2022 IDA Conference Program by International Dyslexia Association

CONFERENCE PROGRAM Envisioning a Future of Structured Literacy

dyslexiaIDA.org dyslexiaCon.org

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Putting structured literacy into practice for 35 years Our commitment to comprehensive professional learning, grounded in the sciences of reading and implementation, supports student and teacher success.

Prevention/Early Intervention

Intervention

Intensive

Foundational reading and spelling skills

Accelerated word study

Dyslexia intervention

800.899.8454 2

www.wilsonlanguage.com

ABOUT IDA

BOARD OF DIRECTORS

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

Josh Clark, Chair

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

Herve Wilczynski, Director at Large

Jennifer Topple, Immediate Past Chair Mary Wennersten, Vice Chair Dean Conklin, Secretary Geoffrey Seegmiller, Treasurer Janet Thibeau, Branch Council Chair Stephanie Al Otaiba, Director at Large Dean Bragonier, Director at Large Cawley Carr, Director at Large Carolyn Cowen, Director at Large Gad Elbeheri, Director at Large Angus Haig, Director at Large Joanna Price, Director at Large Michael Wright, BCEC Treasurer Elena Grigorenko, SAB Chair Adi Rubin, Director at Large Jennifer Lindstrom, Director at Large David Chard, Director at Large

#DyslexiaCon22

Does YOUR child or someone YOU know have a reading difficulty? What do you do? Whom do you ask? Where do you go for trusted help? Can you verify that the training, practice, and evaluation needed by effective dyslexia specialists has been delivered by a qualified professional? The Alliance offers this critical guidance. Each member organization provides multisensory structured language programs and training that have been accredited at the highest level by the International Dyslexia Association. Through their programs and extensive, practicum-based training, these three organizations prepare and develop specialists who use proven strategies and methods that help individuals with dyslexia to read, write and spell.

Visit the Alliance website, a gateway to locating specialists qualified to address dyslexia and language-based learning disabilities, as well as training centers and university programs that provide preparation and ongoing professional learning for educators.

www.alliancefordyslexiaeducators.com

CONTENT Envisioning a Future of Structured Literacy Welcome

Conference Committee

General Information

6 8

Registration Information Continuing Education Advanced Certification Registration Conference Policies Conference Planning

12 14 16 21 22 24

Sponsors

Navitgating the Sessions Knowledge and Practice Standards

30 32

Agenda & Program

35 36 38 42 55 56 58 62 64 68 70 75 76 80 88 98

What to Expect IDA Exhibitor Hall IDA Awards At-a-Glance Schedules and Sessions Thursday At-a-Glance On Demand At-a-Glance Friday At-a-Glance Friday Poster Sessions Saturday At-a-Glance Saturday Poster Sessions Full Conference Schedule Thursday Sessions Friday Sessions Saturday Sessions Local Branches & Global Partners

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. #DyslexiaCon22

WELCOME 2022 IDA Conference | Reading, Learning & Literacy

It has been 73 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 73rd anniversary of IDA’s Annual Reading, Literacy & Learning Conference in San Antonio, TX. 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. DyslexiaCon2022 will honor IDA’s distinctive past, its rich variety of topics and caliber of presenters will keep our focus firmly on the future! Thank you for all that you do. See you in San Antonio!

UNTIL EVERYONE CAN READ

#DyslexiaCon22

2022

Annual IDA Conference Committee

Elsa Cárdenas Hagan, EdD President at Valley Speech Language and Learning Center

Devin M. Kearns, Elena L. PhD Grigorenko, PhD Associate Professor of Special Education Neag School of Education University of Connecticut

Distinguished Professor Department of Psychology, University of Houston Research Certified Adjunct Professor Departments of Pediatrics and Molecular and Human Genetics, Baylor College of Medicine

Eric Tridas, MD Clinical Associate Professor in Pediatrics at the University of South Florida, Morsani College of Medicine

Mary Wennersten, MEd Accreditation Chair for the International Dyslexia Association

Medical Director of The Tridas Group

Discover Your Learning bility 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 8

Janet Thibeau

Lynn Kuhn, M.A., CCC-SLP

Benjamin Powers, DBA

Gad Elbeheri, PhD

President and Founder or BTA Education

Language-Literacy Links Consultant

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

Chairman, Global Educational Consultants

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

Write Your Sub Title and Services Right Here

Suzanne Carreker, PhD Principal Educational Content Lead, Lexia Learning

Executive Director of The Dyslexia Foundation

Write Your Sub Title and Services Right Here

#DyslexiaCon22

Effective literacy solutions today.

Reading success tomorrow.

Teachers know all too well what lies ahead for students who struggle with reading. The challenge is to get effective solutions into the classroom before defeating frustrations set in and precious time is lost.

Expand Your Teacher Knowledge Neuhaus Education Center has trained nearly 100,000 educators in the Science of Reading approach that elevates teacher success and benefits all readers.

Flexible Learning Options for Educators Neuhaus professional development curriculum and training applies research-based methods that help all students achieve skilled reading and attain individual literacy goals. Classes are available on-site, through virtual live instruction, or study at your leisure and earn CEUs with our on-demand online class offerings.

www.neuhaus.org

Neuhaus Education Center is a 501 (c)(3) non-profit organization dedicated to promoting Literacy For All.

#DyslexiaCon22

GENERAL INFORMATION

SAN ANTONIO, TX The 2022 Annual IDA Reading, Literacy and Learning Conference will be offered both in-person and on-demand. The in-person session will take place November 10-12, 2022, in San Antonio, TX. The virtual conference will include General Sessions and a Poster Session On-Demand that will be available November 15, 2022. Only registration package holders can access the conference online 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.

CANCELLATION/REFUND POLICY

SESSION RECORDINGS

All cancellations, without exception, must be made in writing via email to conference@dyslexiaida.org by October 10, 2022. IDA will refund registration fees, less a $50 cancellation fee. Refunds will be processed within twelve weeks following the conference. If you cancel any time after October 10, 2022, or if you are unable to attend the conference for any reason, we cannot refund your registration fees in whole or in part. No refunds will be processed for special sessions with fees/event tickets on or after October 10, 2022.

IDA is pleased to offer attendees the opportunity to purchase audio recordings synced with session presentations of all eligible sessions from DyslexiaCon22.. 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.

TELL US WHAT YOU THINK 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.

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

SESSION HANDOUTS 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.

CONTINUING EDUCATION

CERTIFICATES OF ATTENDANCE

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.

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

REFRESHMENT BREAKS 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, including the IDA Café inside the exhibit hall.

CONFERENCE LOCATION All sessions will be held at the San Antonio Convention Center 900 E Market Street San Antonio, TX 78205

#DyslexiaCon22

general registration The Annual Reading, Literacy & Learning conference is a 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, and the Special Tracks and Symposia, followed by concurrent breakout sessions Thursday, Friday, and Saturday. This year’s In-Person and On-Demand Conference experience will provide LIVE presentations in San Antonio from 8:00 am (CT) to 6:30 pm (CT) each day with recorded On-Demand access over a 30-day conference period. These sessions, along with our highly popular Award Lectures, provide relevant and tangible take-aways for attendees. The IDA Virtual Exhibit Hall allows attendees to connect with vendors and service providers from coast to coast.

REGISTRATION TYPE

PRICE MEMBERS

NON-MEMBERS

FULL REGISTRATION - IN-PERSON (EARLY BIRD)

$429.00

$529.00

FULL REGISTRATION - IN-PERSON (REGULAR)

$459.00

$579.00

FULL REGISTRATION - IN-PERSON (ONSITE, LIMITED)

$575.00

$629.00

FULL REGISTRATION - VIRTUAL ON-DEMAND (EARLY BIRD)

$400.00

$529.00

FULL REGISTRATION - VIRTUAL ON-DEMAND (REGULAR)

$425.00

$579.00

FULL REGISTRATION - VIRTUAL ON-DEMAND (AFTER NOV. 11, 2022)

$475.00

$629.00

FAMILY REGISTRATION - IN-PERSON (EARLY BIRD)

$99.00

FAMILY REGISTRATION - IN-PERSON (EARLY BIRD)

$125.00

VIRTUAL ON-DEMAND REGISTRATION

GENERAL REGISTRATION This year’s in-person conference experience will provide on-site presentations in San Antonio, TX, at the beautiful San Antonio Convention Center – Riverwalk from 8:00 am (CT) to 6:30 pm (CT) each day starting Thursday – November 10th through Saturday – November 12th.

We will bring the content to you! This year’s virtual conference experience enables attendees to attend from anywhere. Attendees can join us virtually and experience DyslexiaCon22 during the event. On-site sessions will be recorded daily and premiered via IDA TV starting Friday – November 11th through Sunday – November 13th each day.

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3 General Sessions

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Up to 6 On-Site Symposia and special Sessions

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Up to 36 On-Site Concurrent & Recorded Sessions

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Poster Presentations

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Additional Pre-recorded Sessions

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3 On-Demand General Sessions

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Live Exhibit Hall with Welcome Reception Invite

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Up to 6 On-Demand Symposia and Special sessions

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Signature Welcome Bag

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Up to 36 Recorded Concurrent Sessions

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Continuing Education Credits & Certificates of Attendances (based on session attendance and evaluation)

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Additional Pre-recorded Sessions

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Signature Welcome Bag

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Continuing Education Credits & Certificates of Attendances (based on session attendance and evaluation)

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Virtual Speaker Meet & Greets

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On-Demand access to all sessions for 30 days

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Networking Opportunities

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On-Demand access to all sessions for 30 days

The virtual conference allows participants to view conference content, learn from an engaged community, and be inspired by others to work towards a mutual goal … Until everyone can read.

#DyslexiaCon22

Plan Your Credits

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)

Participants can earn specified clock hours for attending the 2022 Annual IDA Reading, Literacy & Learning Conference in-person sessions, November 10-12, 2022, depending on sessions viewed. In addition, participants can earn specific clock hours for viewing the ondemand sessions beginning

November 11 – 13, 2022 (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 test.com. ASHA participants can earn specified Clock Hours and ASHA CEUs depending on sessions viewed for in-person conference November 10 – 12, 2022. On-demand sessions will be available to view beginning November 11 -13, 2022, and may qualify for clock hours and ASHA CEUs depending on sessions viewed. Participants can obtain certificates of attendance for each session through test.com. YOU CAN EARN CEUs BY • Attending the LIVE Stream Conference and complete the evaluation and short quiz • Watch pre-recorded on-demand sessions and complete the evaluation and short quiz

What CEUs are right for you

Obtain certification through test.com

AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION (ASHA) The International Dyslexia Association is approved by the Continuing Education Board of the American Speech-LanguageHearing Association (ASHA) to provide continuing education activities in speechlanguage 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. The in-person sessions (November 10-12) will be offered for a specified number of ASHA CEUs (various levels; professional area) depending on sessions viewed. The on-demand program is offered for ASHA CEUs (various levels; professional area), depending on sessions viewed. On-demand viewing will begin November 11 – 13. The ASHA submission process is available via the ASHA Certificates of Attendance Guide for 2022.

Watch, quiz and you’re done!

GENERAL CERTIFICATES OF ATTENDANCE 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) or individual certificates per session through Test.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. 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).

#DyslexiaCon22

Credits continued ACADEMY OF ORTON-GILLINGHAM PRACTITIONERS AND EDUCATORS (OGA) The 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. 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.

WILSON READING SYSTEM Wilson Reading System certified educators may use the certificate of attendance for the 2022 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. Participants can obtain certificates of attendance for each session through test.com. Full Instructions are available in the General Certificates of Attendance Guide for 2022.

Don’t Just Grow. Thrive

The Parish School empowers children who have communication delays and learning differences to thrive through whole-child education, innovative therapy and access to nature. • Small, 1:5 faculty/student ratios • Master’s-level Speech-Language Pathologists in every classroom • Beautiful, 17-acre campus • Nationally accredited independent school • Serving greater Houston since 1983 • Financial assistance available

The Carruth Center at the parish school

The Carruth Center is a pediatric therapy clinic on campus serving Parish School students and children from the greater Houston community. • • • •

Speech-Language Therapy Occupational Therapy Physical Therapy Music Therapy

• Mental Health Services • Social Thinking® • Developmental Testing • Individual and Group Sessions Available

Contact The Parish School and The Carruth Center 713-467-4696

11001 Hammerly Blvd. Houston, TX 77043

parishschool.org carruthcenter.org

A Podcast for those navigating the world of special education, communication delays, and learning differences. parishschool.org/unbabbled

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

Advanced Certification Registration SPECIALTY CERTIFICATE PROGRAM (IN-PERSON) Looking to advance your knowledge and gain credit for it? For the first time ever, IDA will offer Advanced Certificates to those professionals looking for specialized training and education in structured literacy, instructional practices, or administration. Advanced Certificate sessions are taught by renowned IDA accredited training experts and institutional programs in the field of structured literacy and dyslexia.

The 2022 In-Person Special Advanced Certificate (Available In-Person Only) Experience includes: •

5 Requisite Specialized Sessions (1 ½ - 2 hours per session)

•

6 Requisite Elective Sessions (choice of General, Symposia and/or Concurrent sessions)

Attendees that select this program will enjoy specialized instruction, group discussion and take-home information. The Specialty Certificate program is open to classroom teachers, dyslexia specialists and school system administrators seeking advanced knowledge and application in structured literacy, instructional practice or school administration. Due to the nature of coursework and program structure this program is only available to those attending conference in person.

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Hands on assignments and Q&A from instructors

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Poster Presentations

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Live Exhibit Hall with Welcome Reception Invite

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Signature Welcome Bag

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Continuing Education Credits & Certificates of Attendances (based on session attendance and evaluation)

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Group Learning & Networking Opportunities

Sessions are presented as intensives and may involve group work, assignments and proof of attendance and participation.

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On-Demand access to all sessions for 30 days

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

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.

#DyslexiaCon22

Conference Policies REGISTRATION Advanced certificate class only must be chosen at least two-weeks 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 conference@ dyslexiaida.org. All refunds will be issued within 45 days from request less a $25 administrative fee. No cancellations after August 15, 2022. All cancellations requests received after August 15, 2022 will be a credit towards the 2023 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 virtual 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 event 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.

With the right reading intervention, all students can achieve improved literacy. Our solutions: • Directly align to the science of reading • Address key principles of Structured Literacy • Provide differentiated instruction that is explicit and systematic • Give immediate corrective feedback

Scan the QR Code for details.

We can help you find the literacy solution that fits your needs, so all students can achieve success. Visit us at booth #424 to learn more.

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

Conference Planning The River City is ready to give DyslexiaCon22 attendees a royal welcome. Book your air travel and hotel room for the IDA Conference in San Antonio today! After a day packed of travel and the IDA Conference, you are going to need a place to rest your head at night. San Antonio has a lot in store for you. Be sure to book your hotel soon!

San Antonio Marriott Rivercenter

San Antonio Marriott Riverwalk

101 Bowie Street San Antonio, Texas 78205, USA (210) 223-1000 marriott.com

1889 East Market Street San Antonio, Texas 78205, USA (210) 224-4555 marriott.com

Parking On-site: $42 Daily Valet parking: $52 Daily

Parking On-site: $52 Daily

Rates Single & Double $219 Trip $239 Quad $259

Cut Off Date October 14, 2022

24 Register online at DyslexiaIDA.org

RESERVE YOUR ROOM!

IDA Austin

Austin cy

For the Love of Literacy

Visit us at Booth 429!

#ForThe

L it

Let’s Connect!

Promoting lit

y. nd advocac search, education, a e r h g u ro y th ac r e

Of Love

The International Dyslexia Association Austin is dedicated to all children reading from Central Texas to the Valley. Our mission is to educate all stakeholders from parents and students to educators and lawmakers.

San Antonio Airport Just 8 miles away, it only takes about 15 minutes to get from the San Antonio International Airport to where all of the action is in downtown San Antonio. The San Antonio International Airport has implemented safety measures throughout the gate and terminal areas, as well as plexiglass barriers at TSA check-in, ticket counters and store counters. Check out their website for more details at www.flysanantonio.com.

Find Your Way

Ground Transportation

Centrally located in the River City’s downtown, the San Antonio Convention Center is easily accessible from the Interstate. Plus, with the building prime location you can find convenient parking in a garage or lot close to the Convention Center. For location, directions and parking click the resource below:

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 San Antonio. Check out the resources below for a full list of each partners' procedures.

Location - Directions - Parking

• •

•

Transportation Resource: Centro San Antonio Ride Share: Lyft and Uber Rental Cars: Avis and Enterprise #DyslexiaCon22

thank you to our sponsors EMERALD LEVEL

SAPPHIRE LEVEL

SCHOLAR LEVEL

#DyslexiaCon22

WELCOME BAG

GENERAL SESSIONS

churchillstl.org | 314-997-4343 28 Register online at DyslexiaIDA.org

Certified Dyslexia Therapist™

#DyslexiaCon22

navigating the sessions HOW TO READ A SESSION LISTING SES S I O N COD E & NU MB E R All sessions are numbered consecutively. The letters denotes the track or session type (Symposium, Poster, or Standard Session).

DE S CR I PT I ON Overview of the session content provided by the presenters.

DI S CLO S U R E STATE ME N T

FCE1

Reaching Them All : Making Online Teaching and Tutoring Engaging and Effective

SE SSIO N T I T LE

HOLLY L AN E VALEN T IN A A . C ON T E S SE

SPEAKER NAM E(S)

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

ASHA

SE SSIO N K EY

Indicates audience level and continuing education information.

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

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

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

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

SYMPOSIA Multiple perspectives of a particular topic that address complex information or are applied in nature. The chair will provide an introduction to the topic that will be addressed by each of the presenters from a different perspective. The symposium usually concludes with a discussion or question and answer period led by the symposium chair.

30 Register online at DyslexiaIDA.org

SESSION CODES TPP R FPP FCE SPP ELP IPP RESEARCH

FAMILY AND COMMUNITY ENGAGEMENT

EDUCATIONAL LEADERSHIP & POLICY

THURSDAY POSTER PRESENTATION FRIDAY POSTER PRESENTATION SATURDAY POSTER PRESENTATION

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

SESSION KEY LEVEL

BEGINNER

INTERMEDIATE

ADVANCED

CONTINUING EDUCATION 1

ASHA

The amount of Clock hours available f rom this session The amount of ASHA CEUs available f rom this session

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

THURSDAY: RS01 FRIDAY:

RS02, RS03, RS04, FP02

SATURDAY:

RS5, RS6, RS07, RS08, SP07

EDUCATIONAL LEADERSHIP AND POLICY (ELP) Audience: Legislators, policy makers, Department of Ed staff, superintendents, principals, literacy and assessment coordinators, higher education preservice faculty THURSDAY: ELP01 FRIDAY:

ELP03, ELP02, ELP04, FP03

FAMILY AND COMMUNITY ENGAGEMENT (FCE)

SATURDAY:

ELP05, FC09, ELP06, ELP07

Audience: Individuals with dyslexia and related learning issues, parents, families, advocates, organizations, and community leaders

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS (IPP)

THURSDAY: FC01, FC02 FRIDAY:

FC03, FC04

SATURDAY:

FC05, FC06, FC07, FC08

Focus Area: Science of Reading, Structured Literacy, and Related Topic Areas THURSDAY: ADV-AL01, ADV-CT01, ADV-SP01 FRIDAY:

IPP02, IPP03, ADV-SP02, ADV-CT02, ADV-AL02, IPP05, IPP06, IPP07, IPP08, IPP09, IPP012, IPP010, IPP011, ADV-AL03, ADV-SP03, ADV-CT03, IPP013, FP013

SATURDAY:

IPP015, IPP014, IPP016, ADV-AL04, IPP017, IPP018, ADV-CT04, ADV-SP04, IPP019, IPP020, IPP032, IPP025, IPP023, IPP021, IPP024, IPP028, IPP029, IPP026, IPP027, ADV-CT05, ADV-SP05, IPP030, IPP-0D010

dyslexiaIDA.org

VISIT US ONLINE TO REGISTER AND FIND OUT MORE! #DyslexiaCon22

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

STANDARD 1

STANDARD 2

STANDARD 3

FOUNDATIONS OF LITERACY ACQUISITION

KNOWLEDGE OF DIVERSE READING PROFILES, INCLUDING DYSLEXIA

ASSESSMENT

THURSDAY:

ELP01, FC01, GS02, ADV-SP01, ADV-CT01

THURSDAY

FC01, GS02, ADV-CT01,

THURSDAY

RS01, GS01, GS02,

FRIDAY

ELP04, IPP08, IPP07, IPP03, ELP02, ADV-CT02, RS04

FRIDAY

ELP04, FC03, IPP07, FC02, IPP03, IPP011, ELP02, IPP010

FRIDAY

RS02, ELP02

SATURDAY

IPP026, IPP016, IPP027, RS6, IPP017, IPP021, IPP019, ADV-SP04, IPP018, IPP020, IPP024, RS08, FC06

SATURDAY

IPP019, IPP026, IPP015, IPP016, IPP027, FC05, FC07, ELP06, IPP022, ELP07, IPP028, IPP018

SATURDAY

IPP026, ELP05, RS5, IPP023, IPP022, IPP018

STANDARD 4

STANDARD 4A

STANDARD 4B

STRUCTURED LITERACY INSTRUCTION

ESSENTIAL PRINCIPLES AND PRACTICES OF STRUCTURED LITERACY INSTRUCTION

PHONOLOGICAL AND PHONEMIC AWARENESS

THURSDAY

GS02

THURSDAY

GS02, ADV-CT01, ELP01, FC01

THURSDAY

GS02

FRIDAY

ELP04, IPP07, IPP011, ELP02, RS03, IPP013, IPP02, ADV-CT02, RS04, IPP012

FRIDAY

ELP04, RS03, ELP03, IPP02, ADV-CT03, RS04, ADV-CT02

FRIDAY

IPP05

SATURDAY

IPP014, ELP05, IPP021, ELP06, IPP019, ELP07, ADV-SP04, IPP018, FC08, IPP024, RS07, RS08, ADV-SP05

SATURDAY

IPP027, IPP025, ELP06, IPP019, ADV-SP04, IPP024, RS07, ADV-CT04, ADV-SP05

SATURDAY

IPP017, IPP019, ADV-SP04, RS07, ADV-CT04

STANDARD 4C

STANDARD 4D

STANDARD 4E

PHONICS AND WORD RECOGNITION

AUTOMATIC, FLUENT READING OF TEXT

VOCABULARY

THURSDAY

GS02

THURSDAY

GS02, ADV-SP01

THURSDAY

GS02

FRIDAY

RS04, IPP07, IPP08, IPP013, IPP02

FRIDAY

IPP07, IPP08, IPP02

FRIDAY

IPP07, IPP08, IPP03, RS03, IPP09, IPP012, IPP013

SATURDAY

IPP021, IPP019, ADV-SP04, RS07, ADV-CT04, ADV-SP05

SATURDAY

IPP021, IPP019, RS07, ADV-CT05, ADV-CT04, IPP032, ADV-SP05

SATURDAY

IPP019, ADV-SP04, ADV-SP05, IPP024, RS07, ADV-CT05, IPP032

STANDARD 4F

STANDARD 4G

STANDARD 5

LISTENING AND READING COMPREHENSION

WRITTEN EXPRESSION

PROFESSIONAL DISPOSITIONS AND PRACTICES

THURSDAY

GS02

THURSDAY

GS02

THURSDAY

ADV-AL01, FC01

FRIDAY

IPP07, IPP08, IPP06, IPP09,IPP012 IPP013

FRIDAY

IPP06, IPP07, RS03

FRIDAY

ELP04, FC02, FC04, ELP02,

SATURDAY

IPP019, RS07, ADV-CT05, IPP032

IPP029, IPP030, RS08, IPP-OD010, IPP032

ON DEMAND

SATURDAY

IPP-OD010

IPP026, ELP05, IPP027, IPP025, ELP07, IPP018, IPP030, FC09

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

#DyslexiaCon22

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Celebrating a half century of educating students with dyslexia and related language-based learning differences

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grades 1-12 & upper school prep accredited by AIMS and the International Dyslexia Association www.jemicyschool.org • 410.653.2700 • owings mills, maryland

34 Register online at DyslexiaIDA.org

agenda & program The following is a tentative agenda of event for the IDA 2022 Annual Conference. All times listed are Central Time.

NOVEMBER 10, 2022

NOVEMBER 11, 2022

8:30 - 4:30 pm

In-Person Sessions

8:00 - 5:00 pm

In-Person Sessions

12:00 - 6:30 pm

IDA Exhibit Hall

9:00 - 6:30 pm

IDA Exhibit Hall

NOVEMBER 12, 2022 8:00 - 5:00 pm

In-Person Sessions

9:00 - 3:30 pm

IDA Exhibit Hall

EXHIBIT HALL DEDICATED HOURS NOV 10

4:00 - 6:00 pm

NOV 11

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

NOV 12

10:30 am - 12:30 pm

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 2022 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.

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

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS FOCUS

AUDIENCE

Sessions for practitioners focus on the use of structured literacy practices to support students with dyslexia or to provide the type of instruction that prevents or ameliorates dyslexia. Sessions are not limited to word reading because we know dyslexia affects students in many domains. A session might cover a topic like writing, working with multilingual learners, issues of equity, or how to support students with attention difficulty. A list of keywords for possible topics that will interest practitioners is provided below. You may select up to three keywords that best describe the focus of your session to help us organize submissions for review.

General education teachers who can implement structured literacy to prevent dyslexia and Interventionists/dyslexia specialists/special educators who work with students with dyslexia individually or in small groups to support their specific needs. Instructional Level •

Early Childhood

•

Elementary

•

Secondary

•

Post-Secondary/Adult

Topic Areas -Varies

RESEARCH 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.

#DyslexiaCon22

IDA exhibit hall Each year, the IDA Exhibit Hall is an integral part of the IDA 2022 Annual Conference. Join us at the San Antonio 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, November 10, 2022 Friday, November 11, 2022 Saturday, November 12, 2022

12:00 p.m. – 6:30 p.m. 9:00 a.m. – 6:30 p.m. 9:00 a.m. – 3:30 p.m.

Exhibitors

95 Percent Group LLC................................................. 230

Institute for Multi-Sensory Education...................513

AIM Institute.....................................................................317

International Dyslexia Learning Solutions (IDL).............................................. 112

ALTA Academic Language Therapy Association.....................................................523 Amplify.............................................................................. 206 Amplio Learning........................................................... 506 Ascend Learning and Educational Consulting....................................400

International Multisensory Structured Language Education Council (IMSLEC).................................... 207 June Shelton School & Evaluation Center.........525 Junior Learning Inc...................................................... 530 Kendore Learning......................................................... 399

Beacon College.............................................................. 298

Keys to Literacy............................................................. 330

Brehm Preparatory School...................................... 502

Kildonan's Camp Dunnabeck................................. 507

Brilliantly Dyslexic | Brilliant Strengths.............. 296

Kurzweil Education.......................................................325

Brookes Publishing......................................................223

Landmark College.......................................................... 114

Camp Spring Creek..................................................... 299

Landmark School.......................................................... 412

Channie's Visual Resources..................................... 205

Language Circle Enterprises, Inc.......................... 305

Cosworth Publishing.................................................... 511

Learning Ally.................................................................... 201

Crushing Dyslexia.......................................................... 414

Letterland.......................................................................... 120

Curriculum Associates.................................................217

Lexercise............................................................................. 211

Durango Mountain Camp......................................... 306

Lexia Learning...................................................................96

Dyslexia On Demand....................................................331

Liberty Source LP..........................................................529

Dyslexia Training Institute....................................... 407

Literacy Dr, LLC.............................................................. 396

EarlyBird Education......................................................532

Logickeyboard............................................................... 500

Forman School................................................................295

Microsoft Corporation.................................................100

Gordon College................................................................ 118

Mount St. Joseph University..................................... 218

Great Leaps Digital Reading.....................................224

National Center on Improving Literacy............... 199

Great Minds..................................................................... 208

National Institute for Learning Development.............................................. 420

H.E.L.P. Program.............................................................132 High Noon......................................................................... 106 Hill Learning Center..........................................................x IDA Member Lounge....................................................324 IDA Texas.......................................................................... 429

Nessy Learning LLC...................................................... 124 Neuhaus Education Center.......................................232 NWEA................................................................................. 302 OrCam..................................................................................517

#DyslexiaCon22

Exhibitors (continued)

Orton-Gillingham Academy....................................406

The Dyslexia Classroom..............................................332

OTTER Reading...............................................................520

The Gow School............................................................. 300

Phillips Fundamental Learning Center...............397

The LD Expert...................................................................512

Phonic Books Ltd.......................................................... 514

THE NEW COMMUNITY SCHOOL.......................... 200

Reading Horizons..........................................................229

The Reading League.................................................... 130

Read Naturally............................................................... 398

Tools 4 Reading.............................................................. 195

ReadSpeaker................................................................... 220

Trident Academy............................................................531

Redwood Literacy.........................................................323

University of Florida Literacy Institute................ 198

Region 4 Education Service Center.....................408

Valley Speech Language and Learning Center................................................... 407

Renaissance.................................................................... 497 Savvas Learning Company........................................ 301 Scanning Pens................................................................524 School Specialty Curriculum................................... 505 Scottish Rite Hospital for Children........................ 219 SOAR................................................................................... 197 The Alliance for Dyslexia Educators.......................213

Voyager Sopris Learning........................................... 424 Whole Phonics................................................................ 418 Wilson Language Training.........................................212 Word Travel Press.......................................................... 518 WPS.................................................................................... 430 Zaner-Bloser.................................................................... 102

The Apple Group Inc................................................... 496

40 Register online at DyslexiaIDA.org

#DyslexiaCon22 40

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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.

42 Register online at DyslexiaIDA.org

The Samuel Torrey Orton Award (Orton)

The Norman Geschwind Memorial Lecture (Geschwind Lecture)

The Samuel Torrey Orton Award is the International Dyslexia Association’s highest honor. The Award recognizes a person or persons who have:

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)

•

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

Margaret Byrd Rawson Lifetime Achievement Award (MBR) 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

•

Work is nationally recognized as furthering the mission of IDA

#DyslexiaCon22 43

IDA Excellence in Leadership

The Pinnacle Award

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.

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

Remy Johnston Merit Award

The IDA Branch Excellence 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.

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.

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.

44 Register online at DyslexiaIDA.org

#DyslexiaCon22 45

ANNUAL READING, LITERACY, & LEARNING CONFERENCE

2022 AWARDEES

Jack M. Fletcher, Ph.D The Norman Geschwind Memorial Lecture (Geschwind Lecture) Jack M. Fletcher, Ph.D., is Research Professor Emeritus, Department of Psychology, at the University of Houston, where he served as an Associate Professor (1985-1989) and Cullen Distinguished Professor (2006-2021). He was also a Professor in the Department of Pediatrics at the University of Texas-Houston from 1989-2006 and a research scientist at the Texas Research Institute of Mental Sciences from 1978-1985. Dr. Fletcher received his doctoral degree in 1978 from the University of Florida. A board-certified child neuropsychologist, he has completed research on many issues related to neurodevelopmental disorders (learning disabilities and pediatric brain injury), including definition and classification, neurobiological correlates, and intervention. The author of over 400 papers and three books, Dr. Fletcher directs a NICHD-funded national learning disability research center and has been funded on program projects on spina bifida and math disabilities in addition to numerous investigator-initiated grants from NIH and NSF. He was the 2003 recipient of the Samuel T. Orton award from the International Dyslexia Association, a co-recipient of the Albert J. Harris award from the International Reading Association in 2006, and a past president of the International Neuropsychological Society in 2009.

46 Register online at DyslexiaIDA.org

Fumiko Hoeft, MD, PhD The Samuel Torrey Orton Award (Orton) Fumiko Hoeft, M.D. Ph.D., is the Interim Director of University of Connecticut (UConn) Waterbury Campus; Professor of Psychological Sciences, Neuroscience, Mathematics, Psychiatry, Pediatrics and Education at UConn, and of Psychiatry at the University of California San Francisco (UCSF). She is also the Director of UConn’s Brain Imaging Research Center (BIRC) and Co-Founder of the Haskins Global Literacy Hub with Prof. Ken Pugh. She is a neuroscientist who has been conducting research on reading and dyslexia, as well as on resilience and emotional well-being over the past 19 years. She is primarily funded by NIH, NSF, Oak Foundation and Tremaine Foundation to conduct her research. Fumiko received research training at Harvard, UCLA, Caltech, and Stanford, and has held faculty positions at Stanford, UCSF, and UConn. Honors include awards from the International Dyslexia Association (IDA; 2014, 2022), Learning & the Brain Foundation (2015), Int’l Mind Brain & Education Society (IMBES; 2018), Society for Neuroscience (SfN; 2018), Northern CA Branch of the IDA (2018), Eye to Eye (2019), and UConn (2021). She has published over 175 articles, reviews, and book chapters, and has delivered over 300 keynotes, talks, and workshops at venues such as local schools, international conferences, TEDx and the White House. Her work has been widely covered in media such as The New York Times, NPR, CNN, the New Yorker, and Scientific American. She was on IDA's Board of Directors (2015-2020) and Co-chaired the IDA’s Scientific Advisory Board (2018-2020); and has made significant contributions to support individuals and families with dyslexia and related challenges through research, advocacy and outreach. #DyslexiaCon22 47

Barbara Wilson Margaret Byrd Rawson Lifetime Achievement Award (MBR) Barbara A. Wilson is the Co-Founder and President of Wilson Language Training, whose mission is to provide professional learning and ongoing support to literacy educators across the country. She has worked to improve the lives of individuals with dyslexia for over 35 years since her work at the Massachusetts General Hospital Reading Disabilities Clinic where she taught adults with dyslexia how to read. Barbara authored the Wilson Reading System® based on that work and reading research. In 1985, Barbara and her husband, Edward, co-founded the Wilson Learning Center for students who were unable to read due to dyslexia, working with individuals from early grades through adulthood. When a consortium of schools in the area asked her to work with their special education teachers, Barbara created a year-long certification process now accredited by IDA as an Independent Teacher Training Program for students with dyslexia. In 1992, after working in several schools and with the realization that most students could not afford to access the Center, Barbara and Ed co-founded Wilson Language Training with a mission to bring multisensory structured language instruction into public school settings. Since then, under Barbara’s leadership, WLT has trained thousands of teachers with Wilson certifications. The Wilson certification is also an integral component for several university programs that are also accredited by IDA. Barbara later authored two additional programs: Wilson Just Words® for older students with a word-level deficit and Fundations® for students learning to read in K-3 and now works with school districts to offer structured literacy following a multi-tiered system of support. Barbara provides a voice for students with dyslexia, with presentations—keynotes and workshops—at more than 300 national and international conferences. She has authored a chapter titled, “Instruction for Older Students with a Word-Level Reading Disability,” which is in the fourth edition of Multisensory Teaching of Basic Language Skills, edited by Judith Birsh. She has also consulted on several research grants for older students and was invited to the White House to speak to the President’s Domestic Policy Adviser on Education regarding the issue of literacy in America’s middle and high schools. And in 2015, she testified in front of the U.S. House of Representatives’ Committee in support of H.R. 3033, the Research Excellence and Advancements for Dyslexia (READ) Act, which was later signed into law. Barbara is a member of the Global Implementation Society and is dedicated to implementation. Barbara co-edited an International Dyslexia Association publication on this subject with an emphasis on how to bridge the gap between research, educational legislation, and classroom instruction. At Wilson Language Training, she assures that the principles of implementation science are incorporated into the literacy work with districts throughout the country. Barbara is currently serving on two IDA committees: the Fact Sheet Committee and the Multimedia Workgroup and provides professional expertise and consultation to other organizations dedicated to reading and dyslexia. Barbara has been awarded honorary doctorate degrees from two Massachusetts institutions: Becker College and Fitchburg State University. 48 Register online at DyslexiaIDA.org

Pat Roberts and Nancy Blair Excellence in Leadership Award Pat Roberts and Nancy Blair are the co-Founders and co-CEOs of AIM Institute for Learning & Research and AIM Academy. These two mothers, who connected more than 25 years ago to search for the best instruction for their daughters with dyslexia, founded AIM in 2006. AIM Academy, a school for children with language-based learning disabilities originally called Academy in Manayunk, opened its doors with 24 students. At the same time, the AIM Institute launched to support educators by providing professional training sessions, including training and certification as a Wilson Partner School. Pat and Nancy’s commitment to transforming and empowering lives through literacy is focused on evidenced-based instruction, fostering community and corporate partnerships, and identifying innovative methods to support learners who are prepared for the future. These core values have driven their leadership and vision over the past 16 years. AIM Academy just kicked off its 2022-2023 school year with 402 students, grades 1-12. AIM Institute now provides professional learning opportunities to educators and education leaders worldwide, including more than 15,000 educators receiving science of reading training and coaching in AIM Pathways, an IDA-accredited professional learning suite of courses aligned to the Knowledge and Practice Standards. AIM has established partnerships with state Departments of Education and higher education institutions across the country. Providing educators and students access to evidence-based research in the classroom and partnering directly with researchers has always been a key focus for Pat and Nancy. AIM was the first education partner in the Haskins Global Literacy Hub, supporting an in-school EEG Lab and neuroscience research study. Other partners for research include the Florida Center for Reading Research and Stanford University. Pat and Nancy, one an educator and one from the medical world, form a unique approach to education, research, and innovation. They have created an AIM team that is mission-driven to make a difference for all children while always envisioning the future of education for students. Pat is an educator and a businesswoman who has taught in regular and special education settings, and before co-founding, AIM created and led three successful education-related businesses. Nancy, who started her career as an intensive care nurse and was a Certified Registered Nurse Anesthetist, is a Wilson Credentialed trainer and a licensed academic reading specialist.

Noam Siegelman Early Career Award for Contributions to Research Award Dr. Noam Siegelman is a Senior Lecturer (equivalent to a US Assistant Professor) in the departments of Psychology and Cognitive and Brain Sciences at the Hebrew University of Jerusalem (Israel). Noam's research is concerned with reading, learning, and their intersection. In particular, his research aims to understand the immense variability that exists between individuals in their literacy skills in light of their learning capacities and the properties of their native language's writing system. This work is based on the development of computational tools that mathematically quantify writing systems in terms of their statistical properties, and the use of behavioral, eye-tracking, and neurobiological methods to unveil how readers differ from one another in their ability to utilize this rich statistical structure to read efficiently. His studies have shown that, indeed, readers vary substantially in their sensitivity to different types of regularities encompassed in their writing system, and that this variability has important implications for explaining reading skills as well as intervention gains in children with reading disabilities. Noam completed his BA (2011), MA (2014), and PhD (2019) at the Hebrew University of Jerusalem. His PhD dissertation under the supervision of Prof. Ram Frost focused on individual differences in statistical learning, namely, the mechanism underlying the human ability to extract regularities from sensory inputs. He conducted postdoctoral work (20182021) at Haskins Laboratories (CT, USA) with Profs. Kenneth Pugh and Jay Rueckl as advisors, supported by funding from the Rothschild Foundation and the Israel Science Foundation. This is where he became fascinated with reading and the prospect of understanding reading from a learning perspective. In addition to his faculty role at the Hebrew University, Noam is an affiliated Research Scientist at Haskins Laboratories and a member of the Haskins Global Literacy Hub.

50 Register online at DyslexiaIDA.org

Maintaining the standards of education for academic language therapy programs since 1986! Upcoming Conferences

LITTLE ROCK, AR 2024

HOUSTON, TX April 28-29, 2023

ALTA offers 4 levels of national certification:

Our Mission

Certified Academic Language Therapist (CALT) Certified Academic Language Practioner (CALP) Qualified Instructor of Certified Academic Language Therapists (CALT-QI) Instructor of Certified Academic Language Practitioners (ICALP)

www.altaread.org

FORT WORTH, TX 2025

The Academic Language Therapy Association’s mission is to provide its members with a distinction of excellence by setting high standards through an international certification for individuals who complete rigorous evidence-based multisensory structured language coursework and supervised practicum. ALTA verifies that certified members follow a professional code of ethics and complete continuing education to broaden and strengthen their expertise in the field of dyslexia and related disorders. ALTA provides our communities-at-large with leadership and resources to promote quality practices and guidance in the field of dyslexia. office@altaread.org

(512) 488-9897

FULLY ONLINE

READING SCIENCE PROGRAM www.msj.edu/reading-science DYSLEXIA CERTIFICATE

Meets the requirements for IDA-CERI Structured Literacy/Dyslexia Interventionist

MASTER OF ARTS DEGREE Pathway to IDA-CERI Structured Literacy/Dyslexia Interventionist

DOCTOR OF EDUCATION (Ed.D.) Concentration in Reading Science Fully online with summer institutes

Mount St. Joseph University is committed to providing an educational and employment environment free from discrimination or harassment on the basis of race, color, national origin, religion, sex, age, disability, sexual orientation, or other minority or protected status. Visit www.msj.edu/non-discrimination for the full policy and contact information. 02F-WO-002207/22/Ad

Transforming the Lives of Dyslexic Learners Serving Students 2nd through 8th Grade

Charles Armstrong School unlocks the unique potential of students with dyslexia and related learning differences, changing the trajectory of their lives.

1405 Solana Drive Belmont, CA 94002

www.charlesarmstrong.org

Changing the lives of students

State of the art Yoshimoto Orton-Gillingham Training - designed for whole class, small group, or 1:1 instruction. An interactive, indepth, and comprehensive O-G training with inperson or synchronous virtual learning options. The mission of Orton-Gillingham International (O-GI) is to provide state of the art, direct, explicit, multisensory, multilinguistic, structured SOR literacy training for teachers of all students, including those with dyslexia. “This training is what I have been looking for my entire teaching career. The outcomes for my students have been extraordinary. Even my most challenged readers have soared.” H.G -WY 2022

OUR TRAINING TRANSFORMS HOW KIDS LEARN TO READ

Orton-Gillingham International (O-GI) is an organization that places effective Yoshimoto Orton-Gillingham (Y-OG) methods into the hands of educators. O-GI provides Basic, Advanced, Early and Teen Literacy instruction, training, certification, resources, and consultation to ensure excellent outcomes for educators and their students. We support leadership to ensure success! For information, registration or scheduling training visit our website: OrtonGillinhamInternational.org or phone: 1.720.778.0300 IDA Accredited Plus

Help all students become strong, confident readers— including learners with dyslexia Identify students’ needs early and provide targeted instruction with Renaissance’s interconnected assessment and skill-building practice solutions.

Accurate Assessment | Engaging Practice & Instruction Learn more at www.renaissance.com

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Professional Development & Support in

The Orton-Gillingham Approach We train educators how to teach reading more effectively using the “gold standard of reading instruction” known as The Orton-Gillingham Approach. ACCREDITED TRAINERS We offer the highest quality structured literacy professional development courses to educators around the world. Each of our team memebers is certified by OGA and IDA. With over 25 years of experience training and supporting teachers, we guarantee expert training in pure Orton-Gillingham. REMOTE & IN-PERSON TRAINING Located in New York City, Edwards Orton-Gillingham offers in-person training as well as worldwide, remote training throughout the year. CERTIFICATION THROUGH IDA AND OGA After completing and EOG training, trainees are eligible to register for our Supervised Practicum Experience. Depending on the practicum level, trainees will be mentored by one of our Certified Orton-Gillingham Supervisors to attain certification through OGA and IDA.

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10% OFF The Sound Case™

This is the place where kids with dyslexia learn to read and succeed. It’s the place where teachers, parents and homeschool teachers learn to teach them. And will all take place in a new building using curricula grounded and proven in the science of reading. Opening August 2023. Come explore our new building at Booth 397. Check out The Sound Case.™ And watch us grow. Please visit us online or in person at our new laboratory school opening August 2023. 2220 E 21st St N, Wichita, KS 67214 316-684-READ (7323) funlearn.org Using your mobile phone, capture the QR codes at left, then tap the URL!

54 Register online at DyslexiaIDA.org

at a glance schedules and sessions

#DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

THURSDAY AT-A-GLANCE HEMISFAIR C1-2

ROOM #214 A-C

General Sessions & Symposiums 8:00 AM 8:30 AM 9:00 AM

ROOM #217

Teacher Advanced Track

Specialist Advanced Track

SYLVIA O. RICHARDSON SYMPOSIUM

8:00 - 9:50 AM

GS01 From the Pediatric Practice to the Classroom: Early Identification of Children at Risk of Literacy Problems

9:30 AM 9:50 AM

Nadine Gaab and Eric Tridas

1.5 hr

10:00 AM

TRANSITION (9:50 - 10:05 AM)

10:05 AM

RS01

10:30 AM

Advances in Diagnostic and Progress Monitoring Assessment for Students with Dyslexia

10:45 AM 11:00 AM

10:05 AM - 12:05 PM

ADV-CT01

10:05 AM - 12:05 PM

ADV-SP01

10:05 AM - 12:05 PM

Regina Gooden Structured Literacy Symposium

How Domains of Language Intersects to Fluency

Suzanne Carreker, Nancy Cushen-White, Lynn Kuhn, M.A., Catherine Hungerford Scott Structured Literacy

Holli Hinton and Hailey Hunt Neuhaus Education Center

11:15 PM 11:30 PM 11:45 PM

Deborah Reed

12:00 PM LUNCH AND EXHIBIT HALL

12:30 PM 1:10 PM 1:45 PM 2:00 PM 2:15 PM

GORDON F. SHERMAN SYMPOSIUM GS02

Integrating Anxiety Management Practices with Reading Intervention Linking Science to Promising Practice

Sharon Vaughn & Philip Capin

3:00 PM 3:15 PM 3:30 PM 3:45 PM

1:10 - 3:00 PM

Regina Gooden Structured Literacy Symposium: Structured Literacy - Part 2 Suzanne Carreker, Nancy Cushen-White, Lynn Kuhn, M.A., Catherine Hungerford Scott Structured Literacy

2:30 PM 2:45 PM

IPP01

1:10 - 3:00 PM

ELP01 PM

1:10 - 3:00

Sustainable School-Wide Structured Literacy Systems: It Can be Done!

Kimberly FitzPatrick, Jodi Champagne

TRANSITION (3:00- 3:15 PM) AWARDS CEREMONY

3:15 - 4:30 PM

NORMAN GESCHWIND MEMORIAL LECTURE GS03 Overcoming Dyslexia: What We Know from Science

4:00 PM 4:15 PM

Jack Fletcher

4:30 PM 5:00 PM

EXHIBIT HALL GRAND OPENING & RECEPTION (STARTS AT 5:00PM) 7:00 PM

GENERAL SESSIONS

RESEARCH FAMILY & COMMUNITY ENGAGEMENT

T H U RSDAY, N OVEM BER 1 0, 2022 ROOM #214D

ROOM #006,007

Administrative Advanced Track

007,006

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

SYMPOSIA

TRANSITION (9:50 - 10:05 AM) ADV-AL01 PM

RM 006, 10:00 AM - 1:00

10:05 AM - 12:05 PM

Our symposia will involve multiple perspectives on a particular topic, addressing complex information or application. The chair will

Scalable and Sustainable Literacy Outcomes from a School Leadership Lens

provide an introduction to the topic that will

LD School Lunch

be addressed by each of the presenters from a different perspective. The symposium usually concludes with a discussion or question and answer period led by the symposium chair.

EXHIBIT HALL

Stephanie Stephens and Cindy Hadicke AIM Institute for Learning & Research

This year, the IDA Exhibit Hall will include a variety of schools, corporations, tutor training centers, publishers, and leading organizations

LUNCH AND EXHIBIT HALL

in the field of dyslexia who offer exciting products and services for DyslexiaCon22

FC01

RM 007, 1:10 - 3:00 PM

1:10 - 3:00 PM

attendees. The IDA Exhibit Hall is the perfect opportunity to learn one-on-one about

Transforming Literacy Practice: Parent-driven, Stakeholder Collaboration Fostering Systemic Change

ACCREDITATION TRAINING

incredible products including the latest remediation tools, assistive technology, play therapy and so much more! The exhibit hall will be the conference hub for resources, information, and unsurpassed

Amy Traynor

Mary Wennersten TRANSITION (3:00- 3:15 PM)

take-a-ways. Steeped in the tradition of fun and excitement, attendees can participate in raffles and the Passport to Literacy program for a chance to win a VIP package with registration and hotel stay for the 2023 Annual IDA Reading, Literacy & Learning Conference.

TEACHER TRACK SPECIALIST TRACK

EXHIBIT HALL GRAND OPENING & RECEPTION (STARTS AT 5:00PM) INSTRUCTIONAL PRACTICES FOR PRACTITIONERS + ADV CERT EDUCATIONAL LEADERSHIP & POLICY

LEADERSHIP TRACK #DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

ON DEMAND AT-A-GLANCE IPP-OD01

IPP-OD02

Promising (and Surprising) New Research Evidence on the Science of Letter Learning

The Writing Rope: A Framework for Evidence-Based Writing Instruction

Robert Meyer

Joan Sedita

IPP-OD05

IPP-OD06

Heracles vs. Hercules: The Importance of Cognitive Flexibility

Student voice on teacher attributes that resulted in positive learning outcomes

Carolee Dean & Kelly Cartwright

Steven Sim

IPP-OD09

IPP-OD010

Word Knowledge Network: A Key to Fluency and Comprehension

Dyslexia & Dysgraphia: The Writing Relationship

Sheryl Ferlito & Nancy Eberhardt

Regina Richards

58 Register online at DyslexiaIDA.org

STA RTS T H URSDAY, N OVEM BER 1 0, 2022

IPP-OD03

IPP-OD04

Differentiated, Sustained Professional Learning: Supporting Peer Colleagues with Evidencebased Writing Practices

Supporting Older Struggling Readers in the Classroom

Nicole Kingsland & Daryl Michel

Kirstina Ordetx

IPP-OD07

ELP-OD08

The Impact of Early Literacy Intervention on 5 and 6 year old's

The High Cost of Confusion: How Leaders Create Unity in Reading Instruction

Shakthi Sathiasilan & Yi Yao Weng

Terrie Noland & DeJunne Clark Jackson

#DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

ON DEMAND AT-A-GLANCE IPP-OD01

IPP-OD02

Promising (and Surprising) New Research Evidence on the Science of Letter Learning

The Writing Rope: A Framework for Evidence-Based Writing Instruction

Robert Meyer

Joan Sedita

IPP-OD05

IPP-OD06

Heracles vs. Hercules: The Importance of Cognitive Flexibility

Student voice on teacher attributes that resulted in positive learning outcomes

Carolee Dean & Kelly Cartwright

Steven Sim

IPP-OD09

IPP-OD010

Word Knowledge Network: A Key to Fluency and Comprehension

Dyslexia & Dysgraphia: The Writing Relationship

Sheryl Ferlito & Nancy Eberhardt

Regina Richards

60 Register online at DyslexiaIDA.org

STA RTS T H URSDAY, N OVEM BER 1 0, 2022

IPP-OD03

IPP-OD04

Differentiated, Sustained Professional Learning: Supporting Peer Colleagues with Evidence-based Writing Practices

Supporting Older Struggling Readers in the Classroom Kirstina Ordetx

Nicole Kingsland & Daryl Michel

IPP-OD07

ELP-OD08

The Impact of Early Literacy Intervention on 5 and 6 year old's

The High Cost of Confusion: How Leaders Create Unity in Reading Instruction

Shakthi Sathiasilan & Yi Yao Weng

Terrie Noland & DeJunne Clark Jackson

#DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

FRIDAY AT-A-GLANCE HEMISFAIR C1-2

ROOM #214 A-C

General Sessions & Symposiums 8:00 AM

GS04

8:30 AM

20 Years of Dyslexia Research

9:00 AM

Fumiko Hoeft

10:00 AM 10:15 AM

Specialist Advanced Track

SAMUEL TORREY AND JUNE LYDAY ORTON MEMORIAL LECTURE

9:30 AM 9:45 AM

ROOM #217

Teacher Advanced Track

TRANSITION RS02

9:45 - 11:35 AM

Advancements in the Early Prediction and Identification of Risk for Dyslexia

ADV-CT02

9:45 - 11:45 AM

Foundational Skill Components of Structured Literacy in the K-3 Classroom

ADV-SP02

9:45 - 11:45 AM

Screening and Assessment Among English Learners

10:30 AM 10:45 AM 11:00 AM 11:15 PM 11:30 PM

Florina Erbeli, Priyanka Patel, Zhichao Xia, Hugh Catts, & David Francis

11:45 PM 12:00 PM 1:15 PM 1:30 PM 1:45 PM 2:00 PM

LUNCH, EXHIBIT HALL & POSTER SESSIONS RS03

1:15 - 2:15 PM

Efficacy of Structured Language Intervention for Writing: A Research-to-Practice Presentation Charles Haynes, Susan Lambrecht-Smith

IPP07

1:15 - 2:15 PM

Call to Action! Developing Foundational Literacy Skills in Older Students Dee Rosenberg

2:15 PM 2:30 PM 2:45 PM 3:00 PM

Virginia Lovelace-Gonzalez Elsa Cárdenas Hagan Valley Speech for Language & Learning

Dee Rosenberg Wilson Language Training

ELP02

1:15 - 2:15 PM

Teaching the teachers: The role of teacher preparation in structured literacy instruction Emily Binks-Cantrell, Alida Hudson, Malt Joshi

TRANSITION RS04

2:30 - 4:20 PM

ADV-CT03

2:30 - 4:30 PM

ADV-SP03

2:30 - 4:30 PM

Breaking walls: Integrating reading research, policy, and applications

Structured Literacy Accreditation with Direct Classroom Implication for Core Teachers and Specialists

The Writing Rope K-12: What is it and How do we use it

Silvia Clement-Lam, Fumiko Hoeft, Devin Kearns, Catherine McBride, Brett Miller, Jason Borges

Kara Campbell and Erin Marshman AIM Institute for Learning & Research

Lisa Klein Keys to Literacy

3:15 PM 3:30 PM 3:45 PM 4:00 PM 4:15 PM 4:30 PM 5:00 PM

EXHIBIT HALL & POSTER SESSIONS 6:30 PM

GENERAL SESSIONS

RESEARCH FAMILY & COMMUNITY ENGAGEMENT

FRI DAY, N OVEM BER 1 1 , 2022 ROOM #214D

ROOM #007

Administrative Advanced Track

ROOM #215

ROOM #216

AWARDS AND WELCOME

ROOM #006

8:00 - 9:30 AM

TRANSITION IPPO10 ADV-AL02

10:05 AM - 12:05 PM

Comprehension, syntax and vocabulary instruction

IPPO3

9:45 - 10:45 AM

IPPO33

9:45 - 10:45 AM

Early Identification and Intervention for Children At Risk for Learning Differences

Envisioning a Future: Math Instruction that Works

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

Amy Cushner & Joyce Pickering

Cheryl Cook

Sarah Golden & Jill Fedele TRANSITION

IPPO5

Carol Tolman LETRS

9:45 - 10:45 AM

11:00 AM - 12:00 PM

FC02

11:00 AM - 12:00 PM

IPPO6

11:00 AM - 12:00 PM

Instructional Strategies and Routines for Phonemic Awareness

Dyslexia Advocacy: Creating a Culture of Collaboration

It Begins With the Sentence

Sara Gray Horne Kolleen Sullivan

DeJunne Jackson

Judith Fuhrman

LUNCH, EXHIBIT HALL & POSTER SESSIONS IPPO8

1:15 - 2:15 PM

Orthographic Mapping: Defining and Developing

Nancy Redding

IPPO9

1:15 - 2:15 PM

Growing Language, Literacy, and Social and Emotional Learning Stephanie Al Otaiba, Dayna Russel Freudenthal, Mai Zaru, Brenna Rivas, Jennifer Stewart

FC03

1:15 - 2:15 PM

ELP03

1:15 - 2:15 PM

Dyslexia and Sport

Transforming Reading Instruction from the Top Down

Jared Blank

Margie Gillis

1:15 -2:15 P.M. DELEGATE ASSEMBLY

TRANSITION ADV-AL03

2:30 - 4:30 PM

Using Structured Literacy with Wilson Programs Across Multi-Tiered Systems of Support

IPP02

2:30 - 3:30 PM

Moving the reading needle: Integrated reading decoding and fluency instruction

Joan Mele McCarthy Leslie Eget

IPPO11

2:30 - 3:30 PM

Linking Reading Comprehension and Executive Function: A Pathway to Improved Instruction

Andria Slipp

IPPO12

2:30 - 3:30 PM

Syntax: Its Integral Role in Text Comprehension

Nancy Eberhardt Margie Gillis

TRANSITION ELP04 Connie Steigerwald Wilson Language Training

3:45 - 4:45 PM

SLD or Ain't Been Taught (ABT)

FC04

3:45 - 4:45 PM

Fostering Independence in Secondary and PostSecondary Students with Dyslexia

Robert Pasternack Paul Worthington

Dena Crook, Krystie Griffin

IPPO13

3:45 - 4:45 PM

Background Knowledge: The Bridge Between Decoding and Comprehension

Nancy Eberhardt Jill Lauren

EXHIBIT HALL & POSTER SESSIONS

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS + ADV CERT EDUCATIONAL LEADERSHIP & POLICY

#DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

FRIDAY POSTER SESSIONS FP01

FP02

Identifying At-Risk Bilingual Readers: A Systematic Review of Screening Tools Across Languages

Differential Nonword- and WordReading Co-development in Children At-Risk and Not-At-Risk for Dyslexia

Identifying at-risk readers among emerging bilingual students presents challenges that need to be addressed to avoid over- or under-identification of students who need reading intervention services. This presentation provides a systematic review of research on screening measures for emerging bilingual students of different language backgrounds, considering participant characteristics (e.g., languages spoken and age group), languages of the assessments, literacy components included (e.g., phonemic awareness, letter knowledge, vocabulary), and the evidence of validity. It highlights methodological considerations in developing screening measures and practical implications in interpreting the results.

This poster presents findings from a longitudinal study, exploring nonword and word reading co-development in children at-risk for dyslexia (n = 5,577) and their not-at-risk peers (n = 22,819) in first grade. The researchers find that nonword reading does not contribute to word reading growth in at-risk children. However, nonword and word reading co-develop and grow in conjunction in not-at-risk children. These results mean at-risk children fail to generalize word reading from nonword reading, which suggests they have difficulty adding new words to their word lexicon.

Jialin Lai, Marianne Rice, Juan Quinonez & Beltran, R. Joshi

Florina Erbeli DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FP05

FP06

Japanese Early Letter Identification -Phonological Memory, Phonological Awareness, and RAN-

Morphological Processing in Children with Dyslexia and Typically Developing Readers

The primary goal of this study was to articulate and evaluate an organizational framework for the assessment of Japanese young children’s letter identification. Japanese Pre-K children (N = 44, 64.0±3.4) were assessed individually on phonological memory (nonword repetition), phonological awareness, and RAN (rapid automatized naming) reported to be important for letter identification performance. The focus was on the role of phonologicalmemory in letter identification. The score for nonword repetition was weighted according to Japanese bimora frequency data. Phonological awareness, RAN, and phonological memory significantly contributed to Japanese young children’s letter identification.

Maya Kobayashi, Keiko Ochi & Tetsuya Nakamura DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

64 Register online at DyslexiaIDA.org

It is well established that phonological impairments are common in dyslexia, yet there is less information and little consensus on the nature of morpho-semantic processes in the disorder. Present work addresses this gap by examining neuro-cognitive bases of morphological processing in typically-developing readers and those with dyslexia. Children with dyslexia fail to engage key language regions of the brain when manipulating fine-grained derivational affixes, yet demonstrate robust activation for larger, more concrete semantic units. Findings inform literacy theories by suggesting an interaction between reading ability and sublexical word processes that are key to literacy development and its remediation in dyslexia.

Rachel Eggleston DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FRI DAY, N OVEM BER 1 1 , 2022

FP03

FP04

The postsecondary transition experience of students with dyslexia: A literature review

Inception to Application: Structured Literacy within a Multi-Tiered System of Supports

Students with specific learning disabilities, including dyslexia, graduate from post-secondary institutions at a lower rate than their non-disabled peers. The transition from high school or secondary to post-secondary can be challenging for students, especially for students with dyslexia or other reading difficulties. This literature review examines the available published research on best practices for transition planning for students with dyslexia who are entering postsecondary education worldwide.

The first step is always the hardest. Armed with the WHY, it is time to focus on the HOW. Fueled by pandemic era learning loss, school leaders are beginning to overhaul their literacy programming to support equitable access to Tier 1 curriculum. This poster presentation details the authentic implementation process from balanced literacy to structured literacy in a public Title I school. Critical drivers to implementation success of the MTSS model, including screening assessment rigor, building needs assessments, core team creation, curriculum evaluation, and tiered instructional programming, are shared with attendees.

Jennifer Gonzalez DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Megan Gierka DISCLOSURE STATEMENT: Megan Gierka is employed as a full-time salaried employee by the AIM Institute for Learning and Research. Presenter has no Non-Financial Disclosures to report.

FP07

FP09

Examining the Influence of Visual Access to Articulatory Gestures During Grapheme-Phoneme Instruction

Navigating Standardized Tests and Transitioning from High School to College

To become a proficient reader and speller, children must acquire foundational decoding and encoding skills through acquisition of grapheme-phoneme correspondences (GPCs). This study examined whether access to the instructor’s articulatory gestures (AGs; i.e., visual, mouth cues) is an instrumental component of phonics instruction. That is, does visual access to AGs increase efficiency and maintenance of the acquisition of GPC? A multiple probe across behaviors with an embedded adapted alternating treatment design measured preschool children’s acquisition of GPCs across three conditions: (a) control, (b) strategic incremental rehearsal (SIR) with a masked instructor, and (c) SIR with an unmasked instructor. Results replicated within and across participants will be discussed.

Prepare high school students to embark on their next journey - college. Navigating the application process for the College Board and ACT can be tedious and difficult this seminar will explain it. Learn about the transition of accommodations from high school to college and how to set up your high school student for success. Do plans automotically transfer to college? Can parents go to their child's accommodations meeting? Does every college have accommodations? Will college be just like high school but without supervision? What should students with learning disabilities look for in their future college? All these questions and more will be answered at this session. Working with hundreds of students and helping them successfully transition to college life, Jennifer will help educators, parents, and teachers understand the ins and outs of the transition from high to college with learning disabilities.

Christina Novelli

Jennifer Cantrell

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

PLEASE NOTE: All poster sessions will receive

.25

ASHA

.025

per class.

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

#DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

FRIDAY POSTER SESSIONS FP010

FP011

Challenges in the Identification of Dyslexia Among English Learners

Assessment of Reading Fluency and Spelling Ability Using an Online Digital Curriculum

Despite changes in the identification of dyslexia in recent years, the rate of identification of dyslexia for English Learners (ELs) continues to lag behind that of monolinguals. Using a large sample of student data reported in the Public Education Information Management System (PEIMS) across two school years (n=4,692,688), data were analyzed to assess the rates of identification before and after the implementation of a mandatory screener in grades K and 1 alongside a state dyslexia handbook. The prevalence of dyslexia was found to be below the commonly reported rate of 5-17% for both monolinguals and English learners for both years. ELs were identified at a slower pace and later grade than their monolingual peers. Results from a survey delivered to school personnel exploring criteria and measures utilized in the identification of ELs provides insight into possible reasons for this discrepancy.

Karol Moore DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FP014

Claiming Your Battle Cry: Ameer Baraka's Story Screams Urgency in Literacy Ameer Baraka's book "Undiagnosed: The Ugly Side of Dyslexia" was not in print when it fell into my hands. I was able to read his secrets before the world because he asked me to write the foreword. His story is now my battle cry! This session will provide a look into the urgency of Literacy for students with dyslexia through the eyes of a practitioner and through Ameer's story. Every educator and administrator needs a battle cry to work tirelessly for students. The type of work that requires us to constantly assess students and constantly resource our educators. It should be a never-ending cycle. After attending this session, attendees will be inspired to reach every child, raise their level of leadership, and smash the divide that holds back so many students with dyslexia.

Terrie Noland DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

66 Register online at DyslexiaIDA.org

Grade-level reading probes are currently the standard metric for assessing reading proficiency in both neurotypical students and those with dyslexia. Curriculum-based reading and spelling probes within a digital curriculum offer interventionists the ability to monitor student progress more closely and accurately than grade-level reading probes. As a direct result, interventionists are able to adapt faster to student needs and provide necessary differentiated instruction. Curriculum-based probes also provide measurable insight into student progress that may be overlooked when using grade-level reading probes.

Aimee Rodenroth, Carla Moriel, Kristen Lund, Melissa Rajaram & Jessica Goldberg DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FRI DAY, N OVEM BER 1 1 , 2022

FP012

FP013

Fun, Fast, Free Phonemic Awareness, and Phonics Training for Young Children

The Secret Life of Silent Letters and How to Make them Visible

Learning to name the letters of the alphabet and phonemic awareness are essential skills for reading. Play Roly helps children learn these skills in an age-appropriate manner, setting them up for reading success at school. Play Roly teaches phonemic awareness and beginning phonics skills with a playful learning activity for ages 3 to 5. Ages 3 to 5 are important because they are the optimal years to develop phonological and phonemic awareness, the essential first steps in reading. At least 25% of children fail to grasp these critical skills in early elementary classroom settings. Play Roly is free and available at www.playroly.org.

Linda Siegel & Lisa Sturdy DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

There are countless English words that contain a letter that don't seem to have a purpose. They are often difficult for struggling students to remember and students are often left to memorize them. English is labeled as crazy and difficult to learn and English words like these can’t be “sounded out”. However, teaching students to understand the reasons for silent letters will not only help their spelling but deepen their understanding of how English works and improve their confidence in their ability to understand spelling. This workshop will equip participants with the information they need to understand why these silent letters exist while simultaneously providing an understanding of the English writing system they need to help their struggling spellers, while also providing practical strategies for the classroom.

Kelli Sandman-Hurley DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

PLEASE NOTE: All poster sessions will receive

.25

ASHA

.025

per class.

#DyslexiaCon22 67

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

SATURDAY AT-A-GLANCE ROOM #214 A-C

HEMISFAIR C1-2

8:00 AM 8:30 AM 9:00 AM 9:15 AM

IPPO14

8:00 -9:30 AM

Demystifying Comprehension for Children and Adults Kausalai Wijekumar, Kacee Lambright, Julie Owens, Ashley Stack, Elsa Cardenas-Hagan

ELP05

10:00 AM

Specialist Advanced Track

8:00 -9:30 AM

IPP015

8:00 -9:30 AM

ROOM #214D

Administrative Advanced Track ADV-AL04

8:00 -9:30 AM

Insuring Human Rights for Students with Dyslexia

Understanding Orthography: Reading and Spelling Do Involve the Eyes!

Weaving the Writing Rope Through Content Areas: An Overview for Administrators

Linda Siegel

Nancy Mather

Lisa Klein, KEYS to Literacy

9:30 AM 9:45 AM

ROOM #217

Teacher Advanced Track

General Sessions & Symposiums

TRANSITION RS06

9:45 - 11:35 AM

Socio-emotional challenges in learning disorders

10:15 AM 10:30 AM

ADV-CT04

9:45 - 11:45 AM

Structured Literacy Among English Learners: What Every Educator Should Know

ADV-SP04

9:45 - 11:45 AM

Advanced Spelling: Using Morphemic Knowledge to Demystify Irregularities

FC09

9:45 - 10:45 AM

The Fort Worth ISD Story - Rome was Not Built in a Day

Tracy Weeden, Allison Peck, Marcey Sorensen

10:45 AM 11:00 AM 11:15 PM 11:30 PM

IPP032 Caroline Richter, Fumiko Hoeft, Robert Hendren, Stephanie Al Otaiba, Rebecca Kockler

Elsa Cárdenas Hagan & Jill Gilbert Valley Speech for Language & Learning

11:00 AM - 12:00 PM

Fostering Inclusion and Engaging Every Learner with Free Microsoft Assistive Technology Tools

Nancy Coffman

Rachel Berger

11:45 PM 12:00 PM LUNCH, EXHIBIT HALL & POSTER SESSIONS 1:00 PM 1:15 PM

ELP06

1:15 - 2:15 PM

1:45 PM

Dyslexia: What Does It Take to Scale Literacy Responsibly and Sustainably?

2:00 PM

Rebecca Tolson & Tracy Weeden

1:30 PM

RS07

1:15 - 2:15 PM

Translational Research: An Evidence-Based Approach Applying the Science of Reading to Instruction

Nancy Nelson, Jessica Markham-Anderson

2:15 PM IPP026

2:45 PM

Meeting ALL Students' Needs: A Collaborative Problem-Solving Process to Guide Teacher DecisionMaking

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

1:15 - 2:15 PM

IPP022

1:15 - 2:15 PM

Hidden in Plain Sight: The Transparency of English Orthography for Decoding

ADHD and Dyslexia: One, the other, or both?

Alicia Roberts Frank & Louis Gates

Cheryl Chase

TRANSITION

2:30 PM

3:00 PM

IPP021

2:30 -4:20 PM

ADV-CT05

2:30 -4:30 PM

Oral Language and Listening Comprehension

ADV-SP05

CONTINUUM OF DECODING STRATEGIES → EXPLICIT—SYSTEMATIC— CUMULATIVE

Jan Hasbrouck, Daryl Michel, Beatriz Cruz, Tanesha Yusuf Holli Hinton & Hailey Hunt Neuhaus Education Center

2:30 -4:30 PM

IPP027

2:30 -4:20 PM

C is for Collaboration: A partnership for implementation of reading interventions

Sarah Benson, Annie Karabell, Kermit Burks & Kim Jackson Nancy Cushen-White

4:30 PM

68 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH FAMILY & COMMUNITY ENGAGEMENT

S ATU RDAY, N OVEM BER 1 2 , 2022 ROOM #007

FC05

ROOM #215

8:00 -9:30 AM

ROOM #216

IPP016

8:00 - 9:30 AM

RS05

8:00 -9:30 AM

Dyslexia Simulation

Differentiating the Instruction and Intervention Needs of English Learners with Dyslexia

An Examination of the Stability and Predictive Accuracy of the Shaywitz Dyslexia Screener

Northern California Branch

Linda Cavazos & Alba Ortiz

Jeremy Miciak

TRANSITION FC06

9:45 -10:45 AM

IPP017

9:45 -10:45 AM

IPP018

9:45 -10:45 AM

IDA's Dyslexia 101

Phonemic Awareness: Research-Based Findings for Implementing Effective Instruction

Supporting Teachers in Using Formal & Informal Assessment Data for Instructional Decision Making

Janet Thibeau

Marianne Rice

Deb Lyman & Alison Pankowski TRANSITION

FC07

11:00 AM - 12:00 PM

IPP019

11:00 AM - 12:00 PM

IPP020

11:00 AM - 12:00 PM

Empowering your child with dyslexia

The Goldilocks Effect: Finding the “Just Right” Books for Struggling Readers

Beyond the Code: Social and Emotional Responses in Children with Dyslexia

Allison Peck, Lara Speights

Carolee Dean

Leslie Eget & Joan Mele-McCarthy

LUNCH, EXHIBIT HALL & POSTER SESSIONS

IPP023

1:15 -2:15 PM

IPP024

1:15 -2:15 PM

IPP025

1:15 -2:15 PM

Using Root Cause Analysis to Drive IEP Goals and Instruction for Literacy

The Science Behind Teaching Vocabulary in the Early Years

The Adult Side of Dyslexia

Robert Frantum-Allen

Amy Vanden Boogart & Beth Lawrence

Kelli Sandman-Hurley

TRANSITION IPP028

2:30 -3:30 PM

Dyslexi...uh? Understanding the Most Common Learning Disability

RS08

2:30 -3:30 PM

What do Teacher Educators, Teachers, and Preservice Teachers Know about English Spelling?

Ramona T. Pittman, Amanda Lindner, Emily Binks-Cantrell, Shuai Zhang, R. Malatesha Joshi

Tiffany Peltier

IPP029

2:30 -3:30 PM

More Than Numbers: Using Writing as a Tool Within Math

Brennan Chandler & Tessa Arsenault

TRANSITION FC08

3:45 -4:45 PM

IPP030

3:45 -4:45 PM

ELP07

3:45 -4:45 PM

Living Our Best Lives: Student Perspectives on the Power of Assistive Technology

Implementing Evidence-Based Strategies to Improve the Written Expression of Diverse Students

Implementation Science What Leaders Need to Know

Carolyn Phillips, Tucker Phillips, Stephen Harvey, Stacey Harvey

Angela Sencibaugh, Joseph Sencibaugh

Cynthia Hadicke

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS + ADV CERT EDUCATIONAL LEADERSHIP & POLICY

#DyslexiaCon22 69

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

SATURDAY POSTER SESSIONS SP02

SP03

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

Deeper Learning: The Science of Reading & Teacher Preparation in Texas

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

With the passing of Texas House Bill 3 in June 2019, a new certification exam for elementary educators on The Science of Teaching Reading was approved alongside provisions for statewide teacher training to improve K-3 reading instruction. This poster presentation explores pedagogical considerations and inquiry for innovation in the preparation of elementary educators in the Science of Reading in university-based programs including focus on course design, sequence, content, resources, application, and developing school partnerships.

Heather Smith DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Sarah Golden & Jill Fedele DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

SP06

SP07

RAN and Screening for Present and Later Reading Difficulties

What Teachers Know About Dyslexia

This presentation presents multiple studies in which Acadience RAN is examined with regards to the prediction of both concurrent and later reading outcomes and difficulties. The first study examines validity of RAN in predicting concurrent and later reading composite scores. Incremental validity examines the unique contribution of RAN when predicting later reading scores, controlling for concurrent performance on both Letter Naming Fluency and the Acadience Reading Composite Score. The second study examines the hypothesis that faster RAN is predictive insofar as it reflects greater phonemic awareness. To test this hypothesis, a mediation analysis was done in which Phoneme Segmentation mediated the relationship between RAN and later reading scores. The results across both studies indicate RAN is highly predictive of later reading performance and difficulty, and is not adequately explained merely by Letter Naming and Phoneme Segmentation.

This session presents over a decade’s worth of research regarding teachers’ knowledge of dyslexia. We explore common misconceptions, referred to as neuromyths, that teachers hold and the implications of these misconceptions. Using survey data and tests of teacher knowledge, we present trends in growth of teacher knowledge, as well as discuss new research examining ways to improve stakeholders’ theoretical and practical understandings of dyslexia. Finally, we recommend content and experiences in teacher education relevant to the IDA Knowledge and Practice Standards for Teachers of Reading.

Jacob Gray & Kelly Powell-Smith

DISCLOSURE STATEMENT: Presenters have no Financial Disclosures to report. Both presenters are employees of Acadience Learning Inc., Dr. Powell-Smith is the Chief Science Officer and Dr. Gray is the Director of Research Analysis for Acadience Learning, Inc. Neither employee receives major financial benefits from Acadience RAN.

70 Register online at DyslexiaIDA.org

Molly Ness, Tiffany Peltier & Susan Chambre DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

S ATU RDAY, N OVEM BER 1 2 , 2022

SP04

SP05

The Response of English Language Learners to English Language Dyslexia Intervention

Teacher Implementation of Oregon’s dyslexia policy

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 ELL-D’s respond to English Language Dyslexia Intervention (ELDI) in comparison to their English-proficient peers (D-1). This study addresses that question. Findings suggest that both groups benefit equally from ELDI, with additional benefit for ELLs in developing phonological awareness.

This presentation examines implementation of Oregon’s dyslexia policy in one Oregon school district using a critical policy analysis framework. Specifically, this study examines the similarities and differences between implementation of dyslexia policy in dual language and monolingual elementary schools with a focus on screening and intervention processes.

Sara Wiger DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Marcela Davila DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

SP08

SP09

Middle School Pandemic Reading Gains Using Readable English Across the Curriculum

Detect and Correct: Using Technology in Identifying and Correcting Oral Reading Errors

Stopping and reversing learning loss from educational disruptions due to the pandemic is foremost on educators’ minds. Students with reading difficulties like dyslexia have been particularly impacted since they must read to learn core curriculum. This study (N = 344) of sixth, seventh, and eighth graders with reading deficits examined reading progress across the 2020-21 school year. Grade level control groups received standard reading language arts instruction, while intervention groups received additional reading instruction using Readable English. Students in the Readable English condition grew nearly two grade levels in comprehension and seven months in fluency compared to minimal or no growth in the control group. Readable English made reading English easier.

This session will review a pilot research study using Content Acquisition Podcast, CAP, to train graduate level students in a teacher preparation program to identify oral reading errors for beginning readings and those experiencing difficulty with decoding. CAP instruction focused on closed syllable knowledge and a 3 step teaching process to correct students when errors were made. Results indicate the need for explicit, repetitive, and applied practice in learning declarative knowledge such as identifying a closed syllable word. Participants increased their applied knowledge in correcting reading errors through a 3-step process involving timeliness, sound-symbol focus, and student engagement. Additions to the field include relevance of increased instruction and practice in declarative and procedural knowledge in TPPs when previous programming has not addressed structured literacy. The CAP module has implication for parent and support staff training.

Joanne Coggins DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Anna Meyers DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

PLEASE NOTE: All poster sessions will receive

.25

ASHA

.025

per class.

#DyslexiaCon22

2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

POSTER SESSIONS

SATURDAY POSTER SESSIONS SP013

SP014

But...What Do All These Words Mean?!

Structured Literacy for ALL: How one Charter Network is Doing it Well

Vocabulary is not for “later” after students know how to decode. Join us as we explore how to incorporate the key practice of front loading vocabulary meaning as part of your structured literacy instruction, even for the youngest students. You will learn about cutting-edge instruction approaches that quickly convey deep meaning. You will explore how to select “just right” words that align with curriculum content and/or your decoding goals. You will leave with a step-by-step guide for effectively frontloading the “right” vocabulary that many students require in order to comprehend direct instruction and texts in content areas.

Beth Lawrence & Deena Seifert DISCLOSURE STATEMENT: Beth Lawrence was the co-founder and co-creator of InferCabulary, a web-based application that uses the semantic reasoning method (one of the topics to be discussed in this presentation.) She is now a full-time employee of Really Great Reading and no longer financially benefits from the sale of licenses. This presentation does not focus on InferCabulary, rather how teachers can build semantic reasoning lessons. This disclosure is simply to ensure there is not a perceived conflict. Presenter(s) have no Non-Financial Disclosures to report.

SP015

How to Design a Stress-Free Year Using the Science of Reading In this session, we will discuss the five must-have SOR components that will allow you to maximize time and results with your students, provide a lesson planning framework that will save hours of planning time, and share the number one SOR implementation tip that will show you how to stop reinventing the wheel while integrating evidence-based practices into your literacy instruction.

Corey Pollard & Mikayla Storey DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

PLEASE NOTE: All poster sessions will receive

.25

ASHA

.025

per class.

In this session, participants learn about the successes of one Title 1 charter network that implemented structured literacy support during a school-wide RTI block for the 80% of their students performing below grade level. The session will walk participants through background information about the network- including student and teacher demographics, baseline data and growth data- detail the intervention program implemented, and discuss how the practices demonstrate effectiveness. Finally, participants receive a guide of resources for immediate implementation with their students.

Kristi Baker-Patterson & Krista Johnson DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

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#DyslexiaCon22

full conference schedule

#DyslexiaCon22

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS POSTER SESSIONS

GS01

Slyvia Richardson Symposium: From the Pediatric Practice to the Classroom: Early Identification of Children at Risk for Literacy Problems

E R IC T R I DA , N A D I N E G A A B Research in child development has demonstrated that early identif ication and intervention of literacy challenges have a positive effect on their outcomes. Pediatricians have a unique opportunity to identify early precursors of reading challenges and make appropriate referrals as part of their routine developmental surveillance. The presenters will review the developmental research and its impact on the early identif ication of children at risk for dyslexia and other literacy problems. In addition, they will introduce the f irst version of The Pediatric Early Analysis of Risk for Literacy Problems: Draft (PEARL-D) designed to be used by pediatricians. The PEARL-D is an evidence-based checklist designed for pediatric clinicians to help identify children at risk for reading challenges who require further investigation. Our goal is to promote early identif ication and more collaboration between pediatric practitioners, schools, educators, dyslexia interventionists, and community stakeholders. THURSDAY, 8:00 AM – 9 :50 AM CT

1.5

ASHA

.15

DISCLOSURE STATEMENT: Dr. Nadine Gaab is the co-founder of EarlyBird, a gamified platform system for identifying children at risk for language-based learning disabilities. Presenter(s) have no Non-Financial Disclosures to report.

ADV-SP01

ADV-AL01

How Domains of Language Intersects to Fluency

Scalable and Sustainable Literacy Outcomes from a School Leadership Lens

HOL L I H I N T O N , H A IL E Y H U N T Fluency is the bridge between decoding and comprehension. In this session, we will consider how the domains of language contribute to the role of fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read.

THURSDAY,10 :05 AM – 12:05 PM CT

2.0

ASHA

S T EP H A N IE S T EP HEN S , CIN DY H A D IC K E An MTSS Model Leveraging the IDA Knowledge and Practice Standards and Accreditation - In this session, learn how implementing an online professional development and coaching model will support an MTSS approach with a scalable and sustainable approach. The importance of leadership training is key to the reading implementation model.

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

THURSDAY,10 :05 AM – 12:05 PM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 0, 2022 8:00 AM - 7:00 PM CT

RS01

Advances in Diagnostic and Progress Monitoring Assessments for Students With Dyslexia

D E B OR AH R EED

Students with dyslexia and related literacy diff iculties experience a variety of assessments with no def initive standards for a student’s identif ication or progress monitoring. In this symposium, researchers will explain recent f indings and developments in the types of assessments commonly used. The f irst presenter will describe three new and psychometrically-sound rating scales created to inform results of diagnostic performance measures. The second presenter will address the use of oral reading fluency measures to monitor the progress of students in reading interventions. The f inal presenter will address assessments of dysgraphia, a diff iculty with writing that often co-occurs with dyslexia. Participants will be encouraged to discuss with the presenters the practical, research, and policy implications of these approaches to assessment.

THURSDAY,10 :05 AM – 12:05 PM CT

2.0

ASHA

ADV-CT01

Regina Gooden Structured Literacy Symposium : Structured Literacy SUZ A N N E CA R R EK ER , N A N C Y CU SHEN - W H I T E , LYN N K UHN , M .A . , C AT HE R INE HUN GER F O R D S C O T T This symposium focuses on planning instruction that includes the components and principles of Structured Literacy. Based on the Science of Reading, Structured Literacy instruction is benef icial for all students and essential for students with dyslexia. The presenters will discuss the reseach and rationale of the components and principles of Structured Literacy and present instructional strategies that support prof icient literacy.

THURSDAY,10 :05 AM – 12:05 PM CT

2.0

ASHA

DISCLOSURE STATMENT: Presenters have no Financial or Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

GS02

Gordan Sherman Symposium : Integrating Anxiety Management Practices within Reading Inter vention : Linking Science to Promising Practice

SH AR O N VAU G H N & P H IL IP C AP I N 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, for bringing visionary leadership to IDA as a past president, for coining the term cerebrodiversity, for championing needs and abilities in those with dyslexia, and for playing a key role in early dyslexia legislation. He's also known for engaging presentations spanning the research-practice chasm. Finally, he's known for his inspirational leadership at Newgrange and Laurel Schools and Robinowitz Educational Center. In keeping with these themes, this symposium provides SPONSORED BY: 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 teaching-learning landscape for all students. THURSDAY, 1:10 PM – 3:00 PM CT

1.5

ASHA

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

THURSDAY SESSIONS POSTER SESSIONS

IPP01

Regina Gooden Structured Literacy Symposium : Structured Literacy - Par t 2 SUZ ANN E CA R R EK ER , N A N C Y C U S H E N - W H I T E , LYN N K UH N , M . A . , CAT HER IN E HUN GE R F O R D S C O T T This symposium focuses on planning instruction that includes the components and principles of Structured Literacy. Based on the Science of Reading, Structured Literacy instruction is benef icial for all students and essential for students with dyslexia. The presenters will discuss the reseach and rationale of the components and principles of Structured Literacy and present instructional strategies that support prof icient literacy.

THURSDAY,1:10 PM – 3:00 PM CT

1.5

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

ASHA

.15

ELP01

Sustainable School-Wide Structured Literacy Systems: It Can be Done!

K IMB ER LY FI T ZPAT R IC K , JO D I C H A MPAGN E , JEN N IFER S T ER K , LE A H H A LL As leaders in education, are you wondering how to provide explicit, systematic instruction across your whole building? Are you conf ident that all teachers are providing structured literacy through Tier 1 instruction, all students are receiving daily Tier 2 interventions, and effective Tier 3 for those students with characteristics of dyslexia? Do you struggle with maintaining sustainable training for teachers so that they can provide Structured Literacy instruction? Is it a struggle to balance social and emotional needs and opportunities for all students to show their strengths? This is achievable by working together as a team to: track growth, make informed decisions around student progress, communicate with parents, and ensure accountability for individualized student success. Come learn how administrative decisions directly impact educational outcomes and how a public school is implementing this systematic approach. IT CAN BE DONE!

THURSDAY,1:10 PM – 3:00 PM CT

1.5

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

78 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

.15

N OVEM BER 1 0, 2022 8:00 AM - 7:00 PM CT

FC01

Transforming Literacy Practice: Parent-driven, Stakeholder Collaboration Fostering Systemic Change

AM Y T R AY N O R , EL IS H A K ALVA S S , G R E G S C H ULT E , AUD R E Y YO UN G , EMILY CAN T R EL L

1.5

ASHA

Overcoming Dyslexia : What We Know from Science

JAC K FLE T C HER

Dark secrets in a highly rated school district: In this lively panel presentation, we share about failing students using a balanced literacy approach for instruction and assessment at Tier 1. Tens of thousands of students with and without dyslexia have skated through the system without receiving the structured literacy instruction needed; one deemed by research and mandated by federal and state legislation. Join us to learn how “just a couple of moms”, a few local board members, state elected education off icials and a professor of undergraduate and graduate courses in literacy education locked arms to prove that all K-2 students should receive structured literacy education that is evidence-based and aligned with the science of reading. Participants can immediately apply this approach to elicit systemic change in their district to spur change in their schools! THURSDAY, 1:10 PM – 3:00 PM CT

GS03

There are many misunderstandings of scientif ic research on dyslexia. This presentation will provide a scientif ic perspective on dyslexia, including def inition, comorbidity, screening, and assessment. Dyslexia is best treated in the context of MTSS f rameworks that prevent reading problems through early identif ication and explicit, comprehensive and differentiated core and supplemental interventions. Dyslexia is brain-based, but the neural systems are malleable. Intractability to instruction makes dyslexia unexpected, not a cognitive discrepancy. THURSDAY, 3:15 PM – 4:30 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

SPONSORED BY:

20 Years of Dyslexia Research

FUMIKO H O E F T In this Orton Lecture, Fumiko will share her lab’s journey over the past almost 20 years. This journey began with her postdoctoral work in the area of reading and dyslexia. Her hope is by taking a wholechild approach and examining the influence of a large number of internal and external factors that impact our children with dyslexia, we can gain a better understanding of dyslexia. FRIDAY, 8:00 AM – 9 :30 AM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

ADV-CT02

Foundational Skill Components of Structured Literacy in the K-3 Classroom D E E R O S ENB ER G Learn about the latest peer-reviewed research on how to teach the bedrock skills of early literacy. Participants will engage in dynamic discussions on research-proven instructional methods that teachers should be using with young students. Learn best practices and leave the session with the knowledge to develop students with strong foundational literacy skills that will allow them to become independent and motivated readers. Target audience: Classroom Teachers

FRIDAY, 9 :45 AM – 11:45 AM CT

2.0

ASHA

ADV-SP02

Screening and Assesment Among English Learners

EL S A CA R D EN A S H AG A N , V IR GIN I A L OV EL ACE - GO N Z A LE Z Dyslexia is a reading disability that exists across languages. However, English learners are less likely to be identif ied with dyslexia. This session will describe the characteristics of dyslexia, the necessary components for universal screening, and the additional considerations necessary for accurate identif ication.

FRIDAY, 9 :45 AM – 11:45 AM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Dee Rosenberg is currently employed by Wilson Language Training and has no Non-Financial Disclosures to report.

80 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

RS02

Advancements in the early prediction and identification of risk for dyslexia

FL OR IN A ER B EL I , P R I YA N K A PAT E L , Z H I C H AO X I A , H UG H C AT T S , & DAV ID FR A N CIS Dyslexia is a multifaceted, complex developmental disorder. Support for this belief is provided by the fact that multiple risk factors appear to be involved. If dyslexia is complex and multifaceted, statistical approaches that primarily focus on a single criterion are likely to result in weak and inaccurate identif ication and prediction of individuals who have or who are at risk of having dyslexia. More accurate identif ication of individuals with dyslexia will require combining multiple sources of information, potentially f rom different levels of analysis including test scores, measuring response to interventions, the presence of common co-occurring conditions, family risk, and neuroimaging. However, how best to combine multiple sources of information remains to be determined. The focus of the proposed symposium is applying models derived f rom machine learning, Bayesian inference approaches, neuroimaging, and other approaches to improve identif ication and prediction of dyslexia.

FRIDAY, 9 :45 AM – 11:35 AM CT

1.5

ASHA

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

ADV-AL02

IPP010

Comprehension, Syntax and Vocabular y Instruction

A M Y CU SHN ER , JOYCE P IC K ER IN G

CAR OL T O L M A N This session will focus on what comprehension, syntax and vocabulary instruction should look like for elementary classrooms. Administrators will gain more knowledge on how to be catalysts for facilitating change and implementing strong literacy instruction within their systems.

FRIDAY,10 :05 AM – 12:05 PM CT

Early Identification and Intervention for Children At Risk for Learning Differences

2.0

ASHA

This workshop will identify the specif ic needs & useful strategies for young children who are at risk for learning differences.

FRIDAY, 2:30 PM – 3:30 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Carol Tolman is co-author of the LETRS 3rd Edition series of text and on-line supports for teachers of reading and spelling. Carol Tolman has no Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS POSTER SESSIONS

IPP03

IPP033

Envisioning a Future: Math Instruction that Works

C HE RY L C O O K

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

S A R A H GO LD EN , JILL FED ELE

For students with dyslexia, understanding the language and complexities of math can seem like an impossible barrier. By applying what we know about the Science of Reading and other research-based strategies, we can quickly change their outlook! This session focuses on teaching techniques that are founded in research to support student success in math. Three of the critical components to student success in math: explicitly teaching the language, applying a multisensory (CRA) approach, and directly addressing retention are addressed at length. With these easy-toimplement strategies, all participants leave this session with tools to help students overcome the challenges faced in the area of math. I

FRIDAY, 9 :45 AM – 10 :45 AM CT

1.0

ASHA

FRIDAY, 9 :45 AM – 10 :45 AM CT

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

1.0

ASHA

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

IPP06

RS03

It Begins With the Sentence

JUDY FU H R M A N

Join us in a fast-paced, hands-on session that explores what makes sentence level work for reading and writing challenging. Participants will leave with student-f riendly, research-based approaches to make abstract linguistic concepts concrete and comprehensible to children who f ind higher order literacy skills diff icult to master. We will focus on fundamental syntactic elements and apply simple questioning techniques and non-linguistic representations to improve written expression, reading comprehension, as well as reading fluency. The information presented is particularly benef icial to children with language-learning weakness and English learners, but are useful for any K-12 student and can be used successfully in the clinic and in the classroom.

FRIDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

Efficacy of Structured Language Inter vention for Writing: A Researchto-Practice Presentation

C H A R LE S H AYN E S , SU S A N L A MB R EC H T- SMI T H For students with dyslexia and related developmental language disorders, structured, systematic, and explicit literacy instruction results in signif icant gains in their writing. Too often, this writing intervention focuses exclusively on discourse (paragraph and multi-paragraph) structure, with minimal emphasis on topical vocabulary and sentence-level skills. This presentation will share the results of a current study of participants’ writing progress in response to Tier 3 intervention that integrated topical vocabulary, sentence formulation, and discourse level strategies. Implications for intervention and future research will be outlined and concrete strategies teachers can employ in their classes will be described.

FRIDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Charles Haynes is co-author of the following book which is listed in my references and for which I receive modest royalties: Jennings, T. & Haynes, C. (2018). From talking to writing: Strategies for scaffolding narrative and expository expression, Second edition, Landmark Press, Inc.: Prides Crossing, MA. Presenters have no Non-Financial Disclosures to report.

82 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

IPP05

Instructional Strategies and Routines for Phonemic Awareness

KOL L E E N S U L L I VA N , S A R A H O R N E The importance of phonological awareness instruction has long been validated by reading researchers. Teachers of students with phonological core def icits are well aware of the positive impact of systematic, explicit and cumulative phonemic awareness instruction. In this presentation, teachers will be provided with strategies and techniques for teaching segmenting and blending, skills known to improve decoding and encoding. Through videos and demonstrations, practitioners will have the opportunity to observe instructional routines that incorporate a variety of manipulatives including colored boxes, pop-its and light boxes. Practitioners will leave the presentation with new teaching tools that they can incorporate into their daily instruction.

FRIDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

Call to Action! Developing Foundational Literacy Skills in Older Students

D E AR DR A ( D EE ) R O S EN B ER G

D EJUN N E ' JAC K S O N What we know is that oftentimes schools, teachers, and parents have the unfortunate experience of having a f rontrow seat to the reading struggles of students; however, the experiences of those individuals may vary. If examined in isolation, we are likely to miss key opportunities for creating a collective understanding – hearing and assembling these experiences to see the larger picture. Each stakeholder plays a vital role in the discovery, identif ication, and intervention stages of literacy development. Parent advocacy is critical and schools can curate a relationship that ensures a collaborative partnership where the best decisions for providing evidencebased reading instruction are made for all students.

FRIDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

ELP02

Teaching the teachers: The role of teacher preparation in structured literacy instruction

EMILY B IN K S - CA N T R ELL , A LIDA HUD S O N , M A LT JO SH I

This presentation will explore the literacy crisis for older students who lack foundational literacy skills. Understanding the heterogeneous nature of the prof iles of these students will help explore the unique challenges of this population. Participants will explore current evidence about interventions that build foundational reading skills in students beyond grade 3. This session will also look at the need for proper assessment in identifying specif ic skill def icits, as well as effective interventions that address phoneme awareness, phonics, fluency, vocabulary, spelling, and comprehension.

FRIDAY, 1:15 PM – 2:15 PM CT

Dyslexia Advocacy: Creating a Culture of Collaboration

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

IPP07

FC02

1.0

ASHA

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

What teachers know (and don’t know) about literacy constructs and instruction has been a topic of study for more than 30 years. This presentation discusses the history and key contributions of the study of teacher knowledge and preparation as well as aspects that remain unanswered. Taking lessons learned f rom research and practice in teacher knowledge and preparation over the last several decades, future directions and recommendations as the f ield moves forward to best serve teachers and students will be a focus of this symposium. Topics to be discussed include the role of teacher knowledge in structured literacy, areas of strength and weakness in teacher knowledge and preparation through a convergence of evidence, future directions for teacher education and preparation programs, remaining questions and future research.

FRIDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22 83

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS POSTER SESSIONS

IPP08

IPP09

Orthographic Mapping: Defining and Developing

N AN C Y R ED D IN G It is through Orthographic Mapping that emergent decoders become fluent readers. Mapping links the spelling, pronunciation, and meaning of specif ic words in memory for instant recognition. This process is often slow and laborious for students with dyslexia. How much do we understand about this process and how we can help develop mapping skills in our students? In this workshop, participants will explore the progression of skills necessary for mapping to occur, and be introduced to a variety of structured literacy strategies and activities which promote Orthographic Mapping.

FRIDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

Breaking walls: Integrating reading research, policy, and applications

SILV I A CL EMEN T-L A M , F U M I KO H O E F T, D E V I N K E AR N S , C AT H E R I N E MCB R ID E , BR E T T MI L L ER This symposium brings together stakeholders f rom neuroscience, psychology, education, and NICHD administration to present translational reading research. The goal is to foster an understanding of connecting the dots of reading science and implementing these in real-life. Kearns will begin by synthesizing literature on basic research for reading/dyslexia and discuss integration into reading instruction. Clement-Lam will next discuss conducting reading research in an outreach setting, detailing the summer B.R.A.I.N. Camp, and reading interventions for children with reading diff iculties. McBride will then describe her team’s f ree MOOC courses for educators and the general public on the science of reading, with about 10,000 people participating. Lastly, Miller will discuss NICHD’s policy that supports translational literacy research, particularly in underrepresented populations. He will then lead a discussion among the speakers on translational research’s promises, challenges, and solutions.

FRIDAY, 2:30 PM – 4:30 PM CT

1.5

ASHA

S T EP H A N IE A L O TA IBA , DAYN A R U S SEL FR EUD EN T H A L , M A I Z ARU, BR E NN A R I VA S , JEN N IFER S T E WA R T In this session, participants will learn about providing literacy interventions for young students at risk for dyslexia that incorporate Social and Emotional Learning (SEL) components. We begin by reviewing the current literature on interventions combining structured literacy and SEL (e.g., motivation, mindset) for students with dyslexia or reading diff iculties. We describe Project GROW, a federally funded design project which trains teachers to provide an evidenced-based dialogic reading intervention that incorporates SEL themes and explicit vocabulary and listening comprehension instruction for young diverse learners, particularly for those at risk for dyslexia.

DISCLOSURE STATEMENT: Nancy Redding is the author of Patterns for Success, a reading program based on Orton Gillingham. No information from this reading program is used in the presentation, but speaker did want to make this financial disclosure. Presenter has no Non-Financial Disclosures to report.

RS04

Growing Language, Literacy, and Social and Emotional Learning

FRIDAY, 1:15 PM – 2:15 PM CT

ASHA

1.0

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

ADV-CT03

Structured Literacy Accreditation with Direct Classroom Implication for Core Teachers and Specialists K A R A CA MP B ELL , ER IN M A R SHM A N Practical implementation materials for Core Teachers and those supporting students in upper tiers of instruction. Target Audience: Classroom Teacher

FRIDAY, 2:30 PM – 4:30 PM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

84 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

FC03

ELP03

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

JAR E D B L A NK

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

FRIDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

Transforming Reading Instruction from the Top Down

M A R GIE GILLIS The National Reading Panel’s Report was the catalyst that launched the coaching of elementary general education teachers in three low-performing districts in CT. Twentytwo years later, invaluable lessons have been learned as an experienced team of reading experts has coached over a thousand teachers in hundreds of schools. This session will highlight f ive areas of focus to address the inequities that exist in the nation’s educational system and will provide examples of how to embed that work in educational policies to impact positive outcomes for students.

FRIDAY, 1:15 PM – 2:15 PM CT

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

1.0

ASHA

DISCLOSURE STATEMENT: Presenter has no Financial or Non-Financial Disclosures to report.

ADV-SP03

ADV-AL03

The Writing Rope K-12: What is it and How do we use it

Using Structured Literacy with Wilson Programs Across Multi-Tiered Systems of Suppor t

LIS A K LEIN The primary goal of this workshop is to offer research-based instructional practices to support writers across grade levels using The Writing Rope” f ramework. As The Writing Rope is explained, participants will have the opportunity to make connections f rom the research to practical application. Participants will leave with several ideas of how they may support their students in the complex task of writing.

FRIDAY, 2:30 PM – 4:30 PM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

C O N N IE S T EIGER WA LD Explore and learn how Wilson programs create multi-tiered systems of support. Participants will learn how the Wilson programs are designed to work together synergistically to provide instruction across all three tiers of a Multi-tiered System of Supports (MTSS) or RTI f ramework. Participants will learn why and how Wilson Language Training integrates the tenets and methodologies of implementation science to guide the introduction of structured literacy instruction in a manner that allows schools, districts, and their students to realize the benef its of the instruction and sustain these benef its over time.

FRIDAY, 2:30 PM – 4:30 PM CT

2.0

ASHA

DISCLOSURE STATEMENT: Connie Steigerwald is employed with Wilson Language Training. Presenter(s) have no Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22 85

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

FRIDAY SESSIONS POSTER SESSIONS

IPP02

Moving the reading needle: Integrated reading decoding and fluency instruction J OAN M E L E M C C AR T H Y, L E S L I E E GE T

Systematic phonics instruction alone does not result in desired reading decoding gains for many individuals with dyslexia. While phonological and morphological awareness training are critical components of structured literacy instruction, research demonstrates the importance of reading fluency practice. The presenters will describe how to implement systematic reading instruction with targeted, intensive reading fluency practice to improve reading skills effectively and expediently. Scheduling, teacher training, coaching, periodic data review, and progress monitoring will be discussed. Teacher action research and pandemic data will be shared to show how the absence of intensive fluency practice resulted in reading fluency regression in students.

FRIDAY, 2:30 AM – 3:30 PM CT

ASHA

1.0

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

IPP011

Linking Reading Comprehension and Executive Function: A Pathway to Improved Instruction

A N D R I A SLIP P

Students with comorbid attention def icit hyperactivity disorder (ADHD) and specif ic learning disorder in reading (SLD-R) require reading comprehension instruction that is mindful of executive function def icit. Grounded in the notion that remediation is most successful when it is based on an understanding of the possible sources of failure, this presentation examines the interplay between executive function and reading comprehension and explores how reading comprehension instruction might integrate executive function support for students with ADHD and SLD-R. This proposed instructional f ramework integrates executive functions into the reading comprehension process. A lack of consensus with regards to how executive functions are identif ied, def ined, and measured indicates avenues for future research. These f indings are hoped to provide insight to teachers, administrators, curriculum developers, and those who provide teacher professional development.

FRIDAY, 2:30 PM – 3:30 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FC04

Fostering Independence in Secondary and PostSecondary Students with Dyslexia

D E N A C R O O K , K RY S T I E G R I F F I N

N A N C Y EB ER H A R D T, JILL L AUR EN

As students with dyslexia transition f rom high school to postsecondary institutions, how can “we” set these students up for success? Topics include initiating strategies in elementary, middle, and high school that lay a foundation for postsecondary success, exiting special education into 504 or not, accommodations in high school versus accommodations in post-secondary, accommodations for the SAT and ACT, how to set up accommodations in post-secondary institutions, and practical advice f rom post-secondary students with dyslexia on how to navigate the system.

FRIDAY, 3:45 PM – 4:45 PM CT

IPP013

Background Knowledge: The Bridge Between Decoding and Comprehension

1.0

ASHA

Background knowledge is most often associated with its role in reading comprehension. Typically, less attention is devoted to its contribution to learning the code. In fact, the breadth of vocabulary knowledge—a proxy for background knowledge— contributes to fluent word recognition, as well. Critical to this dual impact of background knowledge is its concurrent—not sequential—role in decoding and comprehension during beginning reading development. The notion that children learn to read and then read to learn can negatively skew reading instruction. This session examines background knowledge as a bridge between decoding and comprehension, provides instructional recommendations, and demonstrates a free resource.

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FRIDAY, 3:45 PM – 4:45 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report. Presenters (Nancy Chapel Eberhardt and Jill Lauren) have a nonfinancial relationship with ReadWorks, a free instructional resource.

86 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

IPP012

ELP04

Syntax: Its Integral Role in Text Comprehension

SLD or Ain't Been Taught (ABT)

N AN C Y EB ER H A R D T, M A R G I E G I L L I S

R O B ER T PA S T ER N AC K , PAUL W O R T H IN G T O N

Children are not literate if they cannot understand text. Beyond mastering code-breaking skills, beginning readers must learn to process text meaning. Syntactic knowledge— including learning the eight grammatical elements, understanding text cohesive devices, and the role of phrases to develop prosody—all contribute to comprehending text. This session focuses on the function-based roles of the grammatical elements and how their syntactical arrangement create meaning. Presenters demonstrate instructional activities and engage participants in practicing different methods of instruction that support students’ grammatical and syntactic skills.

Since 47 states are now screening ALL students for Dyslexia, what will be done to serve those students who REALLY are Dyslexic, differentiated f rom students who have reading def icits, but are NOT Dyslexic. This presentation will focus on strategies to serve students with Dyslexia, and also talk about the need to train our teachers to serve those students with effective intervention strategies.

FRIDAY, 2:30 PM – 3:30 PM CT

1.0

ASHA

FRIDAY, 3:45 PM – 4:45 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22 87

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS POSTER SESSIONS

IPP014

ELP05

Demystifying Comprehension for Children and Adults

K AU S AL A I W I J EK U M A R , K AC E E L AM BR I G H T, J UL I E O W E N S , A S H L E Y S TAC K , E L S A CA R D EN A S -H AG A N Comprehension is an elusive goal for dyslexic children due to the oversimplif ication of complex constructs, a plethora of unproven strategies, compartmentalization of skills, and explanations that are inappropriate for children. Multiple large-scale randomized controlled studies combined with careful analyses of children, teachers, instructional routines, curricula, administrator, and school contexts have resulted in a powerful Knowledge Acquisition and Transformation (KAT) f ramework. Four presenters will focus on the KAT f ramework for children with dyslexia: (a) foundations of KAT, (b) Applying KAT in K-5 Classrooms, (c) Applying KAT in upper-grade Classrooms, and (d) KAT for the families.

Insuring Human Rights for Students with Dyslexia

LIN DA SIEGEL The f indings and recommendations of the Ontario Human Rights Commission Right to Read Inquiry will be discussed. The Commission made important recommendations for curriculum, teacher training, assessment, and early identif ication and intervention. Structured literacy was emphasized, as was insuring access to intervention for all students who need it. SATURDAY, 8:00 AM – 9 :30 AM CT

ASHA

1.5

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DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

SATURDAY, 8:00 AM – 9 :30 AM CT

1.5

ASHA

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FC05

IPP016

Experience Dyslexia ® Simulation

N AN C Y R ED D I N G

LIN DA CAVA Z O S , A LBA O R T I Z

What is it like to have dyslexia and related learning disabilities, such as dysgraphia? Recently updated by the Northern California Branch of IDA, Experience Dyslexia® 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.

SATURDAY, 8:00 AM – 9 :30 AM CT

Differentiating the Instruction and Intervention Needs of English Learners with Dyslexia

1.5

ASHA

.15

DISCLOSURE STATEMENT: Disclosure of Financial Conflict of Interest Experience Dyslexia® was developed and is copyrighted by the Northern California Branch of International Dyslexia Association, of which all presenters are members. No presenter has any personal financial relationship with the simulation kit used in this presentation, but the nonprofit NCBIDA does receive money from the sale of the kit. The profits from the kit are used for operating costs of our branch and for scholarships which we award members who take multisensory, structured language trainings. Disclosure of Non-Financial relationship between the materials and the presenters: All presenters are members of the Northern California Branch of International Dyslexia Association, in whose name the simulation Experience Dyslexia® is registered. Many members of our branch, though not necessarily the presenters at the conference, have helped to develop the simulation. Presenters have no Non-Financial Disclosures to report.

88 Register online at DyslexiaIDA.org

This session focuses on differentiating instruction and intervention for English Learners (ELs) with dyslexia. Understanding and recognizing the characteristics of dyslexia is challenging for educators. The challenge is compounded when identifying these characteristics in ELs who are simultaneously acquiring language. Understanding the overlap in characteristics of a student with dyslexia and one acquiring English can help prevent ineffective practices that target the wrong need. Evidence-based strategies to avoid mismatches between student need and instruction and intervention provided for dyslexia and language development will be reviewed to help support effective instruction for ELs’ with dyslexia.

SATURDAY, 8:00 AM – 9 :30 AM CT

1.5

ASHA

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

IPP015

ADV-AL04

Understanding Orthography: Reading and Spelling Do Involve the Eyes! N AN C Y M AT H E R

Weaving the Writing Rope Through Content Areas: An Over view for Administrators

The purpose of this session is to discuss how diff iculties mastering English orthography impact both reading and spelling development. Participants will understand how orthographic knowledge is related to dyslexia, why it is so diff icult for some children to acquire this knowledge, and how teachers can help. Student writing samples will be used to illustrate problems in the mastery of orthography. Diff iculty developing reading and spelling skills involves more than just phonological awareness! I

SATURDAY, 8:00 AM – 9 :30 AM CT

1.5

ASHA

LIS A K LEIN Although writing is an important tool through which students better learn and understand content, it is often overlooked. The primary goal of this workshop is to offer administration a common f ramework, The Writing Rope, to explain the complexity of writing and to demonstrate practical ways teachers can embed more writing across content areas and grade levels.

.15

DISCLOSURE STATEMENT: Nancy Mather is the author of the Test of Orthographic Competence-2 which will be briefly mentioned. Presenter has no Non-Financial Disclosures to report.

SATURDAY, 8:00 AM – 9 :30 AM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

RS05

RS06

An Examination of the Stability and Predictive Accuracy of the Shaywitz DsylexiaScreen

CA R O LIN E R IC H T ER , FUMIKO HO E F T, R O B ER T HEN D R EN , S T E P H ANIE AL O TA IBA , R EB EC CA KO C K LER

JE R E M Y MI CI A K

This study investigates the stability and predictive accuracy of the Shaywitz DyslexiaScreen (SDS), a commonly employed screening tool in early elementary grades. The longitudinal sample includes 683 students enrolled in Kindergarten, 1st and 2nd grade. Scores on the SDS in fall of each grade are evaluated for stability and to what extent they predict word reading diff iculties in spring of 1st and 2nd grade.

SATURDAY, 8:00 AM – 9 :30 AM CT

1.5

ASHA

Socio-emotional challenges in learning disorders

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

In this symposium, we discuss some socio-emotional challenges individuals with dyslexia face as a result of their learning differences. In the f irst talk, Richter summarizes the studies investigating associations between Specif ic Learning Disability (SLD)-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs. In the second talk, Hendren describes three interrelated recently published studies at schools for students with reading disorders with a focus on the role of anxiety, grit, resilience, and depression in students with reading disorders. In the third talk, Al Otaiba describes the effects of providing mindset intervention to students with reading diff iculties. Finally, Kockler leads the discussion and talks about her work as the Director of AERDF Reading Reimagined and how all elements of reading instruction and social development must interact to support students to reach their full potential as readers.

SATURDAY, 9 :45 AM – 11:45 AM CT

1.5

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.15

DISCLOSURE STATEMENT: Dr. Robert L. Hendren received research grants from Curemark, Roche, Otsuka, GW LTD, and Axial Biotherapeutics. He is also serves on Advisory Boards for BioMarin, Axial BioTherapeutics and Janssen. He also receives royalties from Oxford, Routledge and American Psychiatric Association Publishing. He is on no Speakers Bureaus. Presenter(s) have no Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22 89

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS POSTER SESSIONS

ADV-CT04

ADV-SP04

E L S A CA R D EN A S H AG A N , J I L L GI L BE R T

N A N C Y C O FFM A N

There are more than 5 million English learners attending public schools in the United States. Close to 80% of these students speak Spanish in the home. Yet, less than 3% of teachers have a specialization in delivery of services to this population of students. IDA’s mission is to ensure evidence-based literacy instruction for all students. In fact, IDA proposed the term Structured Literacy to describe a comprehensive approach to literacy. This instruction is based upon decades of research. Structured Literacy has also been described as an evidence-based approach for English leaners. The National Literacy Panel Report for LanguageMinority Children and Youth describes the 5 components of literacy and the adjustments that are necessary for literacy instruction to this diverse population. This session will describe the current research to support Structured Literacy among English learners. Participants will learn the role of language prof iciency for the development of f irst and second language literacy. The majority of English learners receive English-medium instruction. Therefore, it is important to learn how to deliver instruction utilizing cross-language techniques and therefore utilize an assets-based approach. In this session you will learn the specif ic cross-linguistic features of English and languages such as Spanish, Arabic and Vietnamese. Routines which incorporate language and literacy will be modeled and practiced. Case studies for lesson design will also be presented and a systematic approach will be practiced.

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

Structured Literacy Among English Learners: What Every Educator Should Know

SATURDAY, 9 :45 AM – 11:45 AM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Advanced Spelling: Using Morphemic Knowledge to Demystify Irregularities

SATURDAY, 9 :45 AM – 11:45 AM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

IPP017

Phonemic Awareness: Research-Based Findings for Implementing Effective Instruction M A R I A N N E R ICE , MEG A N B ISHO P This presentation presents research-based f indings for practitioners to implement effective phonemic awareness instruction. Key topics f rom a review of the research include: (1) def ining and explaining the importance of phonemic awareness in learning to read, (2) identifying effective practices, such as which phonemic awareness skills should be taught and the use of letters in instruction, (3) exploring effective supplemental phonemic awareness instruction using computers and parent instruction for students who need additional instruction.

SATURDAY, 9 :45 AM – 10 :45 AM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

90 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

FC09

The Fort Worth ISD Story - Rome was not Built in a Day

T R AC Y W EED EN , A L L IS O N P E C K , M AR C E Y S O R E N S E N

Dyslexia 101

JA N E T T H IB E AU

Scaling the work of literacy success for every student, regardless of zip code in any distric,t is not a vision for the faint of heart. This kind of commitment challenges organizational culture in ways that can be anticipated, along with inevitable surprises on that journey of change. Add the unexpected twist of leadership attrition and a pandemic, and one might think such an audacious goal would be impossible. Learn f rom the mountaintop experiences and the valleys as literacy allies f ramed and acted on this vision f rom Fort Worth ISD and Neuhaus Education Center. What does it take to stay the course, and view disruptions as opportunities to move your learning organization towards the goal of literacy success for all?

SATURDAY, 9 :45 AM – 10 :45 AM CT

FC06

1.0

ASHA

Join us at the innaugural presentation of IDA's new Dyslexia 101. 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.

SATURDAY, 9 :45 AM – 10 :45 AM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

IPP018

Supporting Teachers in Using Formal & Informal Assessment Data for Instructional Decision Making

IPP032

Fostering Inclusion and Engaging Every Learner with Free Microsoft Assistive Technology Tools

D E B OR AH LY N A M , A L I S O N PAN KO W S K I To ensure students’ progress, teachers must regularly and systematically use data to drive their structured literacy practices. However, even when data are accessible to teachers, many express a desire for more training on how to use the data to reflect on their students' growth or to differentiate their reading instruction. In this session, consultants to a statewide MTSS early reading grant project will offer a systematic look at supporting teachers in interpreting both formal and informal assessment data to improve students’ reading outcomes. Data-based decision making tools will be shared to assist teachers in understanding common student reading prof iles, creating skills-focused student groupings, and differentiating instructional and intervention practices to ensure that all students continuously improve their early reading skills.

SATURDAY, 9 :45 AM – 10 :45 AM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

R AC HEL B ER GER Students with learning disabilities are often at a disadvantage f rom their peers when it comes to accessing curriculum and engaging in classroom content. Microsoft’s new broad set of assistive technology capabilities ensure that students of all abilities can engage, personalize learning and demonstrate cognitive abilities to effectively participate in their learning community. This session will discuss what inclusive classrooms and employing accessibility look like f rom the standpoint of reading, writing, math and communication. The presenter will be sharing examples f rom Microsoft Education’s f ree accessibility suite of tools, including, student and

SATURDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Rachel Berger is a consultant for Microsoft Education. Presenter(s) have no Non-Financial Disclosures to report.

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS POSTER SESSIONS

FC07

IPP019

Empowering Your Child with Dyslexia

AL L IS O N P EC K , L A R A S P EI G H T S

CA R O LEE D E A N

Navigating a journey with dyslexia can evoke many emotions for both the adult and child – including fear, relief, confusion and overwhelm. However, many people with dyslexia lead successful, conf ident lives in large part due to the encouragement and advocacy of important adults in their lives. Join us as we explore concrete ways that you can empower both yourself and your child through knowledge, books, role models, anecdotes f rom lived experiences, and more. No matter where you are in the journey, this session will provide options that meet you where you are so you can conf idently empower your child.

SATURDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

RS07

N AN C Y N EL S O N , J E S S ICA M AR K H AM - AN D E R S O N Experts posit that although we know much about how reading develops and the skills students need to learn to become prof icient readers, we have fewer studies to support the science of teaching reading (SOTR: Kim & Snow, 2021). This study replicates prior research conducted by Nelson-Walker et al. (2013), which provides evidence for robust professional development and coaching on the science of reading (SOR) using specif ied materials to enhance core reading instruction to improve reading outcomes for students with or at risk for dyslexia (Fien et al., 2020). I

1.0

ASHA

Discover which books are the best match for your students by understanding the benef its and limitations of various types of texts such as decodable stories, leveled books, picture books, graphic novels, novels in verse and hi-lo readers. Explore strategies for supporting success when students want to tackle more challenging books. Find out how to expose students to complex syntax and vocabulary without compromising newly learned decoding skills. Learn how to incorporate stories that encourage resilience and tie to the curriculum. A list of resources (books and publishers) will be provided.

SATURDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Carolee Dean receives royalties from one of the lists she provides from a book. Presenter(s) have no Non-Financial Disclosures to report.

Translational Research: An Evidence-Based Approach Applying the Science of Reading to Instruction

SATURDAY, 1:15 PM – 2:15 PM CT

The Goldilocks Effect: Finding the “Just Right” Books for Struggling Readers

IPP021

Hidden in Plain Sight: The Transparency of English Orthography for Decoding A LICI A R O B ER T S FR A N K , L OU IS G AT E S

Historically, the complexity of English orthography has challenged many students learning to decode and read. This interactive session presents a Decoding Table that reveals the statistical regularity (transparency) of English symbolsound correspondences that was previously hidden in plain sight. The presenters will include strategies and techniques for understanding and teaching decoding to beginning, dysfluent, and dyslexic readers.

SATURDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Louis Gates is the author of The Elegant Code, a book we will be referencing in the session. Presenter(s) have no Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Dr. Nancy Nelson as an author of the ECRI intervention program that is evaluated as part of this research, receives a small portion of royalties from its sale by the University of Oregon. Presenter(s) have no Non-Financial Disclosures to report.

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

ELP06

IPP020

Beyond the Code: Social and Emotional Responses in Children with Dyslexia

L E SL IE EG E T, J OA N MEL E -M C C AR T H Y The f rustrating nature of having a learning difference, like dyslexia, can lead to feelings of anger, anxiety, low selfesteem and depression. While most children with dyslexia do not have emotional disorders, their inability to succeed can take a toll on their social and emotional wellness. Research has focused on the emotional problems that stem f rom the challenges of being an individual with dyslexia. New research suggests that these children have increased physiological and behavioral responses to emotionally evocative stimuli compared to their non-dyslexic peers. Responses were correlated with stronger connectivity in the brain’s system that supports emotion generation and self-awareness. Growing evidence suggests that they may have heightened social and emotional intelligence and that dyslexia may be more complex than being unable to crack the code. These f indings have implications for educating children by highlighting both strengths and weaknesses.

SATURDAY, 11:00 AM – 12:00 PM CT

1.0

ASHA

Dyslexia: What Does It Take to Scale Literacy Responsibly and Sustainably? R EB EC CA T O L S O N , T R AC Y W H I T E - W E E D E N

Join the presenters for a robust discussion about the science of reading research, and how to meet the needs of students with dyslexia. Key features of what evidencebased practices are, as well as what unaligned practices look like in classrooms will be surfaced to inform your strategic leadership moves. Learn how to maximize both the letter and the spirit of statewide dyslexia legislation. 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.

SATURDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

IPP022

ADHD and Dyslexia: One, the other, or both?

C HE RYL C H A S E Attention-Def icit/Hyperactivity Disorder (ADHD) and Dyslexia are separate conditions which often occur together in the same person. In fact, it is estimated that about 50-60% of people with ADHD will also have a learning disorder, the most common of which is Dyslexia. ADHD is characterized by inattention, distractibility, hyperactivity and impulsivity. Dyslexia is a language-based learning disability characterized by diff iculties with accurate and fluent word recognition, spelling, and reading decoding. Although the two share some traits, they are distinctly different. Proper assessment to identify both conditions is critical. This program discusses both diagnoses, symptoms they have in common, and ways in which they differ. The talk concludes with treatment considerations if both conditions are present.

SATURDAY, 1:15 AM – 2:15 PM CT

1.0

ASHA

IPP023

Using Root Cause Analysis to Drive IEP Goals and Instruction for Literacy R O B ER T FR A N T UM- A LLE N

Determining targeted Individual Education Program (IEP) goals requires an analysis. Using tools that were developed to solve problems in other f ields of study can apply directly to special education. By using formative assessment tools and screeners along with a f ishbone analysis, you can pinpoint specif ic areas of needs to drive your selection of IEP goals.

SATURDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS POSTER SESSIONS

IPP024

IPP025

The Science Behind Teaching Vocabulary in the Early Years

K ELLI S A N D M A N - HUR LE Y

AM Y VAND EN B O O G A R T, BE T H L AW R E N C E Word meaning is pivotal in learning to decode and comprehend. This presentation reviews several f rameworks (e.g., Lexical Quality Hypothesis, Simple View, Scarborough’s Rope, and the Triangle Model), emphasizing the relationship between print and vocabulary meaning. The Dual Coding Theory (i.e., the interplay between verbal and nonverbal cognitive subsystems) guides the remainder of the discussion, culminating in attendees learning several unique approaches for vocabulary instruction to deeply teach concrete and abstract vocabulary while ensuring strong orthographic mapping.

SATURDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

Conversations, presentations and books about dyslexia are often centered around school-aged children. In this workshop the experience of being a dyslexic adult will be explored and what we can learn f rom those experiences are translated into practical tips for the k-12 classroom. This workshop will share the collective stories of f ifty adults with dyslexia and how their stories can us about what they need (emotionally, socially and academically) to feel conf ident enough to be productive members of society and successful students.

SATURDAY, 1:15 PM – 2:15 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

DISCLOSURE STATEMENT: Amy Vanden Boogart and Beth Lawrence are both employed by Really Great Reading. No products will be discussed in this session. Teaching strategies that can be created by any educator and non-digital versions of the strategies presented will be offered. Presenter(s) have no Non-Financial Disclosures to report.

ADV-SP05

IPP027

C is for Collaboration: A partnership for implementation of reading interventions

S A R A H B EL S O N , A N N IE K A R A B ELL , K ER MI T B UR K S , K IM JAC K S ON

CONTINUUM OF DECODING STRATEGIES > EXPLICIT—SYSTEMATIC—CUMULATIVE

N AN C Y W H I T E Use of systematic decoding strategies is a reliable path toward accurate identif ication of the vast variety of English words—simplest to most complex. While the alphabetic principle is a foundation of English orthography, 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, and morphemes. Students can use the considerable benef its of these systems of language structure only when they know the components and understand their interrelationships— including morphophonemics. The session provides modeling and guided practice of a continuum of explicit systematic cumulative decoding strategies.

SATURDAY, 2:30 PM – 4:30 PM CT

The Adult Side of Dyslexia

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

94 Register online at DyslexiaIDA.org

This presentation will describe a research-practice partnership between a university and two schools to improve outcomes for all students, including students with learning disabilities. The project included 65 educators, including school principals and assistant principals, general education teachers (grades K - 5), special education teachers, teachers of English language learners, instructional leaders, and classroom aides. The project focused on the implementation of f ive evidence-based practices to implement: building teacher knowledge, co-teaching in inclusion classrooms, screening and dynamic RTI, phonological awareness skills training, and explicit decoding instruction. In collaboration with school leaders f rom both schools, the research team planned a graduate course for the summer and ongoing professional development (PD) and coaching over the course of two school years, designed in consultation with school leaders and was content specif ic, ongoing, and contextualized.

SATURDAY, 2:30 PM – 4:30 PM CT

1.5

ASHA

.15

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

IPP026

Meeting ALL Students' Needs: A Collaborative Problem-Solving Process to Guide Teacher Decision-Making JAN H A S B R O U C K , DA RY L M I C H E L , B E AT R I Z C R UZ , TAN E S H A YU S UF Teachers face many challenges when deciding how to develop the academic language of their students, including students with dyslexia. The support of an instructional coach can help make this effort more successful. This symposium describes how a systematic problem-solving process within the Student-Focused Coaching (SFC) model was used successfully by coaches, working with colleagues in an upper elementary and secondary school. Our panel includes the two developers of the SFC model, and two coaches who have been trained in SFC. Two real-world case studies will be presented that describe the SFC Collaborative Problem-Solving Process and how it can be used by instructional coaches to successfully provide strategic, ongoing professional learning to their teacher colleagues. Outcomes include a deeper knowledge of problem-solving for addressing academic concerns for all students, including students with dyslexia, and improved vocabulary knowledge for all students.

SATURDAY, 2:30 PM – 4:20 PM CT

1.5

ASHA

ADV-CT05

Oral Language and Listening Comprehension HO LLI H IN T ON , H AILE Y

HUN T

Oral language is the foundation of comprehension. In this session, participants will learn the importance of oral language and listening comprehension to build a foundation for skilled reading comprehension through various activities that can be used in classrooms to help aid and support development of oral language.

SATURDAY, 2:30 PM – 4:30 PM CT

2.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

.15

DISCLOSURE STATEMENT: Jan Hasbrock and Darryl Michel will reference a book for which each receives royalties. Presenter(s) have no Non-Financial Disclosures to report.

RS08

IPP028

R A MO N A P I T T M A N , A M A N DA LIN D N ER , EMILY B IN K S - CA N T R E LL , SHUAI ZH A N G , R . JO SH I

Dyslexi...uh? Understanding the Most Common Learning Disability

T IFFAN Y P ELT I ER Do you wonder how researchers use the term dyslexia? In this session, we’ll demystify what dyslexia is in research, discuss common stakeholder misconceptions, and untangle dyslexia’s relation to federal laws. Participants will also understand how dyslexia relates to screening, intervention practices, and evaluation for special education in US public school systems.

SATURDAY, 2:30 PM – 3:30 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Tiffany Peltier is a research scientist for NWEA, which sells professional learning and assessment products for early literacy. Tiffany Peltier serves on the CERI board of directors.

EDUCATIONAL LEADERSHIP & POLICY

What do Teacher Educators, Teachers, and Preservice Teachers Know about English Spelling?

Using results f rom a nationwide survey in the U.S., this presentation seeks to discuss the English spelling knowledge teacher educators, teachers, and preservice teachers’ possess and their knowledge of teaching spelling to linguistically diverse students. Additionally, the researchers will address the educators’s self-eff icacy in teaching spelling and their philosophical stance in regards to teaching spelling. Participants will use their critical thinking skills to selfdiscover spelling patterns and their relation to decoding and why spelling knowledge is critically important in literacy acquisition and the science of teaching reading.

SATURDAY, 2:30 PM – 3:30 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22

2022 ANNUAL READING, LITERACY, & LEARNING CONFERENCE 2021 ANNUAL READING, LITERACY, & LEARNING CONFERENCE

SATURDAY SESSIONS POSTER SESSIONS

IPP029

More Than Numbers: Using Writing as a Tool Within Math

BR E NN A N C H A ND L ER , T E S S A AR S E N AULT

CA R O LYN P H ILLIP S , T UC K ER P H ILLIP S , S T EP HEN H A R V E Y, S TAC E Y H ARV E Y

Students with and at-risk for dyslexia f requently experience co-morbid diff iculty in math, requiring instruction in math reasoning and communication. We provide a method to use writing as a tool to support math reasoning, communication, and content knowledge. In this presentation, participants will learn about a process to deliver explicit math-writing instruction along with three research-based strategies which can immediately be implemented in the classroom. B

SATURDAY, 2:30 PM – 3:30 PM CT

FC08

Living Our Best Lives: Student Perspectives on the Power of Assistive Technology

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Join us for this solution focused session will provide participants with helpful tips and specif ic AT and accessible education materials (AEM) strategies for students with specif ic learning disabilities to promote success in school and that can ultimately assist with smooth transitions into the workplace and community.

SATURDAY, 3:45 PM – 4:45 PM ET

1.0

ASHA

DISCLOSURE STATEMENT: Carolyn Phillips is the Director of the Georgia AT Act Program and my salary is paid by Georgia Tech. She also servse on the Advisory Board for CAST. Stacey Harvey is employed by the Galloway School. Presenter(s) have no Non-Financial Disclosures to report.

A six-hour fundamentals class focused on the science of sound walls, their design, and their implementation into your daily phonological awareness and phonics instruction.

The Reading Teacher’s Top 10 Tools is an online comprehensive reading course that immerses educators in the science of reading. The course provides evidence-based reading and language arts instruction and: ■ Supports schools in the process of building Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS)

■ Prepares educators or support personnel for the KPEERI exam and CERI certification. ■ Is accredited by the International Dyslexia Association (IDA) tools4reading.com

/tools4reading

@tools4reading

96 Register online at DyslexiaIDA.org

GENERAL SESSIONS

RESEARCH

FAMILY & COMMUNITY ENGAGEMENT

N OVEM BER 1 1 , 2022 8:00 AM - 7:00 PM CT

IPP030

ELP07

Implementing Evidence-Based Strategies to Improve the Written Expression of Diverse Students

C YN T H I A H A D IC K E

AN GE L A S EN CIBAU G H , J O SE P H S E N C I BAUG H Individuals attending this session will learn how to implement best practices for teaching written expression skills to culturally and linguistically diverse students with learning disabilities, who struggle with writing and are educated primarily in inclusive classrooms. Specif ically, participants will learn how to informally assess students' written expression in the f ive areas of fluency, syntax, vocabulary, structure and content. After learning how to properly assess students, participants will learn how to implement evidence-based techniques for teaching the process approach to writing and writing instruction using learning strategies.

SATURDAY, 3:45 PM – 4:45 PM CT

1.0

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

Implementation Science What Leaders Need to Know

ASHA

This session will explain the components of implementation science using interactive audience engagement. Participants will understand the essentials of implementing evidencebased professional development programs to increase reading outcomes. Using Scarborough's Reading Rope (2001), a research-based analogy for skilled reading, learners will connect the major constructs of the rope word recognition and language comprehension as essential elements of implementing reading programs. Implementation science involves reflecting upon adult learners' capacity to understand the scope of change involved in successfully implementing reading professional development. Using implementation science as a foundation ensures that all district stakeholders recognize the urgency.

SATURDAY, 3:45 PM – 4:45 PM CT

1.0

ASHA

DISCLOSURE STATEMENT: Presenters have no Financial or Non-Financial Disclosures to report.

FOLLOW IDA DyslexiaIDA DyslexiaIDA Register online at DyslexiaIDA.org international-dyslexia-association

InternationalDyslexiaAssociation DyslexiaIDA intldyslexia

EDUCATIONAL LEADERSHIP & POLICY

INSTRUCTIONAL PRACTICES FOR PRACTITIONERS

#DyslexiaCon22 97

thank you local branches IDA BR AN C H

C ON TAC T

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Alicia Smith

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C ON TAC T

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98 Register online at DyslexiaIDA.org

global partners C OUN T RY

GL OBAL PAR T NER

C ON TAC T

AU S T R ALI A

AU S T R ALI AN DY SLE XI A A S S OCI AT ION

Jodi Clements, President

AU S T R ALI A

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S OU T H AFR ICA

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IR EL AND

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ISR AEL

ORGANIZATION FOR UNLOCKING THE POTENTIAL OF DYSLEXIC LEARNERS

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TAI WAN

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Su-Jan Lin, Ph.D.

T UR K E Y

T UR K E Y DY SLE XI A F OUNDAT ION

Tuncer Yabuz, Trustee

#DyslexiaCon22 99

The New Community School

empowering bright minds who think & learn differently

• Independent Day School, Grades 5-12 • 4:1 Student/Teacher Ratio • Customized, College-Prep Curriculum

• Igniting the Passions of Students with Dyslexia and Related Learning Differences • Fostering Academic and Personal Strengths

Visit us at Booth 200! 4211 Hermitage Road, Richmond, Virginia | tncs.org EXPERIENCE THE POWER OF LEARNING ONE-ON-ONE The Tutoring Center at The New Community School exists for students who struggle with learning differences or experience challenges that affect their learning and success. Virtual and in-person options are available. Customized reading and math instruction, content support, academic coaching, and more. tncs.org/resources/tutoringcenter

102 Register online at DyslexiaIDA.org

Professional Development & Support in

The Orton-Gillingham Approach The Reading Brain • Dyslexia • The Science of Reading • The Orton-Gillingham Approach Phonological Awareness & Phonics in The Contemporary Classroom • Decoding The Six Syllable Types Language Development: Vocabulary, Comprehension, and Reading Fluency • Spelling • Assessment

We train educators how to teach reading more effectively using the “gold standard of reading instruction” known as The Orton-Gillingham Approach. ACCREDITED TRAINERS

We offer the highest quality structured literacy professional development courses to educators around the world. Each of our team memebers is certified by OGA and IDA. With over 25 years of experience training and supporting teachers, we guarantee expert training in pure Orton-Gillingham.

REMOTE & IN-PERSON TRAINING

Located in New York City, Edwards Orton-Gillingham offers in-person training as well as worldwide, remote training throughout the year.

CERTIFICATION THROUGH IDA AND OGA

After completing and EOG training, trainees are eligible to register for our Supervised Practicum Experience. Depending on the practicum level, trainees will be mentored by one of our Certified Orton-Gillingham Supervisors to attain certification through OGA and IDA.

The science of reading for all.™

For more information, to sign up for our email newsletter or to order our curriculum please scan the QR code at right. https://qrco.de/bcyKGF

2022 IDA Conference Program

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