have received accreditation by the International Dyslexia Association.

This designation recognizes that Wilson Reading System® certifications align with the IDA’s Knowledge and Practice Standards for the Teachers of Reading.

CONTENT Welcome

9 10

General Information

12 14 16 19 20 22

Agenda & Program What to Expect IDA Exhibitor Hall IDA Awards

37 24 26 28

Sponsors

116

Conference Committee Registration Information Continuing Education Advanced Certification Registration Conference Policies Conference Planning

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. #DyslexiaCon23

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Hello DyslexiaCon 2023!

Follow the research...

“Evidence suggests that phonics teaching is more effective when children are given immediate opportunities to apply what they have learned to their reading (Hatcher, Hulme, & Ellis, 1994); so, for these reasons, we believe that there is a good argument for using decodable readers in the very early stages of reading instruction.”

Castles, Rastle, and Nation 2018

Whole Phonics

TM

A Structured Literacy Program Featuring Decodable Readers We cannot wait to show you everything we’ve been working on!

Stop by booth 215 to explore five levels of our decodable readers, workbooks, and more!

2023 IDA Conference | Reading, Learning & Literacy

WELCOME It has been 74 years since the first meeting of the Orton Society, or as we know it today, the International Dyslexia Association (IDA). The founding members started along a path that led to today’s greater understanding of dyslexia and the effectiveness of structured literacy instruction for all students. With your help, we will continue to widen and pave that path until everyone can read.

One essential element of this work over the years has been IDA’s annual conference. This year we will celebrate the 74th anniversary of IDA’s Annual Reading, Literacy & Learning Conference in Columbus, OH. We hope you will join us in this long-standing tradition of learning from top-tier experts, connecting with your peers, and sharing stories of personal success.

Whether you are a researcher; teacher; administrator; evaluator; service provider; parent, student, or adult with dyslexia, we are confident the conference will be an enriching experience for you.

DyslexiaCon2023 will honor IDA’s distinctive past, its rich variety of topics and the caliber of presenters will keep our focus firmly on the future!

Thank you for all that you do.

See you in Columbus, Ohio!

#DyslexiaCon23

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2023 IDA Conference | Reading, Learning & Literacy

2023 Annual IDA Conference Committee Elsa Cárdenas Hagan, EdD

Rebeka Dyer

Nancy Eberhardt

Gad Elbeheri, PhD

President at Valley Speech Language and Learning Center

IDA Branch Council Chair

Educational Consultant and Author

Chairman, Global Educational Consultants

Elena L. Grigorenko, PhD

Devin M. Kearns, PhD

Lynn Kuhn, M.A., CCC-SLP

Nicole Landi, Ph.D

Distinguished Professor Department of Psychology, University of Houston

Associate Professor of Special Education Neag School of Education University of Connecticut

Language-Literacy Links Consultant

IDA SAB Chair - Scientific Advisory Board

Research Certified Adjunct Professor Departments of Pediatrics and Molecular and Human Genetics, Baylor College of Medicine

National LETRS/LETRS-EC Professional Learning Facilitator Certified Dyslexia Practitioner

Benjamin Powers, DBA

Stephanie A. Stollar, Ph.D

Janet Thibeau

Mary Wennersten, MEd

Executive Director of The Southport School Director of Haskins Global Literacy Hub

Founder - Stephanie Stollar Consulting LLC and creator of The Reading Science Academy

President and Founder of BTA Education

Accreditation Chair for the International Dyslexia Association

Executive Director of The Dyslexia Foundation

10 Register on-line at DyslexiaIDA.org

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.

3-6 average class size

Orton-based remediation

100% College acceptance

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

GENERAL INFORMATION

COLUMBUS, OHIO

The 2023 Annual IDA Reading, Literacy and Learning Conference will be offered both in-person and on-demand. The in-person session will take place October 12-14, 2023 in Columbus, OH. The virtual conference will include General Sessions and Poster Session On-Demand that will be available October 23, 2023. Only registration package holders can access the conference on-line at idaTV.org.

CONSENT TO USE OF PHOTOGRAPHIC AND VIDEO IMAGES 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.

12 Register on-line at DyslexiaIDA.org

CANCELLATION/REFUND POLICY

SESSION RECORDINGS

All cancellations, without exception, must be in writing via email to Conference23@dyslexiaida.org.

All refunds will be issued within 45 days from request less a $25 administrative fee. No cancellations after August 12, 2023. All cancellations requests received after August 12, 2023 will be a credit towards the 2024 conference.

IDA is pleased to offer attendees the opportunity to purchase audio recordings synced with session presentations of all eligible sessions from DyslexiaCon23. The complete set of conference recordings will be available for purchase during registration and on-site. Sessions will be sold individually for a fee following the completion of the conference.

Sessions to be recorded will be listed in the conference guide distributed onsite and on the IDA website prior to the conference.

BADGES

HOTEL AND TRAVEL

PERSONS WITH DISABILITIES

All badges must be worn and visible to security staff and conference personnel for admission to all conference sessions and to enter the exhibit hall.

For more information about traveling to the conference, including discounts and hotel information, please visit DyslexiaIDA.org/Conference.

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.

WI-FI

FIRST-TIME ATTENDEES

LOST AND FOUND

Complimentary Wi-Fi will be available throughout the meeting space. Please note that wireless Internet is provided as a benefit to attendees. However, to maintain high-speed availability for everyone, IDA requests that you limit your use to one device per person

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

If you find or lose an item during the conference, please visit the registration area located on level two of the Hyatt outside of the exhibit hall. We will also make every effort to notify attendees of missing items via the official conference mobile app.

TELL US WHAT YOU THINK

SESSION HANDOUTS

REFRESHMENT BREAKS

The Reading, Literacy & Learning app makes it easier than ever to give us your feedback on the conference. It allows you to instantly provide feedback regarding sessions, the venue, and the overall conference so that we can improve the conference year after year.

The conference mobile app will be available for download in October.

Attendees are strongly encouraged to download and print handouts prior to arriving at the conference. IDA will not provide any printed handouts on-site. Handouts made available by presenters prior to the conference will be accessible for review, download, and printing from DyslexiaIDA.org/ Conference or by downloading the mobile app.

Refreshment breaks are provided for conference attendees mid-morning and mid-afternoon inside the exhibit hall.

Food and beverages may be available for purchase throughout the convention center.

CONTINUING EDUCATION

CERTIFICATES OF ATTENDANCE

CONFERENCE LOCATION

To comply with continuing education requirements, IDA can only offer continuing education credit for sessions which attendees are registered. Please see page 7 for more information on continuing education.

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.

All sessions will be held at the The Hyatt Regency Columbus 350 North High Street Columbus, Ohio, United States, 43215 Tel: +1 614 463 1234 Fax: +1 614 280 3034

#DyslexiaCon23

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GENERAL REGISTRATION The Annual Reading, Literacy & Learning conference is hub of information and support for anyone affected by dyslexia. Teachers, researchers, parents, advocates, and therapists are all invited to learn, network, and gain the tools they need to help those with dyslexia live successful, productive lives.

Our 3-day conference begins with the General Opening Session, Special Tracks and Symposia, followed by concurrent breakout sessions Thursday, Friday, and Saturday. This year’s In-Person Experience will provide presentations in Columbus, OH with recorded On-Demand access for a 30-day period. The IDA Exhibit Hall allows attendees to connect with vendors and service providers from coast to coast.

REGISTRATION TYPE

PRICE 2023 DATES

MEMBERS

NON-MEMBERS

FULL REGISTRATION - IN-PERSON (EARLY BIRD)

03/15-07/01

$429.00

$529.00

FULL REGISTRATION - IN-PERSON (REGULAR)

07/02-10/01

$459.00

$579.00

FULL REGISTRATION - IN-PERSON (ON SITE, LIMITED)

10/12-10/14

$575.00

$629.00

FULL REGISTRATION - ON-DEMAND (EARLY BIRD)

03/15-07/01

$400.00

$500.00

FULL REGISTRATION - ON-DEMAND (REGULAR)

07/02-10/01

$425.00

$579.00

FULL REGISTRATION - ON-DEMAND

AFTER 10/1

$475.00

$629.00

FAMILY REGISTRATION - IN-PERSON (EARLY BIRD)

03/15-07/01

$99.00

$99.00

FAMILY REGISTRATION - IN-PERSON (EARLY BIRD)

07/2-10/01

$125.00

$125.00

14 Register on-line at DyslexiaIDA.org

GENERAL REGISTRATION This year’s in-person conference experience will provide on-site presentations in Columbus, OH at the beautiful Hyatt Regency Columbus from 8:00 am (EST) to 6:30 pm (EST) each day.

•

3 General Sessions

•

Up to 6 On-Site Symposia and special Sessions

•

Over 40 On-Site Concurrent Sessions

•

Poster Presentations

•

Additional Pre-recorded Sessions

•

Live Exhibit Hall with Welcome Reception Invite

•

Signature Welcome Bag

•

Continuing Education Credits & Certificates of Attendance (based on session attendance and evaluation) (Family/Student Registrations not eligible.

•

Networking Opportunities

•

On-Demand access to all sessions for 30 days

ON-DEMAND REGISTRATION

We will bring the content to you! On-Demand access enables attendees to view content from anywhere.

On-site sessions will be recorded daily and premiered via IDA TV starting October 23, 2023 for 30 days.

•

3 On-Demand General Sessions

•

Up to 6 On-Demand Symposia and Special sessions

•

Over 40 Recorded Concurrent Sessions

•

Signature Welcome Bag

•

Continuing Education Credits & Certificates of Attendance (based on session attendance and evaluation) (Family/Student Registrations not eligible.

•

Virtual Speaker Meet & Greets

•

On-Demand access to all sessions for 30 days

#DyslexiaCon23

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CONTINUING EDUCATION The International Dyslexia Association is proud to offer continuing education credits at the Reading, Literacy & Learning Conference. Certificates of attendance will be available for each approved conference session.

IDA is an approved CEU provider for the following organizations: • • • • • •

Academic Language Therapy Association (ALTA) Academy of Orton-Gillingham Practitioners and Educators (OGA) Center for Effective Reading Instruction (CERI) International Multisensory Structured Language Education Council (IMSLEC) Virginia Commonwealth University (VCU) American Speech-Language-Hearing Association (ASHA)

CLOCK HOURS Participants can earn specified clock hours for attending the 2023 Annual IDA Reading, Literacy & Learning Conference in-person sessions October 12-14, 2023, depending on sessions viewed. In addition, participants can earn specific clock hours for viewing the on-demand sessions beginning October 23, 2023 (based on total sessions viewed). Please contact your employer or agency prior to attending the conference to determine what is required for you to obtain credit hours.

Participants must obtain certificates of attendance for each session through mytest.com.

ASHA participants can earn specified Clock Hours and ASHA CEUs depending on sessions viewed for in-person conference October 12-14, 2023. On-demand sessions will be available to view beginning October 23, 2023 and may qualify for clock hours and ASHA CEUs depending on sessions viewed.

Participants can obtain certificates of attendance for each session through mytest.com.

16 Register on-line at DyslexiaIDA.org

YOU CAN EARN CEUS BY • Attending the in-person Conference and completing the evaluation and short quiz • Watching recorded on-demand sessions and completing the evaluation and short quiz GENERAL CERTIFICATES (ALTA, CERI, IMSELEC, OGA) We offer continuing education credits at the Reading, Literacy & Learning Conference. IDA has partnered with the most creditable educational vendors in the industry to provide general certificates to attendees. A General Certificate of Attendance (COA) may be awarded via one certificate (which includes all earned credit hours) through mytest.com. These General Certificates of attendance will be available for approved conference sessions and may be obtained via in-person and on-demand. General Certificates may be granted for the following partner providers and more.

Academic Language Therapy Association (ALTA), Academy of Orton-Gillingham Practitioners and Educators (OGA), Center for Effective Reading Instruction (CERI), International Multisensory Structured Language Education Council (IMSLEC), and Wilson Reading System.

Participants can obtain certificates of attendance through mytest.com. Full Instructions will be available in the General Certificates of Attendance Guide at dyslexiacon.org.

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 credits should be directed to ALTA national headquarters (office@altaread.org).

INTERNATIONAL MULTISENSORY STRUCTURED LANGUAGE EDUCATION COUNCIL (IMSLEC) Graduates of IMSLEC-accredited training courses may use the generic certificate of attendance by IDA. Questions about continuing education credits may be direct to IMSLEC (janaj@mail.smu.edu). Please contact your employer or agency BEFORE attending the conference to determine what is required for you to obtain credit hours.

ACADEMY OF ORTON-GILLINGHAM PRACTITIONERS AND EDUCATORS (OGA) The approved sessions approved for OGA CEUs are forthcoming.

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.

YOU CAN EARN CEUS BY: Attending in-person or watching on-demand sessions and completing the evaluation and short quiz in mytest.com.

Step 1 - General Certificates must be obtained through mytest.com by taking a short quiz and submitting all sessions you attended.

Step 2 - Upon receiving your certificate please submit directly to your accrediting vendor.

WILSON READING SYSTEM Wilson Reading System certified educators may use the certificate of attendance for the 2023 Annual IDA Reading, Literacy & Learning Conference toward the renewal of their Wilson Dyslexia Practitioner (W.D.P.) and Wilson Dyslexia Therapist (W.D.T.) credentials.

AMERICAN SPEECH-LANGUAGE-HEARING 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. See course information for number of ASHA CEUs, instructional level, and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures. Sessions will be offered for a specified number of ASHA CEUs (various levels; professional area) depending on sessions attended or viewed.

CEU OPEN IN-PERSON CONFERENCE CEU'S open and available OCTOBER 15 - 22, 2023 3 Day Conference: Clock Hours - TBA ON-DEMAND CEU'S open and available OCTOBER 23, 2023 Full On-Demand Conference: Clock Hours - TBA

Obtain certification through mytest.com

#DyslexiaCon23

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Discover Your Learning bility

A

Churchill’s proven methods and well-trained faculty change the lives of children who struggle with dyslexia, ADHD and language-based learning disabilities.

At Churchill, we know our success is measured not by how many students we impact, but by the impact we have on any one student!

churchillstl.org | 314-997-4343 18 Register on-line at DyslexiaIDA.org

ADVANCE CERTIFICATION REGISTRATION* SPECIALTY CERTIFICATE PROGRAM Looking to advance your knowledge and gain credit for it. Back by popular demand, IDA will offer Advanced Certificates to those professionals looking for specialized training and education in structured literacy and instructional practices.

Advanced Certificate sessions are taught by renowned IDA accredited training experts and institutional programs in the field of structured literacy and dyslexia.

Attendees that select this program will enjoy specialized instruction, group discussion and take-home information. The Specialty Certificate program is open this year to classroom teachers (only) seeking advanced knowledge and application in structured literacy. Due to the nature of coursework and program structure this program is only available to those attending conference in person. Sessions are presented as intensives and may involve group work, assignments and proof of attendance and participation.

Upon completion of all requisites successful candidates will receive an Advanced Certificate in Structured Literacy. In addition, CEU’s are available.

The 2023 In-Person Special Advanced Certificate Experience (Available In-Person Only for Classroom Teachers) includes: • • • • • • •

• •

5 Requisite Specialized Sessions (1 ½ - 2 hours per session) 6 Requisite Elective Sessions (choice of General, Symposia and/or Concurrent sessions) Hands on assignments and Q&A from instructors Poster Presentations Live Exhibit Hall with Welcome Reception Invite Signature Welcome Bag Continuing Education Credits & Certificates of Attendances (based on session attendance and evaluation) Group Learning & Networking Opportunities On-Demand access to all sessions for 30 days

We know how important is to have access to all of the great sessions being offered during the conference, therefore attendees applying for this certificate will have access to all sessions on IDA TV for 30 days.

*Advanced Certificate Registration is closed.

#DyslexiaCon23

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CONFERENCE POLICIES REGISTRATION All sessions must be chosen at least twoweeks prior to the conference and appear on your conference schedule to be considered for continuing education credits.

CANCELLATION All cancellations, without exception, must be in writing via email to conference23@dyslexiaida. org. All refunds will be issued within 45 days from request less a $25 administrative fee.

No cancellations after August 12, 2023.

All cancellations requests received after August 12, 2023 will be a credit towards the 2024 conference.

SOLICITATION IDA does not permit solicitation of any kind during the Reading, Literacy & Learning Conference, except by the paid exhibitors and sponsors during the exhibit hall and networking times. Solicitation by any business or person other than exhibitors or sponsors is strictly prohibited.

SESSION ROOM CAPACITY All slots inside of each session are available on a first-come, first-entry basis unless otherwise noted.

CONSENT TO RECORD Registration and attendance or participation in the IDA Annual Conference and its affiliated meetings and events constitutes an agreement by the registrant for IDA and its affiliates to use and distribute (both now and in the future) the registrant’s or attendee’s image or voice in photographs, videotapes, electronic reproductions, and audiotapes of such events activities.

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.

ENDORSEMENT DISCLAIMER 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. 20 Register on-line at DyslexiaIDA.org

#DyslexiaCon23

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CONFERENCE PLANNING The Arch City is ready to give DyslexiaCon23 attendees a grand welcome. Book your air travel and hotel room for the IDA Conference in Columbus today! After a day packed of travel and the IDA Conference, you are going to need a place to rest your head at night.

Columbus has a lot in store for you. Be sure to book your hotel soon!

The Hyatt Regency Columbus 350 North High Street Columbus, Ohio, 43215 (614) 463-1234 hyatt.com Parking Off-site self-parking is available at the Chestnut Street Garage, located one block south of the hotel and accessible via an enclosed and covered walkway. Parking at Chestnut Street Garage can be charged to your room. $22 /Overnight Valet Parking Overnight with in and out privileges.

Please note the garage height restriction is 6’8”. $38 /Overnight

22 Register on-line at DyslexiaIDA.org

Located within walking distance of Nationwide Arena and the trendy Arena District, Hyatt Regency Columbus redefines the modern hotel experience. Connected to the Greater Columbus Convention Center and steps to the Short North Arts District, ours is the hotel in which to meet and play in downtown Columbus. Located in the heart of the city, our hotel places you just steps from popular dining, shopping and entertainment.

Room nights are available from Wednesday - October 11th through Saturday - October 14th.

Rates King Single $199.00 Queen Double $199.00 Cut Off Date September 19, 2023

2023 IDA Conference | Reading, Learning & Literacy

GROUND TRANSPORTATION When it comes to getting from Columbus airport to downtown, there are different transportation options, all depending on your time schedule and budget: the fastest option is to hop on a taxi or ride share and the cheapest one is to take the local bus. Taking a Columbus Airport Taxi is by far the most convenient way to get to the downtown area, as it reaches the centre in merely 10 minutes.

Getting around the city is convenient and accessible. A wealth of transportation services are available to help you explore to your heart’s content once you arrive in downtown Columbus. Check out the resources below for a full list of each partners' procedures.

•Transportation Resource: Ride Guru

COLUMBUS INTERNATIONAL AIRPORT John Glenn Columbus International Airport is an international airport located 6 miles (9.7 km) east of downtown Columbus, Ohio. The airport code "CMH" stands for "Columbus Municipal Hangar," the original name of the airport. John Glenn Columbus International Airport is primarily a passenger airport. It provides 148 non-stop flights to 31 airports via nine airlines daily. https://flycolumbus.com/

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What can you expect?

Simply put: premier content in an accelerated and versatile format.

Sessions will be authentic (no recycled programming!), inspirational (not overwhelming!), interactive (no talking heads!) and unexpected (did we mention premier content?). Aligned with IDA’s Knowledge Practice Standards (KPS), the 2023 agenda features topics in four conference content tracks:

Family and Community Engagement FOCUS Family and community engagement sessions should provide information for individuals with dyslexia and their families. Sessions may focus on a common understanding of dyslexia and guidance for receiving high-quality interventions while fostering every individual’s well-being.

Sessions may also include community engagement efforts for resources and models for strong collaboration among schools, families, and the community.

AUDIENCE Individuals with dyslexia and related learning issues, parents, families, advocates, organizations, and community leaders.

Educational Leadership and Policy FOCUS Educational leadership and policy sessions should focus on public policy and specific efforts for increasing the capacity of educational institutions to improve literacy instruction which can lead to positive outcomes for all students, including those with dyslexia.

24 Register on-line at DyslexiaIDA.org

AUDIENCE Legislators, policy makers, Department of Education staff, superintendents, principals, literacy and assessment coordinators, higher education pre-service faculty.

Educational Leadership and Policy FOCUS Educational leadership and policy sessions should focus on public policy and specific efforts for increasing the capacity of educational institutions to improve literacy instruction which can lead to positive outcomes for all students, including those with dyslexia.

AUDIENCE Legislators, policy makers, Department of Education staff, superintendents, principals, literacy and assessment coordinators, higher education pre-service faculty.

Educational Leadership and Policy FOCUS Research sessions should provide information about the latest advances in the study of language and literacy, with a focus on the needs of students with dyslexia.

AUDIENCE Researchers as well as practitioners interested in research. The topics can be advanced, and the reviewers are knowledgeable about research. Write the short Session Description and Detailed Overview in clear language.

#DyslexiaCon23

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EXHIBIT HALL Each year, the IDA Exhibit Hall is an integral part of the IDA 2023 Annual Conference. Join us at the Columbus Convention Center for the innovative Exhibit Hall providing an excellent in-person experience for attendees.

This year’s Exhibit Hall will be no exception. Through the vendor exhibits, attendees are exposed to the latest products and services related to their profession.

As you enter the IDA Exhibit Hall, visit with over 80 exhibitors to find resources and solutions, learn about assistive technology products, hands-on teaching techniques, K-12 LD schools and college programs for LD students, publishers, and so much more!

This year we kick-off with a fabulous Opening Reception open to all attendees.

Additionally, you can partake in array of activities including book signings, mini guest talks, shopping and our annual Passport to Literacy where you can WIN exciting prizes! You don't want to miss this experience.

EXHIBITOR HOURS All times listed are Central Time

Thursday, October 12, 2023 Friday, October 13, 2023 Saturday, October 14, 2023

12:00 p.m.– 6:30 p.m.

9:00 a.m.– 6:30 p.m.

9:00 a.m.– 3:30 p.m.

Hyatt Regency Foyer (3rd Level) Concessions

Posters

Main Exhibit Hall Entrance

604

Hyatt Regency Ballroom

629

114

630

600

112 110 108 106 104 102

215 213 211 209 207 205

201

601

623 621

607

615

605

Columbus Convention Center Concessions

Concessions

624 622 620 723 721 719

720

618

718

614

610

608 606

711 709 707 705

712

710

704

602 701

702

Convention Center Entrance Doors

603 Concessions

212 210 208

214

311 309

409

416 414

410

204

305

202 301

306

302

405

401

408

402

515 513 511 509 507 505 503 501

508 506 504 502

26 Register on-line at DyslexiaIDA.org

102 OTTER Reading

311 Word Travel Press LLC

608 Great Minds

104 Structured Literacy Solutions LLC

401 Lexia

610 Brookes Publishing

402 ObjectiveEd

614 The Reading League

405 Lexercise

615 The Handwriting Collaborative

106 The Academic Language Therapy Association (ALTA) 108 Heggerty 110 Savvas Learning Company 112 The New Community School 114 Kendore Learning/Syllables Reading Center 201 WPS 202 Muskingum University-PLUS Program 204 The Apple Group, Inc. 205 AIM Institute for Learning & Research 207 Brainspring 208 Stern Math, LLC 209 Durango Mountain Camp 210 Brilliantly Dyslexic | Brilliant Strengths 211 International Multisensory Structured Language Education Council (IMSLEC) 212 Sortegories 213 Orton-Gillingham Academy 214 Wilson Language Training

408 EPS School Specialty 409 IDA Bookstore 410 95 Percent Group 414 Jemicy School 416 Region 4 Education Service Center 501 Trident Academy 502 Blend Reading 503 Lab School of Washington Global Division 504 hand2mind, Inc. 505 SLANT System for Structured Language Training 506 Istation 507 Middlebridge School 508 Renaissance 509 Landmark School 511 Orcam 513 Hamilton County ESC OrtonGillingham 515 Nessy Learning LLC

618 Curriculum Associates 620 Amplify 621 Cosworth Publishing 622 Reading Horizons 623 North Coast Education Services 624 Neuhaus 629 Saddleback Educational 630 The Writing Revolution 701 University of Florida Literacy Institute 702 Children's Dyslexia Centers, Inc. 704 Mount St. Joseph University 705 Phonic Books 707 Zaner-Bloser 709 The Gow School 710 Scottish Rite for Children 711 June Shelton School & Evaluation Center 712 IMSE-Institute for MultiSensory Education

215 Whole Phonics

600 Gordon College School of Education

301 Learning Without Tears

601 Camp Dunnabeck

302 High Noon Books

602 Really Great Reading

305 Redwood Literacy

603 Forman School

719 National Center on Improving Literacy

306 Collaborative Classroom

604 Seedling.tv

720 The Summerbell Method

309 Valley Speech Language and Learning Center / Esperanza Program

606 Dyslexia Boutique

721 IDA Ohio

607 Keys to Literacy

723 Marburn Academy

718 New Century Education Foundation, Inc.

#DyslexiaCon23

27

2023

IDA AWARDS The International Dyslexia Association is pleased to present annual awards to recognize those active in the field of dyslexia and also those who struggle with learning disabilities, yet have reached great levels of achievement despite the challenges they face.

The Samuel Torrey Orton Award The Samuel Torrey Orton Award is the International Dyslexia Association’s highest honor.

The Award recognizes a person or persons who have: • Made a vital contribution to our scientific understanding of dyslexia, or • Significantly enhanced and advanced our capacity to successfully intervene and assist people with dyslexia, or • Expanded national and international awareness of dyslexia, or • Demonstrated unusual competence and dedication in service to people with dyslexia

28 Register on-line at DyslexiaIDA.org

Margaret Byrd Rawson Lifetime Achievement Award The Margaret Byrd Rawson Award recognizes the work of an individual to advance the mission of the International Dyslexia Association (IDA). The Award shall be given to a member of IDA whose work on behalf of IDA embodies Margaret Rawson’s: • Compassion • Leadership • Commitment to excellence, • Fervent advocacy for people with dyslexia • And whose work is nationally recognized as furthering the mission of IDA

The Norman Geschwind Memorial Lecture When Norman Geschwind died of cardiac arrest on November 4, 1984, the Orton Society, (now the International Dyslexia Association; IDA), lost a member of its Board of Directors, a speaker of great note, the scientific mind behind the society’s Neuroanatomy Study, and a dear friend. Dr. Geschwind was Chief of Neurology at Beth Israel Hospital and was James Jackson Putnam Professor of Neurology at Harvard Medical School. He also held professorships at Massachusetts Institute of Technology in Psychology and the School of Health Sciences and Technology. His interest in the work of the Orton Society stemmed from his research on the relationship between brain anatomy and behavior. To honor Dr. Geschwind’s memory, in 1985 the Orton Society established a Norman Geschwind Memorial Lecture Fund that is used to provide a speaker at the IDA Annual Conference. The speaker is to represent the broad nature of Dr. Geschwind’s interests in dyslexia and related disabilities and abilities. The legacy of his curiosity lives on. (Perspectives on Dyslexia, Winter 1985)

Distinction of Service Award The IDA Circle of Excellence Award recognizes an individual who has made a significant contribution as a volunteer in a leadership role for the International Dyslexia Association (IDA). This individual has achieved the following: • Significant impact on IDA and the people we serve at the local, state, national, or international level in any of the following capacities: editorial board or committee leadership, program delivery, community outreach, fundraising efforts, marketing and communications and governance responsibilities.

• Consistent service as a proud ambassador for the organization #DyslexiaCon23

29

IDA Excellence in Leadership IDA created this Award in 2013 to honor an individual who, through their profession, tirelessly aims to improve the lives of those with dyslexia.

This Award is given in recognition of excellence in service to individuals with dyslexia, their families, and the greater community.

Remy Johnston Merit Award The Remy Johnston award recognizes a young student who is a worthy role model for others, refuses to be limited by the challenges of learning differences, and strives for excellence, choosing to live life as an achiever.

Early Career Award for Contributions to Research This award is given to an early-career researcher and conference speaker whose innovative research has had a positive impact on the lives of individuals with dyslexia.

The Pinnacle Award The Pinnacle Award recognizes a person or persons or who has publicly acknowledged that he or she is dyslexic and has achieved a high level of success and or prominence in any chosen field. Created in 2013 to honor an individual who tirelessly aims to improve the lives of those with dyslexia

The IDA Branch Excellence Award The IDA Branch Excellence Awards were established to recognize branches that have made exceptional contributions and outstanding achievements in promoting IDA’s mission and vision in their local area.

30 Register on-line at DyslexiaIDA.org

The Science of Reading for Every Student and Educator

Students accelerate literacy gains when educators effectively connect knowledge from professional learning to practical classroom instruction.

Realize the power of the science of reading to impact change with Lexia®.

CURRICULUM

PROFESSIONAL LEARNING

Learn More

#DyslexiaCon23

31

2023 IDA Conference | Reading, Learning & Literacy

2023 AWARDEES

Nancy Mather, Ph.D.

The Samuel Torrey Orton Award (Orton) Nancy Mather is a Professor Emerita at the University of Arizona in Tucson. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She has published numerous articles and books and conducts workshops on assessment and instruction for students with dyslexia both nationally and internationally. Her most recent book on dyslexia is Essentials of Dyslexia: Assessment and Intervention, 2nd edition (Mather & Wendling, 2024). She is a co-author of several widely used tests, including the Woodcock-Johnson IV. In addition, Dr. Mather and co-authors have just completed the Tests of Dyslexia (Mather, McCallum, Bell, & Wendling, 2024), a comprehensive standardized assessment that is designed to help identify dyslexia in individuals of all ages.

32 Register on-line at DyslexiaIDA.org

Martha C. Hougen, Ph.D.

Margaret Byrd Rawson Lifetime Achievement Award Dr. Hougen is a national consultant collaborating with state leadership and institutions of higher education to improve educator preparation in the implementation of the science of reading and instruction. As a teacher, school administrator, and pre-service and in-service professional development provider, she advocated for effective literacy instruction for all students. She led the Higher Education Collaborative at the Meadows Center for Preventing Educational Risk, The University of Texas at Austin, and supported educator preparation programs with the CEEDAR Center at the University of Florida. Currently she works with organizations promoting the Science of Reading and serves on the board of the Center for Effective Reading Instruction. In addition to numerous publications, Dr. Hougen has authored three textbooks: The Fundamentals of Literacy Assessment & Instruction, Pre-K-6, 1st and 2nd editions (Hougen & Smartt, 2012, 2020) and The Fundamentals of Literacy Assessment & Instruction, 6-12 (Hougen, 2014).

#DyslexiaCon23

33

2023 IDA Conference | Reading, Learning & Literacy

2023 AWARDEES

Marcia Barnes, Ph.D.

The Norman Geschwind Memorial Lecture (Geschwind Lecture)

Marcia Barnes, Ph.D. is a Professor of Special Education at Vanderbilt University. She conducts research on the cognitive processes associated with difficulties in reading and mathematics in children with neurodevelopmental disorders and children at risk for or with learning disabilities.

Her program of research in reading involves: the construction of novel instruments to assess inference and text-integration skills; testing sources of reading comprehension difficulties in adolescent readers; and the creation and testing of interventions to improve reading comprehension.

Her research in early mathematics is concerned with testing interventions that address both the mathematical and cognitive difficulties of young children at high risk for developing disabilities in mathematics and with understanding sources of risk for complex learning disabilities involving difficulties in both early math and reading.

Her research has received federal funding from the Institute of Education Sciences, the National Science Foundation and the National Institutes of Health. She is the author of many peer-reviewed papers and book chapters and co-authored a widely-used book on learning disability identification, assessment, and intervention.

Her research papers have appeared in various journals including, Scientific Studies of Reading; Psychological Bulletin; Journal of Educational Psychology; Journal of Research on Educational Effectiveness; Journal of Learning Disabilities; Journal of the International Neuropsychological Association; and Neuropsychology.

34 Register on-line at DyslexiaIDA.org

Nancy Cushen White

Distinction of Service Award Nancy Cushen White has served the International Dyslexia Association (IDA) for more than eight years as the Editorin-Chief of IDA’s digital publication the Examiner, providing resources and information to families, teachers, and other educational professionals dedicated to improving the lives of individuals with dyslexia. During that time Nancy led the publication and editorial board through many challenges and changes faced by the organization, all the while consistently raising awareness of both IDA and dyslexia by building a following of more than 50,000 subscribers. Nancy also ensured that the content developed for the Examiner met the highest quality standards by recruiting leaders in the field to contribute to the publication, referencing the most relevant research and meeting professional editorial standards with careful attention to grammar, style, and accessibility to readers. For many years when IDA had no editorial staff, Nancy rolled up her sleeves to do any work necessary to maintain that quality, including proofreading and proof review and approval. Most recently, Nancy has streamlined the work of the editorial board by improving the editorial review process and championing IDA’s sharpened vision to meet the needs of all classroom teachers by supporting those seeking CERI certification and those enrolled in IDA accredited universities and programs. Nancy’s contribution of her expertise, time, and leadership for so many years deserves to be recognized with this award.

Becky Chen

Distinction of Service Award Becky Chen served as Editor-in-Chief of IDA’s premier peer-reviewed research publication Annals of Dyslexia for nine years. During that time Becky was instrumental in instituting and improving the processes and procedures necessary to ensure timely publication three times per year. Her efforts in this area raised awareness and bolstered the reputation of the journal, which is evidenced by significant improvement in several key metrics, including impact factor, number of quality submissions, and number of articles published per year. Her leadership strengthened the collaboration of the Editors-in-Chief and Associate Editors-Chief with Springer and IDA staff. Becky’s leadership facilitated the shift in focus of the journal to support IDA’s sharpened vision, thereby strengthening the connection between the journal and IDA and IDA’s other publications and between research and practice.

Under Becky’s leadership, Annals continued to represent IDA in its longstanding contribution to the science of reading, building upon its solid foundation and trusted knowledge base relied upon by other researchers, members of IDA, the dyslexia community at large, reading specialists, and classroom teachers. As Becky leaves her role of Editor-in-Chief this year, I recommend that we recognize her significant contribution to the journal with this award. #DyslexiaCon23

35

Learn how to teach essential writing skills.

Learn how to start a revolution

Writing is a crucial skill for students’ academic and professional success, but many teachers say they have received little to no guidance on how to teach it. The Writing Revolution provides this guidance.

OUR APPROACH TWR trains and supports educators and school leaders in implementing the Hochman Method, a set of evidence-based and proven strategies for teaching expository writing.

The methodology rests on explicit, carefully sequenced instruction, building from sentences to compositions. The Hochman Method is not a separate writing curriculum but rather an approach designed to be adapted to and embedded in the content being taught in any subject area and at any grade level.

“I have found the method to be a powerful way to help students write and [I] feel less intimidated by the prospect of teaching writing.”

—KELLI C.,

4th Grade Teacher, Northfield, IL

36 Register on-line at DyslexiaIDA.org

The Hochman Method is described in the best-selling book The Writing Revolution: A Guide To Advancing Thinking Through Writing In All Subjects and Grades, co-authored

by Judith C. Hochman and Natalie Wexler.

OCTOBER 12-14, 2023

AGENDA & PROGRAM OCTOBER 12, 2023 8:00 - 5:00 pm In-Person Sessions 5:00 - 7:00 pm IDA Exhibit Hall

EXHIBIT HALL DEDICATED HOURS OCT 12

5:00 - 7:00 pm

OCTOBER 13, 2023 8:00 - 5:00 pm In-Person Sessions 9:00 - 6:30 pm IDA Exhibit Hall

OCT 13

12:00 - 1:30 pm 5:00 - 6:00 pm

OCT 14

11:45 am - 1:00 pm

OCTOBER 14, 2023 8:00 - 5:00 pm In-Person Sessions 11:45 - 1:00 pm IDA Exhibit Hall

#DyslexiaCon23

37

THURSDAY-AT-A-GLANCE BATTELLE 8:00 AM

GS01-23

FAIRFIELD

FRANKLIN

8:00-9:30 AM

SYLVIA RICHARDSON SYMPOSIUM The Bilingual Brain: Strengths in Reading Development & Dyslexia Elsa Cardenas-Hagan & Ioulia Kovelman 10:00 AM 10:10 AM

ADV-CL01-23

10:10 AM-12:10 PM

RS01-23

10:10 AM-12:10 PM

ELP01-23

10:10 AM -12:10 PM

REGINA GOODEN STRUCTURED LITERACY SYMPOSIUM

12:10 PM

The Power of Practice: Highlights from Perpectives on Language & Literacy

Recent Research on Dyslexia with Implications for Improving Identification

Nancy Chapel Eberhardt & Stephanie A. Stollar

Richard K Wagner, Young-Suk G Kim, Mercedes Spencer & Elena Grigorenkor

What Does It Take to Scale Literacy Responsibly & Sustainably for All?

Tracy White-Weeden

LU N C H 1:10 PM

GS02-23

1:10-3:10 PM

IPP02-23

1:10 - 3:10 PM

IPP17-23

1:10-3:10 PM

GORDAN SHERMAN SYMPOSIUM Language and Reading Comprehension: Linking Science to Promising Practice

Collaborative Session: Research-based

Assessment & Interventions for Emerging Bilinguals

The Power of Practice: Highlights from Perspectives on Language & Literacy - Part II

Benjamin Powers, Tiffany Hogan & Nicole Landi

Juan F Quiñonez Beltran, Lara Speights, Jialin Lai, & R. M Joshi

Nancy Chapel Eberhardt & Stephanie A. Stollar

2:45 PM

3:10 PM 3:30 PM 3:30 PM 3:45 PM 4:00 PM 4:15 PM 4:30 PM

GS03-23

3:30-5:00 PM

OPENING SESSION Empowering Education: From Legislative Group to Dyslexia Guidebook in All Schools Mike McGovern, Trevor Thomas & Blythe Wood

5:00 PM 7:00 PM

38 Register on-line at DyslexiaIDA.org

EXHIBIT HALL & WELCOME RECEPTION SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 12, 2023 8:00 AM - 7:00 PM EST DELAWARE

UNION ABC

IPP01-23 10:10 AM-12:10 PM

FCE01-23 10:10 PM -12:10 PM

Heracles vs.

Hercules: The Importance of Cognitive Flexibility

Collaborative Session: A Structured Literacy Roadmap through Home, School, University and State Collaborations

Carolee Dean & Kelly B. Cartwright

UNION DE

MORROW

MARION

Wellman, Tambyraja, Tingley, Agins, Gorman, Pomeroy, Hoffsis, Rowson & Lynam LU N C H

ELP02-23 1:10-3:10 PM

IPP03-23 1:10-3:10 PM

SES01-23 1:10-3:10 PM

A Statewide Initiative to Implement Evidence-Based, High-Dosage Tutoring in Ohio

Collaborative Session: Multisensory Math

IDA ACCREDITATION SYMPOSIUM

Capin, Weber-Mayrer, Ottley, Powell, Hessler Hunger, Teeple & Brobeck

Mary Wennersten

Marilyn L Zecher & Jennifer Scaffidi

EXHIBIT HALL & WELCOME RECEPTION EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

39

FRIDAY-AT-A-GLANCE BATTELLE 8:00 AM

GS04-23

FAIRFIELD

FRANKLIN

DELAWARE

8:00-9:30 AM

SAMUEL TORREY ORTON LECTURE: Ten Things Everyone Should Know...

Nancy Mather

9:30 AM 9:45 AM

RS02-23

9:45-11:45 AM

Resilience in Learning to Read with Dyslexia

ADV-CLO2-23 9:45-11:45 AM

Growing Proficient Readers through Integrated Language & Literacy Instruction

IPP04-23

9:45-10:45 AM

IPP05-23

9:45-10:45 AM

Every Word Wants to be a Sight Word When it Grows Up

Integrating Reading Comprehension & Writing Instruction

Jan Wasowicz

Steven L. Rosenberg

IPP09-23

IPP10-23

10:45 AM 11:00 AM

11:30 PM

Nadine Gaab, Rachel Eggleston, Jennifer Zuk & Chi-Lin Yu

12:00 PM

1:30 PM

Nicole Kingsland & Megan Gierka

11:00am-12:00 PM

11:00am-12:00 PM

Reimagining the Role of Morphology in the Primary...

Trauma, Memory, and Learning

Angelica Blanchette & Maria Hamilton

Nanci King Shepardson & Susan W Shepardson

P O S T E R S E S S I O N S, E X I B I T H A L L & LU N C H IPP14-23

1:30-2:30 PM

IPP15-23

1:30-2:30 PM

IPP16-23

1:30-2:30 PM

ELP10-23

1:30-2:30 PM

Executive functions: What are they and how can I help?

The Power of Practice: A Systematic Approach to Instructional Design

What Should be Included in a Comprehensive Assessment of Dyslexia

Language at the Speed of Wifi: The Intersection of AI & LD

Cheryl Ann Chase

Jamey C Peavler

Nancy Mather

Josh Clark

RS04-23

ADV-CL03

2:30 PM 2:40 PM

2:40-4:40 PM

Translational Science in the Reading Sciences

3:40 PM 3:50 PM

Emily J Solari, Tiffany Hogan, Devin Kearns & Jason Borges

2:40-4:40 PM

The he Importance of Oral Language in the Classroom and the Impact on Student Writing Allison Peck, Hailey Hunt, & Holli Hinton

4:40 PM

IPP19-23

2:40-3:40 PM

IPP20-23

2:40-3:40 PM

Continuum of Coding Strategies: ExplicitSystematic-Cumulative

Structured Literacy Interventions for Early & More Advanced Readers...

Nancy Cushen White

Louise Spear-Swerling

IPP24-23

IPP25-23

3:50-4:50 PM

3:50-4:50 PM

Putting Morphology & Meaning into your Speechto-Print Phonics Instruction

Making Social Stars! Adapting Social Skills Curricula for Elementary...

Jan Wasowicz

Beth Mahoney & Laura Polvinen

4:50 PM 5:00 PM

EXHIBIT HALL

6:30 PM

40 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 6:30 PM EST UNION ABC

UNION DE

MORROW

MARION

MCKINLEY

IPP06-23 9:45-10:45 AM

IPP07-23 9:45-10:45 AM

IPP08-23 9:45-10:45 AM

ELP03-23 9:45-11:45 AM

FCE05-23 9:45-11:45 AM

Dysgraphia: Recognize, Diagnose, & Remediate

Structured Literacy for Older Students

The Science of Reading & African American...

Collaborative Session:

Debra Buchanan & Sheryl Frierson

Rhonda M. Raines & Coretta Doss

Pittman, White, Brooks & Wright

Experience Dyslexia Simulation

IPP11-23

IPP12-23 11:00-12:00 PM

IPP13-23 11:00-12:00 PM

The Forgotten Skills Needed for Literacy Success...

Powerful Read Alouds: A Structured Literacy...

Assessment & Instruction for Emergent Bilingual Students...

Dee Rosenberg

Hailey Hunt & Holli Hinton

Phil Capin & Jeremy Miciak

11:00-12:00 PM

Comprehensive Screening, Assessment, Accurate Diagnosis...

Cindy Cipoletti, Michelle Storie, Laurice Joseph & Theresa Gillespie

Nancy C. Redding

P O S T E R S E S S I O N S, E X I B I T H A L L & LU N C H RS03-23

1:30-2:30 PM

SES02-23

1:30-2:30PM

IPP18-23

1:30-2:30PM

ELP04-23

1:30-2:30 PM

FCE02-23 1:30-2:30PM

Effectiveness of Teacher Directed Phonological...

CERI INFORMATION SESSION

Dyslexia Identification in the Early Learner

Leading Literacy Change: The Good...

One Family's Journey with Dyslexia...

RebeccaTolson & Barbara Ekelman

Louise Spear-Swerling & Jessica Blum

Karen Avrit & Sue Jones

Orkin, Young, Maloney & O'Mellia

Jan Hasbrouck & Lizzey Spinell

IPP21-23

IPP22-23

IPP23-23

ELP05-23

FCE07-23

2:40-3:40 PM

2:40-3:40 PM

2:40-3:40 PM

2:40-3:40 PM

Time for Read-Aloud Guidelines

Improving Adolescent Literacy

Early Identification & Intervention...

Leveraging Quality Literacy Assessments...

Sarah Geiss Wood

Angela Michelle & Joseph Sencibaugh

Amy Cushner & Dr. Joyce Pickering

Kerry Agins & Dr. Jennifer Murphy

IPP26-23

IPP27-23

IPP28-23

ELP06-23

3:50-4:50 PM

3:50-4:50 PM

Teach Grammar They’ll Remember & Use...

Help, My Scarborough’s Rope Is Frayed!...

Rita Cevasco, Claire Molitors & Moira C.

Amy E Vanden Boogart & Beth S Lawrence

3:50-4:50 PM

Oral Language Assessment: Key to Planning Language...

Linda Cavazos & Alba Ortiz

2:40-4:40 PM

Dyslexia 101

3:50-4:50 PM

Bringing Structured Literacy to Schools...

Janet Thibeau

Gail Cahill & Barbara Govendo

EXHIBIT HALL EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

41

SATURDAY-AT-A-GLANCE BATTELLE 8:00 AM

GS05-23

FRANKLIN

FAIRFIELD

DELAWARE

8:00-9:15 AM

NORMAN GESCHWIND MEMORIAL LECTURE Reading Comprehension...

Marcia A. Barnes

9:15 AM 9:30 AM

ELP07-23

9:30-11:30 AM

Collaborative Session: Bridging the Gap between Teacher Training, Research, & Practice 10:30 AM 10:45 AM

Hannah Putman, Christie Ellis, Shannon Holston, Margie B Gillis, Stephanie Stollar, Kari Kurto & Amy Murdoch

ADV-CL04

9:30-11:30 AM

The Importance of Spelling Instruction in Building Orthographic Memory...

IPP29-23

9:30-11:30 AM

Collaborative Session Structured and Evidencebased Transformation of Comprehension for Dyslexic Children and Adults Kausalai Kay Wijekumar, Kacee Lambright, Shuai Zhang, & Ashley Stack

Nancy Coffman & Nancy C Redding

FCE03-23

9:30-11:30 AM

Collaborative Session: Parents as Advocates

Summer Girgis, Regula Schmid, Nancy J Duggan, Tracey A. Morgan, Janet Fleck Griffith, Mary Jo O'Neill & Trina Jones

11:30 PM 11:45 PM

P O S T E R S E S S I O N S, E X I B I T H A L L & LU N C H

1:00 PM

ELP08-23

1:30 PM

Insuring Human Rights for Students with Dyslexia

Voices and Choices: Using Narrative to Empower Students with Dyslexia...

Linda Siegel

Rama Janamanchi

Susan M Smartt & Stephanie A. Stollar

ADV-CL05-23 2:10-4:10 PM

FCE04-23 2:10-4:10 PM

IPP40

Collaborative Session: Instructional Practice Panel

Writing to Support Comprehension: Grades 4-12

1:00-2:00 PM

1:45 PM 2:00 PM

IPP34-23

1:00-2:00 PM

IPP35-23

1:00-2:00 PM

Linking Assessment to Structured Literacy...

IPP36-23

1:00-2:00 PM

Improving Adolescent Literacy: Effective Classroom & Intervention...

Lisa Klein

2:00 PM 2:10 PM

ELP09-23

2:10-4:10 PM

The OHIO School Story

3:10 PM 3:20 PM

Carolyn Turner, Paula Reiner, Lori Klakos, Lisa Ferguson, Jennifer Hasser, LaMonica Davis & Jennifer LaHaie

Reading, Writing, and Understanding: Applying Scientifically-Based Research for Comprehensive Literacy Instruction

Deborah K Reed, Alexis N Boucher, Pamela Shanahan Bazis & Julie Kate Owens

Shauna Cotte

Leslie Buford, Lisa Neuhoff, Karen Kehoe, Melinda Hirschmann, LaTisha Hayes, Lauren Hauser, Charlotte Gregor, Sarah Wood & Rachelle Johnson

5:20 PM

42 Register on-line at DyslexiaIDA.org

IPP45-23

3:20-4:20 PM

Speed + Accuracy: Improving Fluency (& Why It's Important) Terri Hessler & Amy Duncan

4:10 PM 4:20 PM

2:10-3:10 PM

C LO S I N G S E S S I O N SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 5:30 PM EST UNION ABC

IPP30-23 9:30-11:30 AM

Collaborative Session: Foundational Reading Skills: Tools for...

UNION DE

RS05-23

9:30-10:30 AM

The Use & Validity of Preschool Early Indicators (PELI)...

Jacob Gray & Ruth Kaminski

Holly Lane, Valentina Contesse, Alyssa Ricke, Christina Flake, Deana West & Concepción Moncada Cummings

RS06-23

10:45-11:45 AM

MORROW

IPP31-23

9:30-10:30 AM

Closing the Gap for Striving Readers Using...

Karol Ann Moore, Holli Hinton & Cecily Smith

MARION

IPP50-23

9:30-10:30 AM

“Structuring” Opportunities for Complex Talk with...

MCKINLEY

FCE10-23 9:30-11:30AM

Dyslexia Across the World

JeanMarie Farrow

IPP32-23 10:45-11:45 AM

Active learning in classroom...

Experiences of Students with Dyslexia in Higher...

Thao, Thompson, Tibi & Butler

Patricia Barry & Harry M. Voulgarakis

Gad Elbeheri

P O S T E R S E S S I O N S, E X I B I T H A L L & LU N C H IPP37-23

1:00-2:00 PM

IPP38-23

1:00-2:00 PM

Reading Fluency: Related to Prosody - Much More Than Speed

DIY MORPHOLOGY: The Power of Building Morphological...

Nancy Cushen White

Julie A. Klingerman

IPP41-23

2:10-3:10 PM

IPP42-23

2:10-3:10 PM

Supporting Narrative Development in Students with Language &...

Making Irregular Words Regular: Fun Ways to Make High Frequency...

Stacy Robinson

IPP46-23

3:20-4:20 PM

Strategies for Older Students When...

Kim Collins, Anthony Fasano & Laura Sabido

RS07-23

1:00-2:00 PM

IPP39-23

1:00-2:00 PM

ELP11-23

1:00-2:00 PM

Impacts of Professional Development in...

Orton-Gillingham Supplemented with...

IDA's New Infographics: The Structured Literacy

Doreen L. Mazzye, Michelle A. Duffy & Michelle Storie

Steve Wilkins & Louisa French

Carolyn Cowen & Dee Rosenberg

IPP43-23

2:10-3:10 PM

IPP44-23

2:10-3:10 PM

IPP33-23

2:10-3:10 PM

Reaching & Teaching the Whole Child

Grammar Foundations for Writing

Jennifer Hasser

Cunningham, Drew, Rainville & Ruggerio

Motivating Students with Dyslexia to Learn: Strategies for Teachers

Sara Lee & Jennifer Petrich

Gad Elbeheri

IPP47-23

IPP48-23

IPP49-23

FCE08-23

3:20-4:20 PM

3:20-4:20 PM

3:20-4:20 PM

A Balancing Act: Considering Assistive Technology for...

How Handwriting Impacts Literacy Development

How Dyslexia Influences Learning Math The Science & How to Help

Lori L Mueller

Carol Armann & Kathleen W.

Karen N Tzanetopoulos

3:20-4:20 PM

Supporting Adult Learners with Dyslexia Lara Speights, Lily Vasquez Mejia & Karol Ann Moore

C LO S I N G S E S S I O N EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

43

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS GS01-23 8:00-10:00 AM

ADV-CL01-23 I

2.0 ASHA 0.2

10:10 AM-12:10 PM

B

I

A

2.0 ASHA 0.2

Sylvia Richardson Symposium - The Bilingual Brain: Strengths in Reading Development and Dyslexia

Regina Gooden Structured Literacy Symposium - The Power of Practice: Highlights from Perspectives on Language & Literacy

Elsa Cardenas-Hagan & Ioulia Kovelman

Nancy Eberhardt, Stephanie Stollar, Jeremy Misiak, Jamey Peavler, Andrea Setmeyer, Sheryl Ferlito, Pam Kastner, Margie Gillis, Lindsay Kemeny, & Jill Lauren

Bilingualism changes mind, brain and literacy development. Parents and educators often worry that these bilingual influences may interfere with children's literacy development- especially in struggling learners and those with dyslexia.

In this session we discuss research on the influences of childhood bilingualism on neural organization for learning to read. In particular, we will discuss how bilinguals' two languages interact within the developing mind and brain, and how these interactions influence children's emerging literacy skills. We will discuss the bilingual brain data in the context of theoretical perspectives on literacy development and the necessary educational practices for learning to read.

To become literate students must learn content and skills to the point of automaticity; practice leads to automaticity. As part of IDA’s sharpened vision to help more teachers translate research into practice, this symposium explores practice— what it is, why it is important, and how to do it.

To answer these questions, this symposium draws upon what we know from the science of learning, particularly as it pertains to learning to read. According to Vaughn (2021), practice leads to automaticity, which is “tied to the brain reorganization that must occur in order for children to read.”

SPONSORED BY:

Practice—the part of the instructional process between teaching and learning—is an integral component of the Structured Literacy approach to literacy. Understanding where and how SL incorporates a range of types of practice provides insight and support for this method of instruction.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

44 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 12, 2023 8:00 AM - 7:00 PM EST

RS01-23 10:10 AM-12:10 PM

ELP01-23 A

2.0 ASHA 0.2

10:10 AM-12:10 PM

B

I

A

2.0 ASHA 0.2

Recent Research on Dyslexia with Implications for Improving Identification

What Does It Take to Scale Literacy Responsibly and Sustainably for All?

Richard Wagner, Young-Suk Kim, Mercedes Spencer & Elena Grigorenko

Tracy White-Weeden

The focus of this symposium is results from research on dyslexia that can improve identification. The first presentation will provide results from three studies that show how measures of relatively poor performance (e.g., phonological awareness and decoding that are poor relative to vocabulary or oral language) better predict dyslexia than do measures of absolute poor performance. The second presentation will present results from two studies that show how measures of spelling and written composition can improve identification. The third presentation will present results from a study of using patterns of performance on measures of phonological awareness, decoding, and language abilities to determine whether poor reading comprehension results from dyslexia or specific reading comprehension disorder. The final presentation will show how variations in genes that are implicated in reading disorders can be used to improve identification of individuals with dyslexia.

Join the presenter for a robust discussion about the science of reading research, and how to meet the needs of students with dyslexia. Key features of what evidence-based practices are, as well as what unaligned practices look like in classrooms will be surfaced to inform your strategic leadership moves. Hear about success stories where phases of work focused on the prevention of reading failure, as well as alignment of intervention services have created a literacy ecosystem where every scholar can become a skilled reader regardless of student group of zip code. Current research will be presented to ensure participants have a basic understanding of this common reading disability.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

45

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS IPP01-23 10:10 AM-12:10 PM

FCE01-23 I

2.0 ASHA 0.2

10:10 AM-12:10 PM

B

I

A

2.0 ASHA 0.2

Heracles vs. Hercules: The Importance of Cognitive Flexibility

Collaborative Session - A Structured Literacy Roadmap through Home, School, University and State Collaborations

Carolee Dean & Kelly Cartwright

Meredith E Wellman, Sherine Tambyraja, Brett Tingley, Kerry Agins, Kevin Gorman, Keith Pomeroy, Amanda Hoffsis, Andrea Rowson, Deborah Lynam

Cognitive flexibility is a skill necessary for students to be able to comprehend the meaning of a sentence while decoding the words, understand multiple word meanings, and switch between the different sounds a letter can make while recalling the different contexts in which a letter makes those sounds. Names like Hercules and Heracles are especially problematic. Unfortunately, executive function interventions don’t consistently translate to improved word reading. This session will explore cognitive flexibility activities and games designed specifically to work on flexibility in word reading ability. Participants will leave with strategies they can embed into their current practice.

This session will describe high-quality reading instruction using evidence-based practices.

Participants will learn the features necessary for successful literacy and several implementation plans. One model includes effective communication among parents and school communities. Another model for collaboration with the state, university, school, community, and home will be described. Participants will learn specific strategies that foster a comprehensive and communicative approach for ensuring effective literacy instruction for all students, including those with dyslexia.

Disclosure Statement: Cartwright is the author of a book on which current research is based. Dean is designing cognitive flexibility activities that will be available for future sale. All activities discussed in the current presentation will be made available for free to attendees. Presenter(s) have no nonfinancial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial relationships to disclose. Presenter(s) have no non-financial relationships to disclose.

46 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 12, 2023 8:00 8:00AM AM- 7:00 - 7:00PM PMEST CT

GS02-23 1:10-3:10 PM

I

IPP02-23 A

2.0 ASHA 0.2

1:10-3:10 PM

B

I

A

2.0 ASHA 0.2

Gordan Sherman Symposium - Language and Reading Comprehension: Linking Science to Promising Practice

Collaborative Session - Research-based Assessment and Interventions for Emerging Bilinguals

Benjamin Powers, Tiffany Hogan & Nicole Landi

Jialin Lai, Taylor Seymour, Ramona Pittman, R. Malatesha Joshi, Juan Quiñonez Beltran, Lara Speights

This symposium honors Dr. Sherman’s 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, bringing visionary leadership to IDA as a past president, coining the term cerebrodiversity, championing needs and abilities in those with dyslexia, and playing a key role in early dyslexia legislation. He's also known for engaging presentations spanning the research-practice chasm, as well as his inspirational leadership at Newgrange and Laurel Schools and Robinowitz Educational Center. This symposium provides a platform for interdisciplinary presentations to advance collaboration, leadership, and innovation at the nexus of research, practice, and policy with the goal of improving the teachinglearning landscape for all students. Language comprehension is one of the two pillars of the Simple View of Reading that explains individual differences in reading comprehension, and it’s a common area of difficulty for poor readers.

This Collaborative Session will address the challenges of supporting emerging bilingual students with dyslexia, even if you don't speak Spanish. Learn about dyslexia in Spanish and gain practical strategies. Additionally explore the profound reading difficulties faced by emerging bilinguals when learning a second language, particularly if it's societal or instructional.

Delve into characteristics, research findings on assessments, and a research-based summary of assessment effectiveness among emerging bilinguals. You'll also receive practical suggestions for educators to interpret data effectively. Join us to better understand and assist these unique learners, combining insights from both sessions to enhance your support for bilingual students with dyslexia.

Disclosure Statement: Dr. Benjamin Powers is President of The Dyslexia Foundation. Presenter(s) have no financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial relationships to disclose. Presenter(s) have no non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

47

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS IPP17-23 1:10-3:10 PM

B

I

ELP02-23 A

2.0 ASHA 0.2

1:10-3:10 PM

B

I

A

2.0 ASHA 0.2

The Power of Practice: Highlights from Perspectives on Language & Literacy Part II

A Statewide Initiative to Implement Evidence-Based, High-Dosage Tutoring in Ohio

Nancy Eberhardt, Stephanie Stollar, Jeremy Misiak, Jamey Peavler, Andrea Setmeyer, Sheryl Ferlito, Pam Kastner, Margie Gillis, Lindsay Kemeny & Jill Lauren

Philip Capin, Melissa Weber-Mayrer, Jennifer Ottley, Sarah Powell, Terri Hessler, Mary Heather Hunger, Kerry Teeple & David Brobeck

To become literate students must learn content and skills to the point of automaticity; practice leads to automaticity. As part of IDA’s sharpened vision to help more teachers translate research into practice, this symposium explores practice— what it is, why it is important, and how to do it.

To answer these questions, this symposium draws upon what we know from the science of learning, particularly as it pertains to learning to read. According to Vaughn (2021), practice leads to automaticity, which is “tied to the brain reorganization that must occur in order for children to read.”

This symposium focuses on Ohio's statewide efforts to enhance children's reading outcomes, with a particular emphasis on an innovative tutoring program designed to improve results for students with or at risk for dyslexia. The first speaker, Dr. Melissa Weber-Mayrer of the Ohio Department of Education, provides an overview of the various statewide initiatives grounded in the science of reading. Subsequently, a set of presentations delves into an initiative approach that brings together Ohio's higher education institutes and school districts to offer high-dosage tutoring to students with or at risk for dyslexia. Drs. Jennifer Ottley, Sarah Powell, and Phil Capin discuss the P20 Literacy Collaborative's Tutoring project, including the evidence-based tutoring practices being implemented across Ohio and the professional learning that tutoring teams receive to strengthen their practice.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

48 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 12, 2023 8:00 AM - 7:00 PM EST

IPP03-23 1:10-3:10 PM

B

I

SES01-23 A

2.0 ASHA 0.2

1:10-2:45 PM

B

I

A

Collaborative Session - Multisensory Math: Developing Oral Language Skills to Support Executive Functions in Mathematics

IDA Accreditation Symposium

Jennifer Scaffidi & Marilyn Zecher

Mary Wennersten

This Collaborative Session will delve into two key aspects of education. We'll explore strategies for developing oral language skills and fostering an internal monologue to enhance mathematical reasoning and problem-solving. Recognizing the importance of language in mathematical development, this session will empower educators to support students in applying quantity knowledge effectively. Additionally, we'll discuss a unique approach to mathematics instruction inspired by Joyce Steeves Ed.D.'s OG-based lesson plan, "the strip." This approach, recently updated and adapted for inclusive and intervention settings, provides a flexible way to frontload subskills and address unfinished learning, enabling struggling students to catch up and engage with higher-level content. Join us to discover practical techniques for enhancing math education at all levels.

This session will provide a deeper understanding of the importance and benefits of IDA accreditation. Participants will learn about the rigorous review process that ensures alignment with the KPS, adherence to the Science of Reading, and compliance with state and federal laws. Participants will explore how Structured Literacy incorporates systematic, explicit, and diagnostic reading instruction, encompassing speaking, listening, reading, and writing. Finally, the participants will gain insights into the KPS, which define the knowledge and skills that all teachers of reading should possess.

Disclosure Statement: Presenters in this session receive financial compensation for professional development workshops and courses which utilize information offered in this presentation but not for the content itself.

Presenter(s) have no non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

49

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS GS03-23 3:30-5:00 PM

B

I

A

1.0 ASHA 0.1

Opening Session - Empowering Education: From Legislative Group to Dyslexia Guidebook in All Schools Mike McGovern, Amy Murdoch, LaMonica Davis, Trevor Thomas, Melissa Weber-Mayrer & Blythe Wood

Panelists discuss process of forming legislative committee to pass dyslexia law & implementing every aspect of law into schools/districts.

Legislation includes: dyslexia screening, PD, updating kindergarten standards, best practices for intervention.

Disseminating information effectively, barriers and challenges around implementing statewide changes to support dyslexia screening & intervention. Requirements for PD and training of educators to deliver structured literacy instruction. Using correct screener for Tier 1 level and not just for those struggling to read.

State-Level: Implementing Dyslexia Support Laws/Guidebook & PD Regional Level: Training support (facilitator model), Structured Literacy certification Local Level: Decisions made to implement laws & impact on students

50 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

Disclosure Statement: Mike McGovern - President IDA Central Ohio La Monica Davis - Board Member IDA Northern Ohio Amy Murdoch- employed

by Mount St. Joseph University Blythe Wood- Nonfinancial- Board of Directors of the IDA Central Ohio, Director of the Children's Dyslexia Center, Heath City Schools Literacy Coordinator. Blythe stands to make no financial gain from her participation in this session. Trevor Thomas- Financial- Superintendent at Heath City Schools Non-Financial- voluntary member of the Ohio Dyslexia Committee, voluntary Director for the Buckeye Association of School Administrators, Chair of the Governing Board for the LACA Council of Governments, Board Member of the Buckeye Valley YMCA, President of the Ohio Association for Local School Administrators Melissa Weber Mayrer-at Heath City Schools Non-Financial- voluntary member of the Ohio Dyslexia Committee, voluntary Director for the Buckeye Association of School Administrators, Chair of the Governing Board for the LACA Council of Governments, Board Member of the Buckeye Valley YMCA, President of the Ohio Association for Local School Administrators Melissa Weber Mayrer

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

Think differently about teaching a child to read.

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Inside the Sound Case, you'll find a comprehensive curriculum with 43 lightly scripted lessons and an array of interactive tools designed to build a strong foundation in phonics, content vocabulary, and comprehension.

In addition, it has tools to help develop handwriting and spelling knowledge.

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#DyslexiaCon23

51

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS GS04-23 8:00-9:30 AM

B

I

RS02-23 A

1.0 ASHA 0.1

9:45-11:45 AM

I

2.0 ASHA 0.2

Samuel Torrey Orton Lecture - Ten Things Everyone Should Know about Dyslexia (and a Few Other Things)

Resilience in Learning to Read with Dyslexia

Nancy Mather

Nadine Gaab, Rachel Eggleston, Jennifer Zuk & Chi-Lin Yu

Everyone concerned with dyslexia should know certain things. This session will review ten aspects of dyslexia that need to be considered, acknowledged, and addressed by parents, teachers, and related professionals. Examples include: the importance of early identification, the necessity of systematic reading and spelling instruction with highly trained teachers, the reality of comorbidity, the impact of dyslexia on self-esteem, and the importance of nurturing strengths. This session will also include a few other things.

Children with dyslexia can and do learn how to read and pursue careers that require daily interactions with print. In this symposium, we offer four research presentations focused on resilience factors in learning to read through the lens of neuroimaging perspectives. Knowledge of unique strengths and weaknesses in at-risk learners can help shape educational practices that are responsive to the learning needs of diverse learners. Each of the presenters will thus contextualize their neuro-cognitive findings in relation to standard literacy practice as well as methods for identifying and supporting at-risk learners. In conclusion of the symposium, we will draw inferences on the neurobiological, cognitive, and environmental factors underlying literacy success in at-risk learners and across diverse populations of learners.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

52 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

ADV-CLO2-23 9:45-11:45 AM

B

I

A

IPP04-23 2.0 ASHA 0.2

9:45-10:45 AM

I

1.0 ASHA 0.1

Growing Proficient Readers through Integrated Language and Literacy Instruction

Every Word Wants to be a Sight Word When it Grows Up

Nicole Kingsland & Megan Gierka

Jan Wasowicz

How can I develop and accelerate early literacy skills? Thanks to extensive research, we know what matters - integrating phoneme awareness with grapheme names, sounds, and letter formation practice is critical for early reading success. Dr. Linnea Ehri and others who studied embedded picture mnemonics validated this approach. They found that decoding and spelling skills are improved in emergent readers when coupled with connected phonation and explicit handwriting instruction. Attendees learn the value of integrating phonemic awareness, phonics, and handwriting instruction, and explore tips to apply this within their structured literacy classroom.

Automatic word recognition is essential for proficient reading. But how do words become “sight words”? What factors impact the development of orthographic representations of words long-term lexical memory that are needed for automatic and accurate reading and spelling? What instructional practices facilitate their development? Which practices interfere? What role does statistical learning play? Attend this session for answers and leave with practical ideas you can immediately put into use with your students. You’ll learn activities designed to develop robust orthographic lexical representations of all words, regularly and irregularly spelled, to support spelling accuracy, reading fluency and comprehension, and writing fluency and expression. All presented activities can be immediately layered into any existing literacy program to better align with best practices for structured literacy.

Disclosure Statement: Nicole Kingsland and Megan Gierka receive a salary as full-time employees of the AIM Institute for Learning & Research. Presenter(s) have no non-financial relationships to disclose.

Disclosure Statement: Dr. Wasowicz is founder & CEO of Learning By Design, publisher of SPELL-Links products and services. Dr. Wasowicz receives salary from Learning By Design and royalties based on sales of SPELLLinks products and services. Dr. Wasowicz has an ownership interest in the company. This is not a product presentation. Presenter(s) have no nonfinancial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

53

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS IPP05-23 9:45-10:45 AM

B

IPP06-23 I

1.0 ASHA 0.1

9:45-10:45 AM

B

I

A

1.0 ASHA 0.1

Integrating Reading Comprehension and Writing Instruction

Dysgraphia: Recognize, Diagnose, and Remediate

Steven Rosenberg

Debra Buchanan & Sheryl Frierson

Strategies for teaching comprehension and writing simultaneously while using content and language from texts students are reading will be demonstrated. Participants will learn how to help students comprehend and compose sentences, paragraphs and summaries ( including narrative and expository texts; decodable and authentic).

Learning to comprehend and write at the same time is effective and efficient because the skills needed for accomplishing each overlap significantly.

Little research exists in the areas of diagnosis and treatment of dysgraphia. During this session, participants will be able recognize common traits of individuals with dysgraphia. Participants will also discover what is needed to diagnose an individual with dysgraphia and interventions that help individuals with dysgraphia. Additionally, research about accommodations and use of technology as they related to dysgraphia will be reviewed. New learning will be applied to a real world case study.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

54 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

IPP07-23 9:45-10:45 AM

IPP08-23 B

1.0 ASHA 0.1

9:45-10:45 AM

B

1.0 ASHA 0.1

Structured Literacy for Older Students: Helping Teachers Plan Multisyllabic Word Reading Instruction

The Science of Reading and African American Students' Literacy Development

Rhonda Raines & Coretta Doss

Ramona Pittman, Brittany White, Benita Brooks & Kimberly Wright

The need for structured literacy practices still exists in middle grades, but meeting those needs can become more challenging. This session will focus on procedures teachers can use to identify student reading abilities and create skillsfocused groups to differentiate their classroom instruction. A review of current research will be used to provide evidence-based practices and resources that teachers can use within their instruction. The process will be demonstrated by planning a multisyllabic word reading lesson but can be customized to create lessons for any reading skill.

African American students are consistently outperformed on national and state literacy measures. This presentation will focus on possible reasons for the under performance and assert the knowledge needed in order to teach African American students the structure of the English language without utilizing a deficit mindset. Do teachers have knowledge of the phonology and grammar that the majority of African American students use for speaking, reading, and writing and how it differs from the structure of English? The presenters will offer participants research-based strategies for teaching African American students’ skills such as phonemic awareness, phonics, spelling, and grammar with AAE in mind.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

55

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS ELP03-23 9:45-11:45 AM

B

FCE05-23 I

2.0 ASHA 0.2

9:45-11:45 AM

B

I

A

2.0 ASHA 0.2

Collaborative Session - Assessment, Accurate Diagnosis, and Effective Interventions for Successful Outcomes

Experience Dyslexia® Simulation

Michelle Storie, Laurice Joseph, Theresa Gillespie & Cindy Cipoletti

Nancy Redding

The Learning Disabilities Association of America works to ensure individuals with dyslexia and other learning disabilities are appropriately evaluated, identified and supported. LDA has worked collaboratively with an interdisciplinary team of education professionals and researchers in the field to develop research-informed standards that represent best practices evaluation, identification and intervention for learning disabilities.

What is it like to have dyslexia and related learning disabilities, such as dysgraphia?

The Experience Dyslexia® Simulation is IDA Northern California's popular learning disabilities simulation. The simulation is a hands-on simulation that provides a lively, thought provoking activity for parents, teachers, or anyone interested in better understanding the lives of individuals with dyslexia.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

56 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

IPP09-23 11:00 AM-12:00 PM

I

IPP10-23 A

1.0 ASHA 0.1

11:00 AM-12:00 PM

B

1.0 ASHA 0.1

Reimagining the Role of Morphology in the Primary Grades

Trauma, Memory, and Learning: Instructional Implications for the Student With Dyslexia

Angelica Blanchette, Maria Hamilton

Nanci Shepardson & Susan Shepardson

Morphology: that’s big kid stuff, right? Actually, missing out on early morphological awareness can leave hidden hurdles for our students when it comes to fluency, spelling, and comprehension.

When we remove those hurdles, we take equityfocused action to open up literacy learning opportunities and help all students have a smoother pathway to success as readers and writers. Come by our poster session to solidify the concept of morphological awareness for K-2 students and walk away with fun recommendations that fold into your existing ELA instruction!

Many people with dyslexia have a troubled educational history. Some were identified late in life. In learning environments, they were labeled as disruptive, lazy, and/or unmotivated. The psychological implications of negative learning environments are well documented; the impact of being misidentified influences an individual’s ability and motivation to learn. This session will delve into the research on the emotional repercussions of being an undiagnosed person with dyslexia. Personal stories of adults with dyslexia will be shared. Attendees will learn how to help these individuals by exploring best practices for instruction and available technology that supports their access to age-appropriate content.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

57

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS IPP11-23 11:00 AM-12:00 PM

IPP12-23 B

1.0 ASHA 0.1

11:00 AM-12:00 PM

I

1.0 ASHA 0.1

The Forgotten Skills Needed for Literacy Success: Spelling & Handwriting

Powerful Read Alouds: A Structured Literacy Approach

Dee Rosenberg

Hailey Hunt & Holli Hinton

Educators and researchers have long known that the transcription skills of handwriting and spelling are critical to the development of literacy skills.

Spelling reinforces reading by making written language more transparent, and handwriting assists with storage and retrieval, among other benefits. Once considered important, these transcription skills are now often pushed aside, deemed irrelevant to 21st century life skills.

This presentation will explain the scientific research supporting the value of continued explicit instruction in spelling and handwriting and provide evidence-based practices for the integration of these into the structured literacy lesson.

Research tells us that children of any age benefit from listening to adults read aloud. In fact, listening to reading builds the foundation of a child’s literacy development. However, many educators and caregivers are not aware of the myriad of language skills that can be developed through purposeful read alouds. In this session, participants will explore ways to integrate the principles of structured literacy into powerful read alouds that benefit children of all ages.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

58 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

IPP13-23 11:00 AM-12:00 PM

IPP14-23 I

1.0 ASHA 0.1

1:30-2:30 PM

B

I

1.0 ASHA 0.1

Assessment and Instruction for Emergent Bilingual Students at-risk for Dyslexia

Executive Functions: What Are They & How Can I Help?

Jeremy Miciak & Phil Capin

Cheryl Ann Chase

Rising enrollment of emergent bilingual (EB) students has sparked concerns about representation and access in special programs, including intervention programs for dyslexia.

Building on research emerging from two national research centers focused on improving outcomes for EBs at-risk for dyslexia, we: (1) systematically review research on dyslexia identification with EBs to summarize what is known and open questions; (2) synthesize recommendations for instruction and intervention for EB students, particularly those with significant risk for dyslexia; and (3) consider additional questions related to the reading and language needs of diverse EBs, including newcomers and EBs with interrupted formal educations.

The executive functions are a set of cognitive skills that allow students to behave in deliberate, organized ways. When development of these skills is delayed, academic performance suffers. When serving students who have special educational needs, it is imperative that we consider if the student is displaying age-appropriate executive skills; additional assessment/intervention may be necessary.

This recently updated talk will define the term executive functions, describe the ways they impact learning and performance, and offer many strategies that help.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

59

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS IPP15-23 1:30-2:30 PM

IPP16-23 I

1.0 ASHA 0.1

1:30-2:30 PM

I

1.0 ASHA 0.1

The Power of Practice: A Systematic Approach to Instructional Design

What Should be Included in a Comprehensive Assessment of Dyslexia

Jamey Peavler

Nancy Mather

Across disciplines, researchers have sought to understand the optimal conditions for facilitating the retrieval process that learners must employ to locate and then use the information to engage in performance tasks. In understanding this process, researchers pose questions about the number of repetitions learners need, the types of tasks that elicit stronger connections and more immediate retrieval of information, and whether there is any way to ensure this information is retrievable and retained over time. Awareness of the type, time, and level of support each practice form offers is essential in supporting instructors in effectively designing instruction.

Considering how to interleave old content with new, distributing practice over time, and gradually reducing our support from prompted and guided to independent practice is key to permanent knowledge. The content we teach is critical, but practice makes it powerful.

The purpose of this session is twofold: (1) to describe in detail the abilities and skills that should be included in a comprehensive evaluation for dyslexia (reading and spelling skills, specific linguistic risk factors, cognitive abilities, rating scale information) and (2) to describe briefly how these components are operationalized within the newly developed Tests of Dyslexia (TOD, 2023).

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Financial- Nancy Mather is an author of the TOD and at some point in time will receive royalties.

60 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

RS03-23

ELP10-23 1:30-2:30 PM

B

I

A

1.0 ASHA 0.1

1:30-2:30 PM

B

I

A

1.0 ASHA 0.1

Language at the Speed of Wifi: The Intersection of AI & LD

Effectiveness of Teacher Directed Phonological Awareness Instruction on Student Outcomes

Josh Clark

Rebecca Tolson & Barbara Ekelman

Josh Clark, Head of Landmark School and Chair of IDA, and Dr. Elena Grigorenko, Chair of the IDA Scientific Advisory Board, will facilitate a panel discussion with leading researchers in dyslexia and reading about the opportunities, concerns, and implications of artificial intelligence (AI).

What might it mean for research, instruction, and childhood development to live in a world where language is no longer what makes us human?

This study evaluates the long-term effectiveness of phonological awareness (PA) instruction on phonological awareness and reading growth in the kindergarten general education classroom through a teacher-implemented program. The subjects included first grade students (N=116) in a suburban school district who received either phonological awareness instruction (treatment) or traditional instruction (control) when in kindergarten. Results indicated children in the treatment group learned at a faster individual rate and had higher early literacy skills by the end of kindergarten. During first grade, the treatment group did not follow the projected growth curve based on the kindergarten findings.

The study demonstrates the need for continued phonological awareness and explicit reading instruction until decoding is mastered.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

61

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS SES02-23

IPP18-23

1:30-2:30 PM

1:30-2:30 PM

CERI Information Session

Dyslexia Identification in the Early Learner

Louise Spear-Swerling & Jessica Blum

Karen Avrit, Sue Jones

This session presents information for those interested in obtaining certification from the Center for Effective Reading Instruction (CERI).

The presentation is followed by a Q & A.

Identifying dyslexia in the early learner is not only possible, but beneficial to the child with dyslexia. This session will help learners identify characteristics of dyslexia, know how to diagnose dyslexia and know interventions that will help early learners with dyslexia. Learning from the session will be applied to a real-world case study.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

62 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

B

I

A

1.0 ASHA 0.1

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

ELP04-23 1:30-2:30 PM .1

FCE02-23 B

1.0 ASHA 0.1

1:30-2:30 PM

B

I

A

1.0

ASHA 0.1

Leading Literacy Change: The Good, The Bad & The Reality

One Family's Journey with Dyslexia: A Mother & Her Daughter's Perspective

Melissa Orkin, Courtney Young, Kristen Maloney & Colleen O'Mellia

Jan Hasbrouck & Lizzey Spinell

Across the country, school districts are transforming their early literacy practices to improve persistently low reading proficiency and proactively address reading disabilities.

Research suggests aligning all aspects of a multitiered system of support (MTSS) model with evidence-based practices including assessment, classroom instruction, tiered support, and support of students with dyslexia. Given the broad nature of transformation, schools often encounter challenges with the effective adoption of new practices as they underestimate the work required to coordinate and align MTSS practices. This panel features a research-practice integration framework by combining evidencebased transformative practices with candid insights from elementary classroom teachers, principals, and district administration. Panelists will highlight the most effective practices, roadblocks, and problem-solving strategies that have resulted in significant improvements in students literacy skills in the last two years.

Every family's experience with dyslexia is unique but there are some commonalities as well.

Jan and Lizzey want to share their stories with professionals, practitioners, and other families.

Jan Hasbrouck is a former reading specialist, researcher, and author who has specialized in reading challenges, including dyslexia. Her daughter Lizzey struggled early in school and was eventually identified as having dyslexia in 4th grade. Their stories of frustration, fear, anger, and gratitude will resonate and inform families and educators who strive to serve the children and families who face this learning challenge.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

63

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS RS04-23 2:40-4:40 PM

ADV-CL03 I

2.0 ASHA 0.2

2:40-4:40 PM

B

I

A

2.0 ASHA 0.2

Translational Science in the Reading Sciences

Oral Language in the Classroom & the Link to Student Writing Ability

Emily Solari, Tiffany Hogan, Devin Kearns & Jason Borges

Allison Peck, Hailey Hunt & Holli Hinton

This symposium will address translational science in the reading sciences. Recent innovations and conceptualizations of how the translational science continuum can be applied to reading science (Solari et al., 2020) provides a framework for the application of this foundational knowledge into real world settings. The approach requires team science approach to translational science and assumes that complex issues such as the classification, identification, and treatment of reading disabilities cannot be tackled by one discipline or methodological approach.

The symposium will include researchers and practitioners who are actively working to translate research findings into practice. A discussion of barriers of successful implementation will be discussed as well as ideas to speed up the translational process so that more students have access to evidence-based structured literacy practices in schools.

Writing is the highest developmental skill in the 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 be able to express it in writing. We will discuss simple strategies for incorporating oral language practice into the classroom and across content areas, and the positive impact on student writing ability.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

64 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

ADV-CL03 2:40-4:40 PM

IPP19-23 I

2.0 ASHA 0.2

2:40-3:40 PM

B

I

A

1.0 ASHA 0.1

The Importance of Oral Language in Written Composition

Continuum of Decoding Strategies: Explicit—Systemic—Cumulative

Allison Peck, Hailey Hunt & Holli Hinton

Nancy White

As students learn how to decode, they are quicker to decode words they have previously heard. This means that as students are learning to read, oral language is one of the most important skills they must develop and develop well. Increasing the breadth, depth, and flexibility of oral language, students add to their world knowledge and are capable of deepening their comprehension and composition skills. These are the skills that lay the foundation for written composition. In this session, participants will learn the importance of oral language and vocabulary and how to develop competency when leading students in written composition.

Using systematic decoding strategies is a reliable path toward accurate identification of vast varieties of English words—simplest to most complex. The alphabetic principle is a foundation of English orthography, but learning to read and write is a process of increasing awareness and integration of phonology, orthography, and morphology. Written language requires orthographic memory for patterns: letters, graphemes, syllables, morphemes.

Students benefit from these elements of language structure only when they know them and understand their interrelationships—including morphophonemics. Efficient and consistent use of word identification strategies accelerates progress toward word recognition—and ultimately orthographic mapping. Routine use of strategies lessens cognitive load as students encounter learned words no longer needing conscious use and unfamiliar words requiring intentional use until learned.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

65

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS IPP20-23 2:40-3:40 PM

I

IPP21-23 A

1.0 ASHA 0.1

2:40-3:40 PM

B

I

A

1.0 ASHA 0.1

Structured Literacy Interventions for Early & More Advanced Readers with Dyslexia

Time for Read-Aloud Guidelines

Louise Spear-Swerling

Sarah Wood

Students with dyslexia vary in their level of word reading skill. This presentation discusses intervention issues for relatively early-stage (onesyllable level of decoding) versus more advanced (multisyllabic level) readers with dyslexia, regardless of the student’s grade placement.

Issues include the importance of flexibility training as well as shifts in spelling and text reading needs for more advanced as compared to early-stage readers. Multiple examples of effective Structured Literacy intervention activities for both groups of readers with dyslexia are provided.

Older students with dyslexia still struggling with decoding after receiving intervention need assistive technology such as read-aloud/ text-to-speech. These tools enable students to gain access to written material necessary for classroom learning and assessments. These evidence-based tools are widely used in the home, classroom and assessment settings.

Read-aloud/text-to-speech tools have been around for two decades but the field still lacks a comprehensive guideline for their design and usage. Here I outline essential components of these tools and how they can best be utilized in different settings.

Disclosure Statement: I am the vice president of the Center for Effective Reading Instruction (CERI), a like-minded organization with a connection to IDA. I receive no compensation for my work with CERI. Presenter(s) have no financial relationships to disclose.

Disclosure Statement: Sarah Geiss Wood received salary and is employed by educational testing service.

66 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

IPP22-23 2:40-3:40 PM

IPP23-23 B

1.0 ASHA 0.1

2:40-3:40 PM

B

I

A

1.0 ASHA 0.1

Teaching Vocabulary Acquisition & Reading Comprehension Through the Use of Instructional Routines

Early Identification & Intervention of Learning Differences

Joseph Sencibaugh & Angela Sencibaugh

Amy Cushner & Dr. Joyce Pickering

General and special education teachers will learn instructional routines for effectively teaching academic content to culturally and linguistically diverse students with specific learning disabilities, who struggle with reading difficulties and interpreting complex text. Specifically, participants will learn explicitly how to implement the routines in the classroom along with receiving a variety of templates for targeting vocabulary and reading comprehension for improving students’ self-efficacy.

This presentation will inform the audience of the early, detectable signs of a learning difference and instruct in methods to begin intervention.

Detectable signs are present in young children in the areas of Coordination, Language, Attention, Perception, and Social development (CLAPS).

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

67

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS ELP05-23 2:40-3:40 PM

I

FCE07-23 A

1.0 ASHA 0.1

2:40-4:40 PM

B

I

2.0 ASHA 0.2

Leveraging Quality Literacy Assessments to Obtain Structured Literacy Intervention for Struggling Readers

Dyslexia 101

Kerry Agins & Jennifer Murphy

Janet Thibeau

In this session, individuals with dyslexia, their families, advocates and practitioners will learn to identify key characteristics of quality assessments aligned to all aspects of Literacy, including phonological and phoneme awareness, decoding skills, encoding skills, oral reading fluency, comprehension, and writing. Participants will gain skill in working with educators and psychologists to meaningfully interpret and communicate assessment data in order to leverage the results of these assessments to advocate for and obtain Structured Literacy intervention. Finally, stakeholders will be introduced to proven strategies to ensure that intervention is delivered by certified specialists with fidelity to the instructional principles outlined in the Knowledge & Practice Standards.

This workshop is designed for parents, students, teachers, school administrators, and anyone who wants to know about what dyslexia is (and isn't). This workshop offers insights into dyslexia, structured literacy, and how adults in and out of school can help students with dyslexia.

Disclosure Statement: Kerry Agins and Jennifer Murphy serve on the Board of Directors of the IDA Northern Ohio branch. Neither receives compensation as a member of the board.

Disclosure Statement: Janet Thibeau serves on the Board of directors of International Dyslexia Association. She receives no compensation as a member of the board of directors.

68 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

IPP24-23 3:50-4:50 PM

IPP25-23 I

1.0 ASHA 0.1

3:50-4:50 PM

B

1.0 ASHA 0.1

Putting Morphology & Meaning into your Speech-to-Print Phonics Instruction

Making Social Stars! - Adapting Social Skills Curricula for Elementary Students with Dyslexia

Jan Wasowicz

Beth Mahoney & Laura Polvinen

What exactly is speech-to-print instruction?

And where does meaning and morphology fit in? All students can benefit from a speech-toprint approach to reading, but it should include vocabulary and morphology instruction to maximize outcomes. This session will empower you with multi-linguistic speech-to-print structured literacy activities with a focus on vocabulary and morphology components. You’ll see how easy it is to make structured literacy practices more effective with a speech-to-print tweak that includes an infusion of vocabulary and morphology. You’ll leave with ideas that you can immediately put into action to quickly observe positive changes in your students’ learning.

Making Social Stars! is a social skills program that meets the specific needs of dyslexic students. Many social skills curricula are not tailored for LD learners. By utilizing aspects of several curricula, including Social ThinkingTM, Making Social Stars! engages dyslexic students through skills practice, repetition, and shared language for the school community. The program begins with explicit, direct instruction and then shifts to infusing social skills practice throughout the curricula and student experience. In this way, students are engaged and excited to demonstrate their knowledge and ability to be great social thinkers.

Disclosure Statement: Dr. Wasowicz is founder & CEO of Learning By Design, publisher of SPELL-Links products and services. Dr. Wasowicz receives salary from Learning By Design and royalties based on sales of SPELLLinks products and services. Dr. Wasowicz has an ownership interest in the company. This is not a product presentation. Presenter(s) have no nonfinancial relationships to disclose.

Disclosure Statement: Beth Mahoney receives a salary from Landmark School, where she is an academic advisor. Laura Polvinen receives a salary from Landmark Schoo, where she is the Director of Counseling. Presenter(s) have no non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

69

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS IPP26-23 3:50-4:50 PM

I

IPP27-23 A

1.0 ASHA 0.1

3:50-4:50 PM

B

I

A

1.0 ASHA 0.1

Teach Grammar They’ll Remember and Use: Simple, Functional, & (even) Fun!

Help, My Scarborough’s Rope Is Frayed!

Bringing It Together for Adolescents

Rita Cevasco, Claire Molitors & Moira Chrzanowski

Amy Vanden Boogart & Beth Lawrence

Research across various fields informs WHY to teach grammar: functional grammar instruction improves writing, editing, reading fluency, and comprehension. Research informs HOW to teach grammar: instruction must employ deep-learning, engaging strategies, and adhere to evidencebased, explicit and systematic instruction. Above all, research informs WHAT to teach: evidencebased grammar instruction presents a revised order of teaching, focusing on foundational structures first. Participants will learn and understand this functional order of intervention, and learn how to use simple, engaging manipulatives to give students the clearest understanding of grammatical structures...

Scarborough’s Rope visually conveys two categories of skills required for reading: Language Comprehension and Word Recognition.

Ideally, these sections come together in tightly woven strands that then combine into a strong rope in the early elementary years, resulting in skilled readers. However, many adolescents have a “frayed rope.” Join us to learn how to turn frayed ropes into lifelines using a powerful solution that presents effective foundational skills instruction and impactful vocabulary instruction in an accessible, mature way for upper elementary, middle, and high school classrooms.

Disclosure Statement: Rita Cevasco, MA, Moira Chrzanowski, MA, and Claire Molitors, MA, sell language arts instructional materials and online educator training classes through RootedinLanguage.com. Each presenter will show and endorse using manipulatives while teaching grammar, which includes their product Grammar Bugs. Any therapy materials used in private practice, and therefore shown in student pictures or videos, will include these materials along with other student made materials. However, the course will provide the information needed for participants to make their own manipulatives based on demonstrations. There will be a slide providing the Rooted in Language website and the Grammar materials because participants frequently request this information. Lastly, all three presenters provide intervention through Rita Cevasco & Associates, a private practice located in Mason, Ohio. All student pictures come from these two business sources and parent permission has been granted.

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SYMPOSIUMS

Disclosure Statement: Amy Vanden Boogart and Beth Lawrence both work for Really Great Reading; however, no products will be discussed in this session. This session discusses research and presents general instructional recommendations that can be done by any educator and are unrelated to Really Great Reading or InferCabulary's products and services. Presenter(s) have no non-financial relationships to disclose.

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

IPP28-23 3:50-4:50 PM

B

I

ELP06-23 A

1.0 ASHA 0.1

3:50-4:50 PM

I

A

1.0 ASHA 0.1

Oral Language Assessment: Key to Planning Language and Reading Instruction & Intervention

Bringing Structured Literacy to Schools: Supporting Educational Leaders & Practitioners

Linda Cavazos & Alba Ortiz

Gail Cahill & Barbara Govendo

Understanding and recognizing the characteristics of dyslexia is challenging for educators who typically begin to identify these characteristics when children are learning to decode and encode. The challenge is compounded when identifying these characteristics in English Learners (ELs) who are simultaneously acquiring language. Most schools do not have a process for assessing oral language development. Yet, language data are essential to planning instruction and intervention for ELs experiencing language and reading difficulties and for identifying ELs with disabilities. Informal language assessments and guidelines for using data to plan intervention will be shared to help improve ELs’ language and reading achievement.

Recent Congressional legislation brings structured literacy with a focus on Dyslexia to national attention. This session presents a creative response to the legislation and shares the initial impact on educators and educational leaders. The presenters describe the first microbadge for educators developed in Massachusetts that addresses the neurodiversity of Dyslexia, the assessment of Dyslexia, and the implementation of successful instructional strategies. The information in this workshop is specific enough for educators to use in their everyday instruction and yet global enough for superintendents and principals to implement in their schools. Training for school teams is discussed.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

71

Scan here to get information about specific curricula. https://rb.gy/b8epe

72 Register on-line at DyslexiaIDA.org

GRADUATE EDUCATION

Reading Specialist Programs ONLINE Master of Education 36 Credits

Licensure-only 21 Credits

Education Specialist 30 Credits

Certificate in the Science of Reading 9 Credits

IDA ACCREDITED PROGRAM

#DyslexiaCon23

73

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS GS05-23 8:00-9:15 AM

ELP07-23 I

1.0 ASHA 0.1

9:30-11:30 AM

B

I

A

2 ASHA 0.2

Norman Geschwind Memorial Lecture Reading Comprehension Disabilities in Adolescents: What They Look Like & How to Help

Collaborative Session: Bridging the Gap between Teacher Training, Research, & Practice - Panel

Marcia Barnes

Hannah Putman, Christie Ellis, Shannon Holston, Margie Gillis, Stephanie Stollar, Kari Kurto & Amy Murdoch

Adolescence represents a later developmental time window within which to effect positive change for individuals with reading disabilities.

In this Norman Geschwind Memorial Lecture I discuss our group’s past decade of research on adolescents with reading disabilities.

Findings on word-level reading and reading comprehension are presented along with what is known about the component skills that contribute to reading comprehension at the secondary school-level. I will discuss our recent studies that investigate new reading comprehension interventions that focus on inferential and text integration strategies, as well as our findings on how demographic, foundational reading, and psychosocial factors interact to influence the effectiveness of intervention. I close with the importance of designing a new generation of reading interventions for adolescents and reflect on what such interventions might look like.

This Collaborative Session offers a comprehensive look at reading instruction in education. It begins with an analysis of 700 teacher preparation programs, examining their approach to research-based reading instruction and support for struggling readers, including those with dyslexia.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial relationships to disclose. Margie B. Gillis is on the Perspectives Board for IDA. The presenters will share examples of universities and other agencies offering support to educator preparation providers. Some of those

74 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

The session also addresses the gap between the extensive science of reading research and practical teaching methods. It explains the role of translational research and provides actionable steps for implementing evidence-based teaching practices.

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

ADV-CL04 9:30-11:30 AM

I

ADV-CL04 A

2.0 ASHA 0.2

9:30-11:30 AM

B

I

A

2.0 ASHA 0.2

Spelling Demystified: Enhanced Instruction using Word Meaning, Morphology, & Word Origin

The Importance of Spelling Instruction in Building Orthographic Memory & Reading Fluency

Nancy Coffman

Nancy Redding

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 and etymology 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. Knowledge of word origin can unlock mysterious spellings.

Current research supports the importance of morphological awareness and word origin in strong spelling instruction and improved reading skills. This interactive presentation includes activities to reveal morphemic structures and word origin that lead to reliable spelling patterns in the English language.

In many classroom and tutoring settings, even those utilizing structured literacy, spelling instruction is minimized. Teachers say that students get too tired or don’t like spelling.

Systematic spelling instruction is integral to building a large orthographic lexicon, leading to more fluent readers, more accurate spellers, and more confident writers. Explicit spelling instruction must accompany reading instruction.

Spelling depends on phonemic awareness, phoneme-grapheme proficiency, plus knowledge of spelling generalizations, morphology, and word origin. This presentation will highlight the role of spelling instruction in building orthographic memory, and explore instructional strategies that are engaging and purposeful.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Financial - Nancy Redding and Marcia Henry coauthored a published literacy program based on Orton Gillingham lessons.

Nancy receives royalties from the publisher, according to copies sold. Some exercises from the program may be used as examples for activities, but the program itself will not be mentioned in the presentation. Presenter(s) have no non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

75

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP29-23 9:30-11:30 AM

B

I

FCE03-23 A

2.0 ASHA 0.2

9:30-11:30 AM

B

I

A

2 ASHA 0.2

Collaborative Session: Structured & Evidence-based Transformation of Comprehension for Dyslexic Children and Adults

Collaborative Session: Parents as Advocates

Kausalai Wijekumar, Kacee Lambright, Shuai Zhang & Ashley Stack

Summer Girgis, Regula Schmid, Nancy Duggan, Tracey Morgan, Janet Griffith, Mary Jo O'Neil & Trina Jones

This Collaborative Session will provide a holistic view of addressing reading comprehension challenges, particularly for children with dyslexia. It will begin by acknowledging the need to focus on both decoding and comprehension simultaneously, emphasizing Scarborough's rope. The Knowledge Acquisition and Transformation (KAT) framework, synthesized from multiple research studies, will be presented by four speakers. They will cover antecedent challenges, effective classroom routines, science and social studies learning with KAT, and family support for comprehension. Additionally, the session will shed light on an evidence-based intervention.

This Collaborative Session offers essential guidance for advocating on behalf of students with dyslexia. Participants will find answers to key questions, such as dyslexia indicators, assessment requests, and effective advocacy strategies across various school settings.

The session also highlights the importance of comprehending both the legal aspects of IDEA law and the scientific foundations of instruction in Individualized Education Programs (IEPs).

Attendees will gain insights into creating effective IEPs, including what to incorporate and exclude in performance levels, objectives, and goals for students requiring specialized reading instruction.

Additionally, presenters will share Procedural Safeguards is designed for families, advocates, and educators. It elucidates how these safeguards ensure meaningful family participation in the IEP process, avoiding IDEArelated challenges.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

76 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

IPP30-23 9:30-11:30 AM

B

RS05-23 I

A

2 ASHA 0.2

9:30-10:30 AM

I

1.0 ASHA 0.1

Collaborative Session: Foundational Reading Skills: Tools for Evidence-Based Instruction & Intervention

The Use & Validity of Preschool Early Indicators (PELI) in Kindergarten

Holly Lane, Valentina Contesse, Alyssa Ricke, Christina Flake, Deana West & Concepción Moncada Cummings

Jacob Gray & Ruth Kaminski

This Collaborative Session will offer valuable insights for educators seeking to enhance their literacy instruction. It will showcase a collection of free technology-based resources that proved essential during remote teaching in the COVID-19 pandemic, emphasizing their continued value in in-person education. Additionally, participants will explore evidence-backed methods for developing foundational reading and spelling skills, encompassing phonemic awareness, graphemephoneme correspondences, decoding, encoding, and oral reading fluency. The session will also introduce free online resources to support the implementation of these strategies in the classroom. Join us to enrich your teaching toolkit and promote literacy development effectively.

Early screening for reading difficulties is crucial to intervening effectively to get students back on track. Acadience Reading in K-6 uses two indicators at the beginning of Kindergarten to assess difficulties (Letter Naming and First Sound Fluency), before adding indicators at the middle of year. Despite the predictive validity of Acadience Reading in Kindergarten, floor effects are often observed in the beginning of Kindergarten. This study examines if the use of a measure typically given to pre-K students, the Preschool Early Literacy Indicators (PELI) at the beginning and middle of Kindergarten. This study will examine both the distribution of PELI scores in Kindergarten, and the ability of PELI to predict later reading scores, even controlling for concurrent Acadience Reading. The implications for early screening of reading difficulties are discussed.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Ruth Kaminski is a co-owner of Acadience Learning Inc. (ALI). ALI receives revenue from the publication of assessments, professional learning, and the operation of Acadience Data Management System and Acadience Learning Online. Dr. Kaminski receives no direct royalties or payments from the sale of products or services. Presenter(s) have no non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

77

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP31-23 9:30-10:30 AM

B

IPP50-23 I

1.0 ASHA 0.1

9:30-10:30 AM

B

I

A

1.0 ASHA 0.1

Closing the Gap for Striving Readers Using a Structured Literacy Intervention

“Structuring” Opportunities for Complex Talk with At-Risk Preschoolers

Karol Moore, Holli Hinton & Cecily Smith

JeanMarie Farrow

Evidence demonstrates that students who are not reading on grade level by grade 3 have difficulty closing the gap. Structured literacy delivered in a therapeutic setting for is an effective intervention for supporting students’ growth in reading for striving readers in grades 3 and beyond. Join Karol Ann Moore, Director of Research at Neuhaus Education Center, Holli Hinton, Vice President of Certification Programs also at Neuhaus, along with Cecily Smith, CALTin-training from a Title 1 Campus in Alabama as they share evidence of student successes as a result of the implementation of structured literacy intervention. Opportunities to evaluate current practices and create a personal plan of action for delivering structured literacy intervention will be provided.

In this presentation, Dr. JeanMarie Farrow will explain the importance of building children's language skills related to listening comprehension in early childhood classrooms, quality components of teacher talk during conversations to support language, and specific ways teachers can structure opportunities to employ strategies that can advance/scaffold children's language growth during conversations with children at-risk for language delay.

Disclosure Statement: Financial - Both Karol Ann Moore and Holli Hinton receive a salary from Neuhaus Education Center. Presenter(s) have no nonfinancial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

78 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

RS06-23

FCE10-23 9:30-11:30 AM

B

I

A

2.0 ASHA 0.2

10:45-11:45 AM

B

I

A

1.0 ASHA 0.1

Dyslexia Across the World

Active Learning in Classroom: Promoting Success for Students with Reading Difficulties

Gad Elbeheri

Sunjung Thao, Amy Thompson, Sana Tibi & Aubrey Butler

This symposium will highlight dyslexia identification, global initiatives for effective interventions and descriptions for dyslexia awareness efforts. Selective members of the IDA Global Network will share with attendees their insights for identification, treatment, current research and practice projects concerning dyslexia in their respective communities and regions.

How can we prepare students with reading difficulties for college? To answer this question, we explored how college students with reading difficulties performed in various learning contexts. We found that when learning materials were provided, students with reading difficulties performed similar to their peers. However, when they were required to search for the same type of information on the Internet, students with reading deficits performed significantly lower than their peers. Promoting students’ success, we will discuss active learning strategies (e.g., fake news games and idea maps) and institutional support services from the perspectives of clinicians, educational researchers, and school administrators.

Disclosure Statement: Gad Elbeheri serves on the Board of directors of IDA. Dr. Elbeheri receives no compensation as a member of the board of directors.

Presenter(s) have no non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

79

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP32-23 10:45-11:45 AM

IPP51-23 B

1.0

ASHA 0.1

10:45-11:45 AM

B

I

A

1.0 ASHA 0.1

Experiences of Students with Dyslexia in Higher Education: Challenges & Triumphs

Using Writing Samples to Target Instruction Within a Structured Literacy Framework

Patricia Barry & Harry Voulgarakis

Katy Vassar

Students with dyslexia and related reading difficulties face distinct challenges as they pursue degrees in higher education. As adults, these students continue to face many of the same challenges encountered in childhood, creating substantial obstacles to academic advancement. This session helps to increase awareness of the factors that either prevent or promote success for students with dyslexia pursuing the goal of a degree in higher education.

The presenter will share specific examples of the challenges that create barriers to success for students in colleges and universities and the strategies and qualities that facilitate academic achievement.

Learn how to analyze student writing samples to design targeted instruction within a structured literacy framework. In this interactive session, you will dive into student writing samples and analyze the different components to determine where individualized supports are needed. Assessing a student's knowledge of phonology, orthography, phonics, semantics, syntax, morphology, and syllabification through their written work will allow one to develop an individualized instructional plan that enhances the skills needed for overall successful written expression.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

80 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

IPP34-23

ELP08-23 1:00-2:00 PM

B

I

A

1.0

ASHA 0.1

1:00-2:00 PM

B

I

A

1.0 ASHA 0.1

Insuring Human Rights for Students with Dyslexia

Voices & Choices: Using Narrative to Empower Students with Dyslexia & ADHD

Linda Siegel

Rama Janamanchi

This presentation will describe the findings of the Ontario Human Rights Commission and its application to other jurisdictions. The OHRC reviewed the Ministry of Education curriculum in relation to reading, the assessment of students who were struggling with reading, and the interventions provided to students with dyslexia. The OHRC identified systemic problems and proposed solutions. Although the Report concerned Ontario Canada, the findings and solutions are applicable to virtually all jurisdictions.

One of the truisms of the ELA classrooms is that stories have the power to transform.

For many students with dyslexia and ADHD, processing narratives is fraught with challenges of comprehension and analysis. This session will give teachers multiple strategies to use narratives to build students’ skills in articulating their experiences. By explicitly teaching students how to create and present their own narratives, teachers will empower students who often see the ELA classroom as a site of struggle.

Using research-based strategies, multisensory instruction, and structured assignments, this presentation will demonstrate how students can produce informal and formal narratives.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

81

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP35-23 1:00-2:00 PM

B

IPP36-23 I

1.0 ASHA 0.1

1:00-2:00 PM

B

I

A

1.0 ASHA 0.1

Linking Assessment to Structured Literacy Instruction

Improving Adolescent Literacy: Effective Classroom & Intervention Practices

Susan Smartt & Stephanie Stollar

Lisa Klein

Structured literacy is an approach to instruction in which the essential skills and instructional characteristics are aligned to research. Although much is known about what and how to teach reading, teachers should not assume that even research-aligned approaches and programs will work for any individual student. Assessment data are required for specifying exact student needs and for indicating the level of support that is likely to be needed to get results.

This presentation will provide an easy-to-use framework for linking assessment to instruction and intervention for better reading outcomes.

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 student needs.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

82 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

IPP37-23 1:00-2:00 PM

B

I

IPP38-23 A

1.0 ASHA 0.1

1:00-2:00 PM

B

I

1.0 ASHA 0.1

Reading Fluency: Related to Prosody Much More Than Speed

DIY MORPHOLOGY: The Power of Building Morphological Awareness for Adolescent Learners

Nancy White

Julie Klingerman

Fluent reading is a combination of accuracy, prosody, and automaticity; together, they promote reading comprehension. Automatic word recognition, appropriate pacing, intonation, and parsing of words into meaningful phrases all contribute to fluency during oral reading. The ability to chunk words into meaningful phrases is related to syntactic awareness. Excessive focus on rate can interfere with, rather than augment, comprehension. A slower reading rate is sometimes necessary to support the construction of meaning. Fluency is a factor in both oral and silent reading that can limit or support comprehension.

Research has identified the effectiveness of building morphological awareness to illuminate students’ understanding of meaningful word parts -- an integral part of literacy instruction in a morphophonemic language! Morphological awareness enhances word recognition, spelling, vocabulary, and overall comprehension for all students, particularly for those in the intermediate grades. For older, struggling students, a systematic approach to morphology instruction can help close the “proficiency gap” in an engaging, multi-sensory manner.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

83

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS RS07-23 1:00-2:00 PM

I

IPP39-23 A

1.0 ASHA 0.1

1:00-2:00 PM

B

I

1.0 ASHA 0.1

Impacts of Professional Development in Structured Literacy on Oral Reading Fluency

Orton-Gillingham Supplemented with Cognitive Intervention - A Decade of Implementation and Results

Doreen Mazzye, Michelle Duffy & Michelle Storie

Steve Wilkins & Louisa French

This presentation discusses results of a five-year longitudinal study examining the growth rate of oral reading fluency (ORF) scores in response to professional development (PD) and subsequent student instruction in the Science of Reading (SoR) in one urban public school district. A confirmatory factor analysis ensured that ORF results were comparable across years. A latent growth model demonstrated that, compared to pre-COVID national norms, the SoR group growth rates were on average, three percentage points higher on ORF, despite interrupted instruction during COVID and inclusion of Language Learners (14%) and students with disabilities (22%). The presentation will focus on practical implications for educators and techniques school districts could utilize to shift instructional practices towards structured literacy.

Important academic skills such as reading fluency, reading comprehension, and math literacy rely on cognitive capacities such as executive function and reaction time.

Vulnerabilities in these cognitive capacities are common among individuals with Dyslexia. For more than a decade, our educators have been incorporating cognitive intervention into OrtonGilligham curricula to target these cognitive areas and improve student outcomes. This presentation will highlight ten years of data that demonstrate how this diagnostic and prescriptive approach improves outcomes for students with Dyslexia.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Conflict of Interest - Steve Wilkins is the former Head of School at The Carroll School. Financial Disclosure - Louisa French is an employee of The Carroll School and Neurolution; Steve Wilkins consults for The Carroll School and continues to teach at Waring School and Endicott College. Non-Financial Disclosure - Steve Wilkins is a special advisor to Neurolution. Steve receives no compensation for this.

84 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

ELP11-23 1:00-2:00 PM

B

ELP09-23 I

A

X ASHA 0.2

2:10-4:10 PM

B

I

2.0 ASHA 0.2

IDA’s New Infographics: The Structured Literacy Wheel & InfoMap

The OHIO School Story - Supporting Systems Through the Literacy Improvement Pathway

Carolyn Cowen & Dee Rosenberg

Carolyn Turner

IDA’s SL InfoMap and Wheel highlight the comprehensive scope of Structured Literacy and its grounding in SoR. This session explores how these infographics emerged from IDA’s media teams and delineates the Why, Who, What, and How of Structured Literacy, which benefits all students—especially those at risk for reading failure.

To support all learners in their journey to reading proficiency, district and school leaders must understand the specific components necessary to build and sustain a robust system for literacy achievement. Based on the research synthesized

by Dr. Timothy Shanahan, The Literacy Improvement Pathway is a journey through ten spheres of influence that can make a difference in reading improvement for all learners, especially those with dyslexia or those at risk for reading difficulties. Participants will assess their current practices and progress in literacy achievement and examine three particular variables that directly impact students’ acquisition of literacy skills.

Disclosure Statement: Nonfinancial— Carolyn Cowen serves on the Board of directors of IDA Association. She receives no compensation as a member of the board of directors. Presenter(s) have no non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

85

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS ELP09-23 2:10-4:10 PM

B

I

ELP09-23 A

2.0 ASHA 0.2

2:10-4:10 PM

B

I

A

2.0 ASHA 0.2

The OHIO School Story - Structured Literacy Success in an Urban School: Action Steps for the Future

The OHIO School Story - Impact of Structured Literacy Training & Intervention at Garfield Elementary, Wellsville, Ohio

LaMonica Davis & Jennifer LaHaie

Paula Reiner, Lori Klakos, Lisa Ferguson & Jennifer Hasser

This case study shares the journey of transformation to Structured Literacy for a school within a large, urban district. Meet the team that took one leader’s vision into action transforming an entire school with literacy at the forefront.

Presenters share how they aligned the new work to the current district literacy plan, systems considerations, key decisions and shifts essential for a sustainable rollout that empowered staff and parents alike.

Leaders of this Title 1, 100% free lunch, elementary school in Appalachian Ohio will outline the impact of a school-wide, structured literacy, reading intervention program on their K-3 students. This presentation will detail the teacher training, student testing, and program implementation information from the initiative.

They will share the on-going impact of this initiative on both teachers and students. The case study examines the academic gains that can be made with intensive reading interventions and Title I inclusion in a daily classroom setting.

Participants will leave with a comprehensive plan to turn around low-performing elementary school reading programs.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

86 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

ADV-CL05-23 2:10-4:10 PM

B

I

FCE04-23 2.0 ASHA 0.2

2:10-4:10 PM

B

I

A

X ASHA 0.2

Reading, Writing, & Understanding: Applying Scientifically-Based Research for Comprehensive Literacy Instruction

Collaborative Session: Instructional Practice Panel

Deborah Reed, Alexis Boucher, Pamela Bazis & Julie Owens

Leslie Buford, Lisa Neuhoff, Karen Kehoe, Melinda Hirschmann, LaTisha Hayes, Lauren Hauser, Charlotte Gregor, Sarah Wood & Rachelle Johnson

This session is aimed at dispelling the notion that the science of reading development and the need for a structured approach to instruction only apply to phonological awareness and phonics. A series of four presentations will provide information on evidence-based practices for teaching (1) word reading with a meaning component, (2) writing to support reading, (3) fluency with knowledge building, and (4) comprehension to achieve self-regulation. Each presenter will provide the scientific basis for the practices and outline the steps to implementing instruction for improving the reading and writing of students with literacy difficulties such as dyslexia and dysgraphia. In addition, presenters will explain how the literacy skills are integrated, rather than treated as isolated “pillars.” The goals of the session are to help teachers improve their implementation of evidence-based, comprehensive literacy instruction for students.

This Collaborative Session provides clarity amid the complex landscape of reading development and instruction. It elucidates the science of reading, structured literacy, and the OrtonGillingham approach, empowering participants to make informed decisions regarding instructional methods. The symposium showcases two university-based reading centers, Middle Tennessee State University's Center and the McGuffey Reading Center at the University of Virginia, dedicated to serving dyslexic and struggling readers through assessments, outreach, and research. Additionally, the session highlights Structured Literacy as an effective instructional model, with a team of dyslexia researchers discussing the three essential elements for supporting dyslexic students: structured literacy intervention, emotional wellbeing support, and structural systems. The panel of dyslexic presenters explores how these elements work together and foster partnerships for dyslexic success.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Sarah Wood is a salaried employee of ETS. Other Presenter(s) have no financial relationships to disclose. Presenter(s) have no non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

87

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP40 2:10-3:10 PM

IPP41-23 B

I

1.0 ASHA 0.1

2:10-3:10 PM

B

1.0 ASHA 0.1

Writing to Support Comprehension: Grades 4-12

Supporting Narrative Development in Students with Language & Literacy Disorders

Shauna Cotte

Stacy Robinson

This session will present instructional suggestions for teaching students writing tasks that support comprehension and learning of content information in any subject area. This includes quick writes (10 min. or less) that increase the amount and frequency of writing, as well as instructional recommendations for notetaking and summarizing about text. Suggestions for explicit instruction of these skills will be provided along with suggested scaffolds to effectively support students with comprehension and writing deficits.

One of society's primary ways of building connection is through the power of story.

Additionally, narrative skills have proven to be important indicators of future academic outcomes, particularly for children with language and literacy disorders. In this talk, learn important foundational knowledge and principles related to narrative development and intervention. Then, apply what you’ve learned in real time through case studies and interactive activities.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Financial: Stacy Robinson is a salaried employee of the University of Iowa where she is an Assistant Clinical Professor. Nonfinancial: Stacy Robinson is part of the Iowa Board of Speech Pathologists and Audiologists where she serves as a voting member.

88 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

IPP42-23 2:10-3:10 PM

B

I

IPP43-23 A

1.0 ASHA 0.1

2:10-3:10 PM

B

1.0 ASHA 0.1

Making Irregular Words Regular: Fun Ways to Make High Frequency Words Stick

Reaching & Teaching the Whole Child: SEL and Executive Skills in Structured Literacy

Jennifer Hasser

Katie Cunningham, Sally Drew, Kristin Rainville & Jeffrey Ruggerio

We've all heard of orthographic mapping, morphology, and phonology. How can we teach these big concepts in a way that young minds can understand and apply? During this presentation, Jennifer Hasser, M.Ed., will show you how to connect phonology and morphology in a multisensory way during high frequency word instruction. Learn methods to reduce rote memorization and make irregular words regular! By providing students with knowledge that connects meaning to spelling, we give them the tools to effortlessly read and spell the most frequent words in text (and have fun along the way).

Children with dyslexia need evidence-based literacy instruction in structured literacy but they also need a socially and emotionally reinforcing school environment that understands the multiple dimensions of dyslexia including but not limited to literacy learning. Helping children with dyslexia effectively navigate their feelings of frustration and inadequacy requires caring adults who understand the cognitive and emotional issues that may result from dyslexia. In this session, presenters will share a model for integrating social and emotional learning and executive skills across the school day to help children with dyslexia grow into capable, confident, and curious learners.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

89

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP44-23 2:10-3:10 PM

B

IPP33-23 I

1.0 ASHA 0.1

2:10-3:10 PM

B

1.0 ASHA 0.1

Grammar Foundations for Writing

Motivating Students with Dyslexia to Learn: Strategies for Teachers

Sara Lee & Jennifer Petrich

Gad Elbeheri

The current move toward scientific investigations in word study has produced an increase in the understanding of words, their morphology, etymology, and phonology, but often, the study ends with the investigation of the word. Less often, the study continues into the use of the word in context. Often, students misuse words because they do not have a framework for the way they function in sentences. This session offers a way to introduce learners of various ages to the foundations of English grammar so they can investigate not only the structure of words but the structure of their use.

This presentation discusses an important and necessary requirement for learning; i.e., Motivation. Motivation is both central and essential for learning notably in the case of students with dyslexia who face daily instances of low self-esteem and lack of confidence. The presentation looks at current knowledge and its application to motivate students with dyslexia and focuses on practical strategies to empower teachers while trying to help their students with dyslexia. Motivation is explained in an educational context along with its sub-types and associated motivating factors. Emphasis is then placed on the guidelines and practical strategies that teachers can employ to motivate their dyslexic students.

Disclosure Statement: Sara Lee is co-owner of Literacy Dr, LLC.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

90 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

IPP45-23 3:20-4:20 PM

B

IPP46-23 I

1.0 ASHA 0.1

3:20-4:20 PM

B

I

1.0 ASHA 0.1

Speed + Accuracy: Improving Fluency (and Why It's Important)

Strategies for Older Students When Approaching Multisyllabic Words: Syllable Division, Morphology, & Etymology

Terri Hessler & Amy Duncan

Kim Collins, Anthony Fasano & Laura Sabido

The National Reading Panel (NRP; 2000) identifies 5 core elements of effective reading instruction, one of which is fluency. According to the panel authors, fluency is the ability to "read text with speed, accuracy, and proper expression (p. 3-1)." Kubina (2000) and Binder (2003) link fluency to mastery, and both highlight the benefit of fluency performance standards over percent correct measures. The presenters will share fluency performance standards and demonstrate methods for improving fluency in letter-sound identification, isolated word identification (i.e., red words), and words in context, including selfgraphing and repeated readings, as well as the research to support these methods.

­ lder students are inundated with mature, O multisyllabic words representing the complexities and layers of the English language. Because the English writing system is morphophonemic, the spelling of English words is determined by both phoneme-grapheme correspondences and morphology. Students need a combination of phonics and morphology instruction to efficiently access English words. This hands-on session will present strategies for approaching multisyllabic words through both a structured syllable division method and morphemic analysis. In addition, the history of the English language will help explain differences between pronunciation and spelling, rules of English orthography, and the influence of other languages on English as it is used today.

Understanding these nuances and the strategies presented can equip educators for providing information and processes to make multisyllabic words more accessible for students.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Financial: Kim Collins receives a salary from the Institute for Multi-Sensory Education (IMSE), where she is the Director of Academics. Laura Sabido receives a salary from the Institute for Multi-Sensory Education (IMSE), where she is the Director of Instruction.

Nonfinancial: Kim Collins serves on the Board of Directors for The Reading League NC. The Chapter will not become official until June 2023.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

91

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS IPP47-23 3:20-4:20 PM

B

IPP48-23 I

1.0 ASHA 0.1

3:20-4:20 PM

B

1.0 ASHA 0.1

A Balancing Act: Considering Assistive Technology for Students with Dyslexia

How Handwriting Impacts Literacy Development

Lori Mueller

Carol Armann & Kathleen Wright

Assistive Technology (AT) is frequently recommended for students who struggle with reading and written expression. Technology tools are readily available for all students, but assistive technology should not take the place of effective instruction. What assistive technology is appropriate for students and perhaps more importantly, when is AT appropriate? View a few of the many tools available to students with learning disabilities as well as discover how to apply the SETT framework of guiding questions to develop AT supports for students.

In this innovative session, presenters will review current brain research and discuss the connection between handwritten letter formation and overall literacy development. Emphasis will be placed on how taking a structured literacy approach to teaching handwriting aligns to the science of reading and is essential for students with dyslexia. Participants will be provided with a variety of hands-on classroom strategies to support the fine motor and handwriting skill development which facilitates orthographic mapping.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

92 Register on-line at DyslexiaIDA.org

SYMPOSIUMS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

IPP49-23 3:20-4:20 PM

FCE08-23 I

1.0 ASHA 0.1

3:20-4:20 PM

I

1.0 ASHA 0.1

How Dyslexia Influences Learning Math: The Science & How to Help

Supporting Adult Learners with Dyslexia

Karen Tzanetopoulos

Lara Speights, Lily Vasquez Mejia & Karol Ann Moore

Many students with dyslexia also struggle with learning math. Cognitive research in the science of math learning reveals the overlaps with the science of reading, such as phonology, semantics, reasoning, and RAN. Furthermore, English math language is abstract, making learning math more difficult. Yet today, math is taught with a heavy language and reading load with less mathematical structure, putting students with dyslexia at greater risk (just as leveled literacy minimizes language structure).

Modifying math language, explicit instruction in phonology, semantics, and orthography, as well as teaching math with structure and an emphasis on the number line opens the doors to learning math.

Between 5-17% of the US population has dyslexia.

However, in Texas public schools, in 2018, only 3.29% of students were identified with dyslexia.

Across the US, adults with undiagnosed dyslexia are learning to read. Join Lara Speights, Vice President of the Margaret H. Ley Adult Literacy Program at Neuhaus Education Center, Lily Vasquez-Mejia, an adult literacy instructor and former adult literacy student, and Karol Ann Moore, Director of Research, as they share best practices for working with adult learners with dyslexia based on current research and practice.

Disclosure Statement: Karen Tzanetopoulos receives a small royalty on the book How Children Learn Math: The Science of Math Learning in Research and Practice (2023). Presenter(s) have no non-financial relationships to disclose.

Disclosure Statement: All presenters are employed by Neuhaus Education Center. Presenter(s) have no financial or non-financial relationships to disclose.

EDUCATIONAL LEADERSHIP & POLICY ADVANCED TRACK

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon23

93

94 Register on-line at DyslexiaIDA.org

POSTER SESSIONS OPEN FOR VIEWING OCT 13

8:00 am - 12:00 pm 1:30 - 4:50 pm

OCT 14

8:00 am - 11:45 pm 1:00 - 4:20 pm

Poster Session CE Credits Clock hrs: .25 or ASAH CEUs: .025

#DyslexiaCon23

95

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FP01-23 Strengthening RTI/MTSS Protocols in Secondary School Settings for SLD/Dyslexia

B

I

Stephanie Petricone-Turchetta

Despite primary-grade screening and interventions, reading difficulties can arise once students reach secondary school. This poster session will focus on considerations for secondary school practitioners’ RTI and MTSS protocols to ensure the factors that underlie reading profiles of adolescent readers, including Dyslexia, are assessed adequately so that students are provided targeted, evidence-based interventions.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

FP02-23

I

FP03-23

B

Do Demographics Affect Dyslexia Identification? Current Perspectives

The Secret Life of Numbers and How to Make them Visible

Ralph McCallum & Sherry Bell

Temple Ary

Most states in the U.S. have legislation requiring local education agencies to provide screening, assessment, and intervention services for students with dyslexia. Best practices in screening and assessment include gathering data from direct assessment of literacy skills, rating scales, classroom observations and products, and a comprehensive history. These sources of information may be influenced by examined demographics, although such information is often overlooked. Research on the intersectionality of student reading risk and demographics is warranted. According to rating scale and direct assessment results gender and SES affect dyslexia determination more than race/ethnicity. Findings underscore the importance of validated screening and assessment to ensure equitable access to appropriate structured literacy instruction.

Classroom teachers and reading specialists are invited to explore effective ways to support their students in math, as both math and reading require language skills. In addition to vocabulary, syntax, and comprehension, math also requires spatial skills for proficiency. The session will focus on the use of number lines and structural materials to help students develop a strong understanding of math language, patterns, and relationships. At the end of the session, there will be an examination of student-generated drawings used to solve word problems.

Disclosure Statement: N/A The presented and co-presenter are co-authors of the Tests of Dyslexia. Data from these tests were used in the two studies in the proposal but there is no anticipated conflict financial or otherwise that will result from presenting these findings on intersectionality and dyslexia.

96 Register on-line at DyslexiaIDA.org

Disclosure Statement: I independently train teachers in the use of manipulatives including Stern Structural Arithmetic materials, Unifix cubes, base-ten blocks, number lines and meter sticks to teach mathematics but receive no compensation from any of the companies that make these materials.

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

B I A FP04-23 Accelerating Vocabulary Growth in American & in Kenyan Schools: Researchbased Practical Approaches

I FP05-23 Development of a New Measure to Identify Familial Risk for Dyslexia

Ellen Kappus & Nancy Munyi Gichuki

Astrid Zuckerman & Stephen Petrill

The presentation features research results and classroom videos of multifaceted vocabulary instruction from the Vocabulary and Language Enhancement (VALE) in American secondgrade dual immersion, Kindergarten and Kenyan K-12 special education settings. Participants learn of the body of research supporting VALE, the positive effect sizes from the formative experiments an the three components of its multifaceted approach Presenters share how Kenyan teacher training in VALE components resulted in its effective implementation at the Rare Gem Talent School. Finally, participants will leave with the knowledge and practice to implement the target word instruction, one component of the multi-faceted approach.

Previous research has identified risk factors for reading like phonological awareness, but the #1 predictor for later reading outcomes is family history. However, parents are seldom asked about their learning, or existing measures contain outdated concepts like reading of print materials.

This study analyzed a new questionnaire to more adequately measure adult reading. For a convenience sample of 187 adults, an exploratory factor analysis of a 30-item measure resulted in a revised questionnaire of 23 items across 5 factors, representing alphabet knowledge & learning to read, spelling across ages, general reading attitude across ages, alternate reading formats, and accessing the news.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. Astrid Zuckerman is an editorial consultant for Brookes Publishing and receives payment for her services. She is also the editor for the Dyslexia Foundation and receives payment for her services.

FP06-23 Executive Functioning, Study Skills, Dyslexia, Teens - Examining an Online Program's Effectiveness

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Serena Abdullah

As dyslexia is a life-long learning difference, there is still a need for specialist support for students in the areas of executive functioning and advanced literacy skills moving into tertiary education. To help these students, the Dyslexia Association of Singapore (DAS) developed an online programme, iStudySmart™, to empower students with learning differences in the areas of time management and prioritisation, planning and organisation, tertiary writing and presentation skills. A study was carried out to evaluate the effectiveness of iStudySmart™ by measuring self-confidence, motivation, and independence through the administration of pre- and post-questionnaires and a post-questionnaire or interview six months after.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

#DyslexiaCon23

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2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FP07-23

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Let the Games Begin: Games to Build Decoding Skills & Morphological Awareness Sarah Golden & Jill Fedele

An essential component to internalizing spelling patterns and knowledge of morphemes is a structured spelling lesson focusing on one specific skill at a time. This poster will highlight direct instruction strategies for use in classroom or small group settings for teaching and reinforcement of decoding and morphological awareness skills. Educators will be introduced to 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. Sample lessons and games will be available for perusal and made available for participant use following the session.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

B I FP08-23 Increasing Fluency in Secondary Students - An Enhanced Protocol for Educators

B I FP09-23 Home Literacy Environment & The Longitudinal Reading Development of Learning Disabled Children

Tiffany Peltier

Rachelle Johnson

NWEA recently partnered with AERDF to study the impact of an enhanced fluency protocol on students in middle school, focusing on students from historically marginalized populations. The protocol is designed to be free and easily used, even by teachers who have had little to no preservice training on the teaching of reading. This presentation will give a general overview of the results and then allow participants to dive into the fluency protocol, learning about this protocol builds on research and prior protocols to improve student fluency outcomes.

This study investigates if children’s home literacy environment (HLE) experienced prior to kindergarten predicts their reading growth trajectories throughout elementary school.

Importantly, the pattern of results will be compared across children with and without learning disabilities (LDs). This study employs a large nationally-representative sample of U.S. children followed longitudinally from kindergarten through fifth grade. This study addresses the dearth of HLE research on longitudinal reading growth and LD students.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

98 Register on-line at DyslexiaIDA.org

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OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

I A FP10-23 Correlation & Classification in Universal Screening for Reading Risk: A Simulation Study

FP11-23

Christine White

Taylor Seymour, Juan Quinonez, Emily Binks-Cantrell, & Ramona Pittman

Authors: Christine M. White (presenting) and Christopher Schatschneider. Universal screening is critical for supporting students’ reading and for early identification of dyslexia.

Many screening tools exist and practitioners must be able to evaluate and compare their technical adequacy. One common recommendation is that screeners in the context of reading should have a sensitivity of .9 and a specificity of .8. The present study uses simulations to identify the minimum screener-outcome correlation needed to achieve this standard for classification across univariate, multivariate, and gated screening approaches while manipulating the prevalence of problems in the sample.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

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Universal Screeners for Dyslexia: Is a Spelling Measure Important?

Spelling is an integral part of becoming literate; therefore, it would be expected that all early literacy screening assessments include a spelling component. The goal of this study is to review the literature to summarize the importance of including spelling on early (K-3) literacy screening measures, analyze universal dyslexia screeners in the U.S. to determine if spelling measures are included as a criterion in each dyslexia screener and compare the content across screeners, and to provide educational implications to enhance current screening practices. This information will provide comprehensive information that can assist education professionals in making informed decisions when approving, selecting, and implementing universal dyslexia screeners.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

B FP13-23 A Tablet Application to Assess Reading Difficulties for Children with Developmental Disorders

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Shinobu Murase, Noriko Kouyama, Yuta Sasatake, & Kojiro Matsushita

The importance of using audio materials for children with dyslexia is becoming recognized in Japan. In order to identify children who need audio materials for learning at school, we have developed a tabletbased assessment tool. In this study, I present the contents of the application and show the results of the assessment conducted on children with developmental disorders.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

#DyslexiaCon23

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2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FP14-23 Text-to-Speech is a Great Tool, but for Whom?

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Jennifer Keelor & Sarah Wood

Text-to-speech, a read-aloud tool, supports reading comprehension but the benefits may vary due to differences in reading profiles. In this current study, higher levels of listening comprehension, vocabulary knowledge, phonological awareness, but not executive function skills were significant predictors of reading comprehension performance using text-to-speech. These findings are consistent with research demonstrating students with higher reading and language ability, including listening comprehension skills, are more likely to benefit from text-to-speech; while, executive function skills are not a significant predictor of reading performance when using text-to-speech. Thus, reading profiles should be integrated into text-tospeech recommendations.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

B I FP15-23 Reimagining the Role of Morphology in the Primary Grades

B I A FP16-23 A New Vision for Virtual PD & Coaching for Diverse Dyslexia Interventionists

Angelica Blanchette & Maria Hamilton

Kristi Cheyney-Collante, Gonsalves Vivian & Aly Ricke

Morphology: that’s big kid stuff, right? Actually, missing out on early morphological awareness can leave hidden hurdles for our students when it comes to fluency, spelling, and comprehension.

When we remove those hurdles, we take equityfocused action to open up literacy learning opportunities and help all students have a smoother pathway to success as readers and writers. Come by our poster session to solidify the concept of morphological awareness for K-2 students and walk away with fun recommendations that fold into your existing ELA instruction!

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

100 Register on-line at DyslexiaIDA.org

Presenters will share results from two studies aimed at illuminating the experiences of diverse dyslexia interventionists enrolled in one IDA accredited, university-based, fully online PD program, and the virtual coaches that support their learning. Participants will learn how participants from diverse, international contexts have experienced online PD, and how the role of “coach” has been leveraged to provide substantial support to practitioners completing the immersive practicum experience.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

B I A FP17-23 Spelling Errors in Skilled Readers: Insights Into Lexical Quality & Dyslexia

B I FP18-23 Project Wordy: Exploring Instructional Supports for Students Learning to Read Complex Words

Cristian Vazquez

Laura Steacy & Donald Compton

Words vary in the strength with which they are represented in the mind. Perfetti (1992) advocates that the key measure for gauging lexical quality (LQ) of a word within an individual is the ability to correctly spell the word. However, little published work has examined the variation of spelling errors in adults beyond dichotomous responses (correct/incorrect). The distance between spelling errors and correct spellings across words and individuals is explored here in a multidimensional space, with potentially important insights regarding LQ in individuals with dyslexia.

Words vary in the strength with which they are represented in the mind. Perfetti (1992) advocates that the key measure for gauging lexical quality (LQ) of a word within an individual is the ability to correctly spell the word. However, little published work has examined the variation of spelling errors in adults beyond dichotomous responses (correct/incorrect). The distance between spelling errors and correct spellings across words and individuals is explored here in a multidimensional space, with potentially important insights regarding LQ in individuals with dyslexia.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

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FP19-23 Cube-Its, Mnemonics, and Wikki Stix® OH MY!

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Jennifer Jacobsen

Educators will learn how to engage learners by adding multisensory techniques to a reading lesson plans.

A range of materials will be explored that educators can use on a daily basis for optimal skill retention.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

#DyslexiaCon23

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2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS FP20-23 Radically Rethinking Structured Literacy in Urban Settings

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Kristi Patterson & Krista Johnson

In this session, presenters will highlight the the successes of a randomized control trial conducted in one Title 1 large school that implemented structured literacy support during RTI time for students in Kindergarten through 2nd grade, reading below grade level. The session will walk participants through background information about the district- including student and teacher demographics, baseline data and growth data- detail the intervention program implemented, and discuss how the practices demonstrate effectiveness. Presenters will conclude with a discussion about how the school was able to make radical changes for their students, and the role administration plays in making this work successful.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

B I FP21-23 Structured Literacy for Spanish Speaking Emergent Bilingual (SSEB) Students

B I FP22-23 The Pitfalls of Screening All students Beyond Grade 1 for Phonological Awareness

Concepción Moncada Cummings

Molly Buck & Megan Perna

Spanish Speaking Emergent Bilingual (SSEB) students are sometimes simultaneous bilinguals.

When an SSEB student is learning both Spanish and English simultaneously, structured literacy can be utilized to teach them both languages.

This poster will highlight research that supports SSEB students being taught utilizing structured literacy in both Spanish and English in the early grades.

Spanish Speaking Emergent Bilingual (SSEB) students are sometimes simultaneous bilinguals.

When an SSEB student is learning both Spanish and English simultaneously, structured literacy can be utilized to teach them both languages.

This poster will highlight research that supports SSEB students being taught utilizing structured literacy in both Spanish and English in the early grades.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

102 Register on-line at DyslexiaIDA.org

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OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

B FP23-23 Importance of Phonics & Phonological Awareness Screening in Early Childhood

B I FP24-23 Effects of an Orton-Gillingham-based Summer Professional Development for Tier 1 Instruction

Elliot Levy & Bennett Kuttler

Jennifer Gonzalez

Children with reading disabilities who are not identified before third grade continue to have difficulties in high school. The most common cause is weaknesses in phonics and phonological processing. Screening tests include The Heggerty, The Early Bird screener, and the RiFS-Reading screener. The goal of this presentation is to make educators aware of the need to identify children with risk factors which might inhibit them from acquiring reading skills.

Each identification plus early remediation is the best way to prevent a problem from developing.

Awareness of this problem is the first step of identification.

This study examines the impact of an Orton Gillingham whole-classroom approach professional development for general education teachers. Participants received a 16-day training in Orton Gillingham strategies while providing literacy instruction to struggling students during summer school. The study measured student growth and teacher efficacy using pre-and posttests. The findings of this study will shed light on the effectiveness of this type of professional development program for improving student outcomes and teacher performance.

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Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

I A FP25-23 Comparative Efficacy of Tech-Hybrid & Traditional Dyslexia Intervention in Public Schools Anna Middleton, Marcela Davila & Sheryl Frierson

Despite continued efforts towards improving teacher training and employing evidence-based practices in schools, access to high quality, comprehensive dyslexia intervention remains a barrier for many children.

In response to this challenge, a tech-hybrid intervention method was developed to reduce teacher training demands while maintaining the structure of a traditional intervention. This session discusses the initial findings of a study investigating student outcomes for public school students with dyslexia receiving a tech-hybrid intervention in comparison to business-as-usual intervention.

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. The authors are employed by Scottish Rite for Children, the not-for-profit publisher of the experimental intervention in this study.

#DyslexiaCon23

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2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY POSTER SESSIONS I FP26-23 Predictors of Morphological Knowledge in Elementary Students with & without Dyslexia

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Jordan Dozier

The words students are exposed to in texts grow increasingly complex over time. An important student skill related to complex word reading performance is morphological knowledge. Morphological knowledge (MK) refers to a student’s ability to reflect on and manipulate the morphemic structure of words (Carlisle, 1995). This poster explores child skills and target word characteristics related to MA performance among 3rd – 5th grade students with and without dyslexia (N=115).

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

B FP27-23 Family Literacy Routines: Promoting Language & Literacy Learning at Home

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Yohimar Sivira-Gonzalez

In this poster presentation, a new initiative from the UC-SDI proposes a series of home routines created to support multilingual families in the development of language and literacy skills using everyday resources and materials that can be found at home. These 5 minute-routines are based on the science of reading and focused on the development of language and literacy skills to provide equitable opportunities to succeed in school to students with linguistic differences.

Parents and/or caregivers can engage in meaningful conversations, storytelling, reading poetry, among other activities to support their children's literacy in culturally affirming ways.

These routines involve phonological awareness, vocabulary learning, morphology, syntax, word meanings as well as understanding of the differences and similarities between home languages and English.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

104 Register on-line at DyslexiaIDA.org

B FP28-23 Engaging Libraries to Create Equitable Literacy Solutions for Early & Struggling Readers Jill Lauren & Marion Waldman

With the science of reading in the spotlight, schools throughout the country are reconsidering their instructional model. Inevitably, however, some teachers are resisting the change, putting parents and caregivers in a position in which they must consider other options for their children. Often, they turn to their public library for answers. In this session, we will explore the role of the public librarian in supporting literacy instruction; review data regarding the education of public librarians around this topic; and offer suggestions for how to advocate for change in one's community library.

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. As the founder of Whole Phonics, which sells decodable text, a sale of my books may result from this presentation. That is not the goal of the presentation. I've been studying the role of libraries to support dyslexic and struggling readers prior to the launch of Whole Phonics. My research began in 2017-18 when I was asked by Professor Copeland to write a chapter for her book, Disabilities and the Library. In this presentation, multiple decodable text options from various companies will be referenced through the work of Teach My Kid to Read, which is dedicated to supplying libraries with decodable text options. Additionally, we will identify ways in which participants can obtain digital copies of decodable text for free.

OCTOBER 13, 2023 8:00 AM - 7:00 PM EST

B I A FP29-23 Improving Early Literacy with Community Engagement, Early Intervention, & Technology

FP30-23 Early-Reading Tutoring Delivers Meaningful Progress for Kindergartens With High Program Fidelity

Nancy Duggan, Lisa Study, Camila Perez & Kayla Davis

Sebastian Turner & Rachel Schechter

The age 3-5 population is dispersed in home and community settings. Plans to improve literacy outcomes need to include parents and community providers with a basic understanding of phonemic awareness and to recognize students at risk, if students are to receive timely early intervention. Also, plans need to be in place for early intervention with direct explicit instruction for students at risk. Two independent initiatives in this presentation, model the use of technology but rely on human interaction and engagement for direct instruction. Successful community outreach increases child experiences and parent awareness in critical early skills and improves access to early intervention opportunities.

Once helps students learn to read fluently by combining the research-based Science of Reading, the structured design of the Once literacy sequence, and the power of individual attention and pacing. The program remotely trains and coaches school-based support staff to follow a scripted curriculum based on the Science of Reading. All instructional sessions are video recorded, and instructors receive weekly, live video coaching from the Once team.

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Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose. Dr. Rachel Schecter is a research consultant for the company featured in the presentation and works with Sebastian Turner as part of a contract to evaluate the program.

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. Nancy Duggan is paid consultant for The YokyWorks Foundation and acts as Executive Director. However, the point of the presentation is to share experiences and ideas. There is no foreseen financial benefit or conflict of interest. Nancy's role as Co-Founder and Executive Director of DDMA is voluntary and unpaid. Lisa Sturdy: Play Roly and Teaching the Way they Learn Corporation offers free products as a social enterprise owned and funded

by Lisa and Morgan Sturdy and their affiliated company. Board member Dr. Linda Siegel has been a volunteer since 2018. Outside sponsorship may be sought in the future. There is no foreseen financial benefit.

#DyslexiaCon23

105

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSION SP01-23 OrCam Learn & Reading Comprehension: Evaluating its Impact on Dyslexic Students’ Attainment

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Helen Ross

This session discusses the results from a study I undertook on the impact of using OrCam Learn to support dyslexic students, to access reading comprehension tasks. I will share the statistically significant, positive impact on students’ reading comprehension outcomes as well as some of students’ views of using OrCam Learn to support their reading, in contrast with working alongside a teaching assistant. I will discuss practical strategies and ways to support students to learn independently.

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. The author discloses that receipt of the following financial support for the research in this article: this work was supported by OrCam Technologies Ltd, Israel under ‘General Service Agreement 20220314”.

SP02-23 The Science of LiteracyTM: Introducing the Literacy KnotTM

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SP03-23 7 Mighty Moves for Reading Success

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Cheryl Garner & Jennifer Padgett

Lindsay Kemeny

While Scarborough’s Reading Rope (2001) is a well‑known infographic, Sedita’s Writing Rope (2019) has gained momentum by defining the individual skills needed to promote writing fluency. Each rope is a valid representation of a portion of literacy. However, there is a more comprehensive representation when both the reading and writing ropes are woven together concurrently, mirroring one another, thus, creating a new depiction: The Literacy Knot ™. This presentation examines the critical connection and mirroring of reading and writing to achieve literacy.

Come learn about the seven moves Lindsay Kemeny made in her classroom after learning about the science of reading. She will share seven ways teachers can modify what they are currently doing to transform their reading instruction and ensure reading success. Each “mighty move” focuses on a critical area of foundational reading-from the most efficient ways to teach phonemic awareness and phonics to how to boost comprehension.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

106 Register on-line at DyslexiaIDA.org

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. I have written a book about the things I am sharing in this presentation. I would love to mention this at the end of my presentation if it is allowed.

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OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

B I SP04-23 Collective Sensemaking as a Means of Contextualizing Reading Policy Changes

B SP05-23 IMPACT2LEAD in a Cognitive-Rich Classroom: A Framework for Efficient Instructional Delivery

Randi Stone

Cheri Dotterer

Literacy coaches contextualize Science of Reading (SoR) aligned policies in their schools for the teachers they serve. The purpose of this study is to explore how literacy coaches understand and frame new reading policy in their coaching of K-2nd grade teachers, and how through collaboration, coaches can uplift and share culturally responsive best practices that are thriving in their schools. By engaging in collaborative learning and dialogue with other literacy coaches, coaches will define instructional look-fors and turnkey these implementation strategies to their staff, resulting in increased capacity of their teachers to meet the needs of historically marginalized students.

Too often, students with disabilities do not have access to high-level, complex learning and achievement as schools continue to create the haves and have-nots in classrooms.

These disconnections create barriers to future opportunities and cost school districts money for ineffective results. Through high IMPACT instructional delivery, we can enhance the emotional and intellectual achievement of students with SLD. Design whole classroom interventions that leverage neuroscience for writing and math that build sensory-motormemory skills for whole classrooms using coteaching collaborations.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

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Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

SP06-23 Reimagining Instruction for “Red” Readers: Can Identifying Slow Growth Trajectories Compel Change?

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Anne Karabell & Sarah Irvine Belson

Despite renewed attention to universal screening, too many students remain in the “red” or “high-risk” band throughout their elementary years. In this quantitative analysis of universal screening data of kindergarten students in a historically resilient area of a mid-Atlantic school district, linear and logistic regression are employed to analyze the contributions of sub-tests to end-of-year reading proficiency and to identify persistently “red” readers and their growth trajectories. Findings compel researchers and educators to implement innovative solutions that grant all children access to the instruction they need to become skilled readers.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

#DyslexiaCon23

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2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSION SP07-23 How to Monitor Decoding Skills: Online Game Data Compared to TherapistAdministered Assessments

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B I A SP08-23 Who Benefits From Morphology-Focused Instruction? Investigating Ability Profiles of Fourth-Grade Dyslexic Students

Sandie Barrie Blackley & Rob Morris

Robin Irey & Erica Gutmann

Nonsense word reading assessments are a quick, reliable, and valid way to monitor decoding skills. But completing such assessments can be challenging. They must be administered individually, by a trained professional in real time.

If an online decoding game produced similar results it could make progress monitoring easier.

We present data comparing two nonsense word reading tasks: 1. a traditional format in which the student pronounces a printed word 2. an online game format in which the student hears a word pronounced and selects the matching printed word from multiple choices.

The effectiveness of an instructional strategy focused on morphology provided to Grade 4 students with dyslexia was investigated.

The intervention group received morphology instruction; the control group received phonologyfocused reading instruction. The findings provide preliminary evidence for the effectiveness of morphology-focused instruction and suggest certain phonological awareness ability profiles correlate with more gains.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Financial — Sandie Barrie Blackley and Rob Morris hold stock in and receive salaries from the Mind InFormation, Inc. They are both members of the Lexercise executive team. Nonfinancial— Sandie Barrie Blackley serves on the Board of directors of he Dyslexia Services Foundation (DSF). She receives no compensation as a member of the board of directors.

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Motivation to Maintain Their Native Language Predicts Heritage Language Learners’ English Reading Nuo Chen, Ye Shen, & Stephanie Del Tufo

Developmental dyslexia is no less prevalent in bilingual children than in monolingual children. While there is clear evidence that bilinguals face unique challenges when it comes to reading disability diagnosis and intervention, they simultaneously appear to benefit from increased motivation. In the United States, bilinguals are often heritage language learners–individuals who grow up in homes speaking a familial language. Results indicate that heritage language learners’ motivation to maintain their familial language predicts their English reading. These results show that motivation has a cross-linguistic impact on heritage language learners’ second language performance, even for those heritage language learners with developmental dyslexia.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

108 Register on-line at DyslexiaIDA.org

S SP10-23 Predictors of Set for Variability in Elementary Students With & Without Dyslexia

OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

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B SP11-23 Needs Assessment of Caregivers of Children with Dyslexia

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Madison Kellenberger

Traci Salari

The words students encounter in text grow increasingly complex over time. One important predictor of complex word reading in developing readers is “set for variability” (SfV), a student’s ability to problem solve when confronted with a mismatch between the decoded form of a word and its correct pronunciation. This study explores child and word characteristics related to SfV performance among 3rd – 5th grade students with and without dyslexia (N=115). Results are intended to identify important factors that predict differences between typically developing and children with dyslexia on the SfV task.

The researcher will share the data analysis and implications of the recent needs assessment survey that targeted caregivers of children with dyslexia. This survey was designed to give a voice to this community. This research will be utilized to inform how the educational community can best support this group of caregivers. Even though this study focused on Florida caregivers, several conclusions could be suggested for caregivers at the national level. This poster presentation will present the problem of practice, background research, methodology, analysis, and implications of the research.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

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IMPACT Math: One School’s Strategy for Differentiating Middle School Math Rachel Owens & Cindy Smith

In this presentation, attendees will learn about The New Community School’s IMPACT Math, a teachercreated middle school math program. IMPACT Math is an individualized, student-centered middle school program that allows children the chance to develop math confidence while progressing at their own pace.

The creators of the program will explain the IMPACT Math approach.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

#DyslexiaCon23

109

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSION SP13-23

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What Factors Contribute to Onset Segmentation Difficulty in K-2?

Himilcon Inciarte

This study explores the person- and item-level attributes that contribute to onset segmentation difficulty in K-2. It has two main goals: 1) quantify the difference in item difficulties by creating an interval scale; b) test specific predictions about the characteristics contributing to these difficulties. By including bilingual students, this study is able to explore the extent to which onset segmentation ability manifests differently in monolingual students and their Spanish/English bilingual counterparts.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

B I A SP14-23 Leveraging SLP/Teacher Collaboration to Facilitate Implementation of MorphologyFocused Word Study Approach

B I SP15-23 A Model for School-University Partnerships to Implement Early Universal Screening

Erica Gutmann & Sarah Fox

Krystina Raymond, Steve Songtao Wang, Dr. Kathleen Hipfner-Boucher, Dr. Becky Xi Chen

This session will provide a detailed description of a word study approach (Structured Word Inquiry) that aligns with structured literacy and centers morphological awareness. Participants will learn the foundations of the approach and understand the evidence-based rationale for classroom implementation to support typically developing readers and students with dyslexia. As a practical suggestion for successful implementation, participants will be provided with an example of positioning the school Speech-Language Pathologist to lead the implementation through teacher collaboration.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

To bridge the gap between research and practice, a professional learning community (PLC) came together to implement early screening assessments for at-risk readers. Educators and administrators often wonder how can schools partner with universities to provide better assessment tools and reduce the number of struggling readers? The first step is to invite university faculty into their schools. Although this may seem intimidating in this presentation, we will share simple steps to create a PLC. In addition, we will describe the early screening process using a phonological awareness measure and the contribution demographic variables have on children’s phonological processing skills.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

110 Register on-line at DyslexiaIDA.org

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OCTOBER 14, 2023 8:00 AM - 7:00 PM EST

B SP16-23 Phonological Awareness for Kindergarten Success: Research & Strategies to Ignite Structured Literacy!

B I A SP18-23 Effectiveness of Enhanced Core Reading Instruction (ECRI) for Student in Tier 2

Rachel Schechter & Laura Stewart

Elaine Wang

Ignite your school's early literacy success!

Join us at this comprehensive symposium on implementing structured literacy programs in kindergarten. Discover the critical role of phonological awareness, explore recent research utilizing structured, sequential phonological awareness lessons for intervention in reallife classroom outcomes, and gain practical strategies for successful execution and schoolwide implementation. With a focus on supporting district leaders in change management, equipping teachers with valuable resources, and providing tools for implementation, this symposium is a must-attend for teachers, administrators, researchers, and district leaders looking to enhance their understanding and implementation of structured literacy programs.

This presentation focuses on first-year results of a rigorous independent evaluation examining the effectiveness of Enhanced Core Reading Instruction (ECRI), a comprehensive approach to early reading instruction and intervention for early elementary students (K-2). Prior efficacy studies have shown positive impacts of ECRI on broad measures of students’ reading outcomes.

The current study evaluates ECRI under routine implementation conditions. It examines the impacts of ECRI on the foundational reading skills of first-grade students with or at risk for reading disabilities who are eligible to receive Tier 2 intervention. Year 1 of the randomized controlled trial involved 20 schools, with over .

The study is funded by the National Center for Special Education Research (NCSER).

Disclosure Statement: Presenter(s) have no non-financial relationships to disclose. LXD Research was paid to conduct the research of the product by the 95 Percent Group. LXD Research also is paid a consulting fee to the 95 Percent Group to advise on their research strategy. Because of this, all statistical analyses to measure the impact of the product for the research study were conducted by a third party, Lynch Research Associates, who are not associated with the 95 Percent Group to mitigate any bias or conflict of interest.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

SP17-23 How To Write a Structured Literacy Lesson Plan Like a Boss!

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Jennifer Jacobsen

Participants will learn how to write a lesson plan that includes all Structured Literacy components, multisensory techniques, how to engage students. And how to batch lesson plan writing!

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

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A

2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY POSTER SESSION SP19-23

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Interleaved Practice for Literacy Deana West & Concepcion Moncada Cummings

Interleaved practice has become a popular term in education, but what does it mean? This poster will present a literature review of current research on interleaved practice. The discussion section will provide examples of ways for teachers to incorporate interleaved practice in lesson planning.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

SP20-23 The Response of English Language Learners to English-language Dyslexia Intervention: Post intervention

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I A SP21-23 Are Kindergarten & First Grade Dyslexia Programs Doing Enough to Support Young Readers?

Marcela Davila

Charlotte Gregor & Jill Allor

In U.S. public schools, 10.4% of students are identified as English Language Learners (ELL).

Though some will be identified with dyslexia (ELL-D), many schools are only equipped to provide dyslexia intervention services in English.

Little is known about whether and how ELLD’s respond to English Language Dyslexia Intervention (ELDI) in comparison to their Englishproficient peers (D-1). This study addresses that question. Data has been collected from a twoyear intervention that the students participated in.

In 2022, data collected at the end of one year of ELDI suggested that D-1s and ELL-Ds both benefit with phonological awareness improvement in ELL-Ds. This year, data is collected at the end of their second year of ELDI to determine if ELL-Ds continued to benefit.

In this session, participants will learn about how popularly used early (kindergarten - first grade) dyslexia intervention programs such as Scottish Rite's Pre-Flight Program, Multisensory Teaching Approach's (MTA) Soundations Program, and Wilson's Fundations Program (among others) approach literacy remediation. We will look at how the components of these programs map on to the five key elements of effective reading curriculum put forth by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension and consider what may be missing from the programs currently offered to our early-identified students with dyslexia.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

112 Register on-line at DyslexiaIDA.org

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

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OCTOBER 12, 2023 8:00 AM - 7:00 PM EST

B SP22-23 Universal Screening, Reading Instruction, & Substantial Reading Improvement in High School Students

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Caitlin Dillon, Emily Mattson & Heidi Stoll

While universal screening and reading intervention are often implemented at the elementary level, such practices at the secondary level are rare due to the amount of time needed for assessment and the difficulty of teaching secondary students who are struggling with reading. Using the first author's Acquisition of Language and Literacy framework as a guide, the authors were able to minimize assessment time in order to screen each high school student in about 4 minutes of one-on-one assessment and 10 minutes of whole-class assessment, covering decoding, word recognition accuracy and automaticity, reading comprehension accuracy and automaticity, and encoding. Select students were then given the opportunity to participate in weekly reading instruction, during which instructors used a synthetic code-for-comprehension approach designed and utilized for the past decade by the first author.

Students showed substantial improvement in their area(s) of weakness.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

SP23-23 Exploring the Value of Dual Language Assessment for Reading Risk Identification

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SP24-23

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African Speculative Fiction as Recollection Intervention for Grade Four Dyslexic Learners

Deni Basaraba

Larry Onokpite

Researchers are beginning to explore the role of home language in the identification of reading risk. Assessing students’ reading skills in English and their native language not only provides a more comprehensive picture of students’ skills but can also give schools a more accurate idea of reading intervention needs. In this presentation we demonstrate the advantages of a dual language assessment approach, exploring how the reading risk designations shift when Spanishspeaking students are assessed in their native language.

This study focuses on using African speculative fiction in the reading recollection intervention for grade four dyslexic learners. It uses a classroom ethnographic approach. The study’s main question is: “How does using an African speculative fiction text, Ikenga by Nnedi Okorafor, in a reading intervention for grade four dyslexic learners at a Johannesburg special school affect the learners’ reading recollection?” There are three significant themes that emerges from coding the data: contextuality, multimodality (arts and visual modes), and speculative imagination.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

#DyslexiaCon23

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2023 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS SP27-23 Build Early Literacy Engagement & Trust with Play Roly’s Early Reading Resource

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Linda Siegel, Lisa Sturdy, Jenn Fane & Audrey Plé

Play Roly is a free, fun Early Reading Resource for school districts and early years centers to share with families and teachers of children ages 3 to 6. The on-demand, free program meets young children “where they are” with a musical, playful start-to-read activity with which any parent or teacher can be successful.

Play Roly’s series of short video lessons embed techniques from reading interventions and allow for playful repetition, enabling learning of sometimes challenging skills: naming letters, phonemic awareness and early decoding. Free decodable books complete the program. Play Roly * Is shared as a resource by reading experts * Is based on the science of reading * Is focused on the early foundational skills that predict reading success * Allows teachers and parents and children to be successful and have fun Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose. Play Roly and Teaching the Way they Learn Corporation, a social enterprise, offer free products. Lisa Sturdy is CEO and Founder. Board member Dr. Linda Siegel has been a volunteer since 2018.

I A SP28-23 Phonological Awareness in English of Japanese L1 Dyslexic Junior High School Students Marina Tsuji & Ayumi Seki

B SP29-23 Community-based Early Language & Literacy Screenings

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Jaclyn Galbally & Katharine Mayer

This study investigated the impact of segmental and suprasegmental phonological awareness for L2 literacy acquisition would differ due to their L1 reading fluency. 12 Japanese junior high school students with developmental dyslexia and 16 age-control participated. We examined participants' L2 literacy attainment and phoneme/ syllable/ prosodic awareness.

As a result, there were no significant group differences in prosodic and syllable awareness.

On the other hand, students with developmental dyslexia showed significantly impaired phonemic awareness and English literacy attainment compared to age-control students. The different amounts of exposure to speech sounds between L1 and L2 may explain these results.

We will describe the efforts of a communitybased literacy advocacy group to provide free, evidence-based, reliable, and comprehensive literacy and dyslexia screenings to young children in one large urban region. The goal of this community-based literacy advocacy organization is to support children through free screenings and parent education. Presenters will discuss the initiative and detail how the program was developed, targeted community outreach, and the process of training parents and other community members to conduct the screenings. We will also discuss the impact of the program, as measured via child-level data and family testimonials.

Finally, we will discuss the next steps for our program and provide participants with avenues for replication.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

Disclosure Statement: Presenter(s) have no financial or non-financial relationships to disclose.

114 Register on-line at DyslexiaIDA.org

#DyslexiaCon23

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2023 IDA Conference | Reading, Learning & Literacy

THANK YOU SPONSORS RUBY LEVEL

116 Register on-line at DyslexiaIDA.org

WELCOME BAG

SCHOLAR SPONSORS

SYMPOSIUM SPONSOR

LANYARD SPONSOR

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2023 IDA Conference | Reading, Learning & Literacy

THANK YOU LOCAL BRANCHES IDA BRANCH

C O N TA C T

CANADA

IDA BRANCH

C O N TA C T

NEW JERSEY BRANCH

Dawn Dennis

Ontario Branch

Una Malcolm

NEW YORK

ALABAMA BRANCH

Angie Hood

Long Island Branch

Connie Russo

ALASKA BRANCH

Rebecca George

N O RT H C A R O L I N A B R A N C H

Nancy Coffman

ARIZONA BRANCH

Heather Caska

OHIO

CALIFORNIA

Central Ohio Branch

Mike McGovern

Los Angeles Branch

Danielle Abramson

Northern Ohio Branch

Jennifer Scaffidi

Northern California Branch

Mary Cancelmo

Ohio Valley Branch

Amy Hiemkreiter

San Diego Branch

Steve Mayo

OREGON BRANCH

Danielle Thompson

Southern CA, Tri-Counties Branch

Caylin Wade

P E N N S Y LVA N I A B R A N C H

Jessica McKee

D C C A P I TA L B R A N C H

Sarah Irvine Belson

R O C K Y M O U N TA I N B R A N C H

Diane Mayer

F LO R I D A B R A N C H

Judy Cohen

SOUTH CAROLINA BRANCH

Leigh Whittaker

GEORGIA BRANCH

Stacey Levy

H AWA I I B R A N C H

Natalie Haggerty

SOUTHWEST BRANCH

Amy Miller

INDIANA BRANCH

Kelly Grillo

TENNESSEE BRANCH

Jennifer Fleming

IOWA BRANCH

Tammy Wilgenbusch

KANSAS/MISSOURI BRANCH

Allison Winters

KENTUCKY BRANCH

Jamie Mahoney

LO U I S I A N A B R A N C H

Paulan Varnau

MARYLAND BRANCH

Dan See

MASSACHUSETTS BRANCH

Adam Hickey

MICHIGAN BRANCH NEW HAMPSHIRE BRANCH

118 Register on-line at DyslexiaIDA.org

TEXAS Austin Branch

Sharon Roberts

Dallas Branch

Sarah Irvine Belson

Houston Branch

Jennifer Hopkins

UPPER MIDWEST BRANCH

Sarah Olson

VIRGINIA BRANCH

Mary Stowe

Shannon Koenen

WA S H I N G T O N S TAT E B R A N C H

Catey Roe

Susan Hourihan

WISCONSIN BRANCH

Priscilla Gresens

GLOBAL NETWORK COUNTRY

G L O B A L PA RT N E R

C O N TA C T

Australia

Australian Dyslexia Association

Ms. Jodi Clements, President

Hong Kong

Pathways Foundation, Ltd.

Ms. Lucille Wong, Executive Director

India

Dr. Anjali Morris Educational and Health Foundation

Ms. Tanima Sarkar

India

Maharashtra Dyslexia Association

Ms. Kate Currawalla

Ireland

Dyslexia Association of Ireland

Ms. Rosie Bissett, CEO

Kenya

Dyslexia Organization, Kenya

Ms. Phyllis Munyi-Kariuki, Director

South Africa

Bellavista School

Ms. Allison Scott, Executive Principal

Singapore

Dyslexia Assocation of Singapore

Mr. Lee Siang, CEO

Turkey

Turkey Dyslexia Association

Ms. Elif Yavuz, CEO

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UNTIL EVERYONE

CAN READ International Dyslexia Association 1829 Reisterstown Road Suite 350 Pikesville, MD 21208 (410) 296-0232 Tel (410) 321-5069 Fax. dyslexiaida.org dyslexiacon.org

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