Register online www.dyslexiaida.org Register online www.dyslexiaida.org #DyslexiaCon16 #DyslexiaCon16 75 74 SPEAKER INDEX SPEAKER INDEX Barbara R. Foorman, Ph.D.: W2 Emily L. Forgan: TP2 Jim Forgan, Ph.D., Associate Professor of Special Education, Florida Atlantic University: TP2 Robin Forsyth, M.S., Reading, Teacher, Language Fundamentals, The New Community School, Richmond, VA, Certified Reading Specialist: F13 Kate Franken, M.A.T., AOGPE Certified, Director of Education Services, Blackbird Dyslexia Specialists, LLC: F28 Jami Friday, M.A., Instructional Coach, Roaring Fork School District: TP8 Judith Fuhrman, M.S., CCC-SLP: T8 G Albert Galaburda, M.D., Ph.D.: W3, Orton Memorial Lecture Denise P. Gibbs, Ed.D., ASHA Fellow, CCC/SLP, Director Alabama Scottish Rite Foundation Learning Centers: S10 Verónica Gil: FP9 Margie B. Gillis, Ed.D., CALT, President, Literacy How, Inc.; Research Affiliate, Fairfield University and Haskins Laboratories: F2 Elizabeth W. Goodell, Ph.D., Clinical Psychologist: F14, F27 Jonathan Green, Director, The Hamilton School at Wheeler: Independent School Administrators Lunch Jennifer Wells Greene, Ph.D., Assistant Professor, Georgia Gwinnett College: T32 Linda Gross, M.A., CCC-SLP, Speech-Language Pathologist/Consultant, Landmark High School: T11 Sandra R. K. Guimarães, Ph.D., Professor, Federal University of Paraná - Brazil: FP6 H Susan L. Hall, Ed.D., 95 Percent Group, Co-Founder and President: F40 Alisa Hanson, M.Ed, Ed.S., Doctoral Student, University of Florida: T35 Jane Wilson Hanson, M.A., CALT, Reading Teacher, Commonwealth Academy, Alexandria, VA: F12 Sara A. Hart, Ph.D.: W2 Jan Hasbrouck, Ph.D., Research Associate/Consultant, University of Oregon and JH Consulting: F5 Omar Hassan, Deputy Head of Training Unit, CCET; IDA Global Partner: TP7 Jennifer A. Hasser, M.Ed., Executive Director, Kendore Learning and Syllables Learning Center: F19 Charles W. Haynes, Ed.D., CCC-SLP: FP8 Linda Hecker, M.Ed., Lead Education Specialist, Landmark College Institute for Research and Training: T13 Nancy Hennessey, M.Ed., Chair of the Department of Communication Sciences and Disorders at the University of South Carolina; Former President IDA; Director of Academic & Professional Practices, AIM Academy, PA: W5, T19 Marcia K. Henry, Ph.D., Professor Emerita, San Jose State University; Past President IDA: W5, F30 Diane Henry Leipzig, Ph.D., Dyslexia Specialist K–12, Instructional Services Department, Fairfax County Public Schools: F37 Fumiko Hoeft, M.D., Ph.D., Associate Professor of Child & Adolescent Psychiatry & Dyslexia Center, University of California, San Francisco (UCSF); IDA Board of Directors: W3 Tamara Honvlez, Director of Curriculum/Professional Development, Litchfield Elementary School District: T26 Sheldon H. Horowitz, Ed.D., Director, Learning Resources & Research, NCLD: F15 Michael Hunter: F38 David P. Hurford, Ph.D., Director, Center for READing, Pittsburg State University: S2 J Juan E Jiménez, Ph.D.: T18, FP9 Emily Jorgenson, Special Education Teacher Candidate: FP3 R. Malatesha Joshi, Ph.D., Professor, Texas A&M University: T14, F23 K Hannah Kast , M.A.T., Eighth-Grade Social Studies Teacher, Cape Cod Lighthouse Charter School: S5 Lauren A. Katz, Ph.D., CCC-SLP, Partner, Literacy, Language, and Learning Institute: F6 Elizabeth Kazakoff, Ph.D., Senior Research Assoicate, Lexia Learning: FP1 Devin M. Kearns, Ph.D., Assistant Professor of Special Education, University of Connecticut; Research Scientist, Center for Behavioral Education and Research: FP2 Bill Keeney, Ph.D., CALP, English Dept. Chair and Director of Pedagogical Research and Faculty Development, Delaware Valley Friends School: S4 Young-Suk Grace Kim, Ph.D.: W2 Sunjung Kim, Ph.D., University of Central Arkansas: F42 Diana Hanbury King, Lit. hum. Dr. h.c., Fellow/AOGPE: F41 Petra Kletzenbauer, M.A., Ph.D. candidate, MA, FH Joanneum, University of Applied Sciences, Austria: T25 Marcy Kolodny: S3 Hannah Krimm, M.S., CCC-SLP, Vanderbilt University School of Medicine: T15 Elizabeth Kriynovich, M.A., CALP, Teacher, Delaware Valley Friends School: S13 Christi Kubeck, M.Ed., A/AOGPE, Language Tutorial Teacher, The Fletcher School: F24 Lynn Kuhn, M.A., CCC-SLP, Language-Literacy Consultant: S16 Carleigh Kula, M.Ed., Spec. Ed Specialist, Vice-Principal Learning Services, Kenneth Gordon Maplewood School: T24 Andrea Kulmhofer, M.A., Ph.D. candidate, University of Graz, Federal Institut for Research, Innovation and Development of the Austrian School System (BIFIE): T12, T25, T41 L Hope S. Lancaster, Ph.D., Postdoctoral Scholar, Department of Speech and Hearing Sciences, Arizona State University: FP4 Holly Lane, Ph.D., Director, University of Florida Literacy Initiative: T35 Karen K. Leopold, Fellow/AOGPE: T9 Sylvia Linan-Thompson, Ph.D.: W4, FP9 Christopher J. Lonigan, Ph.D.: W2 Deborah Lynam, AIM Institute for Learning & Research; Decoding Dyslexia - NJ: S6 Heikki Lyytinen, UNESCO Chair on Inclusive Literacy Learning for All; Emeritus professor of Developmental Neuropsychology, University of Jyväskylä, Finland: TP9 M Paul Macaruso, Ph.D., Professor: FP1 Beth MacMullan, M.Ed., Language Arts Department Head, Jemicy School: F32 Ana Martins, Ph.D., Professor, Institute of Education, University of Minho-Portugal, Educational Research Center: TP6 Maureen Martin, Ph.D., CCC-SLP, CALT, QI , Director, DuBard School for Language Disorders: T20, T37 Nancy Mather, Ph.D., Professor in the Department of Disability and Psychoeducational Studies, University of Arizona, School of Education: W6 Patricia G. Mathes, Ph.D., Professor of Teaching and Learing and Texas Instruments Chair of Evidence-Based Education, Southern Methodist Univerisity: T6, F20 Sharon McMurray, Ph.D, AMBDA, Principal Lecturer In Education and Head of SEN Literacy Unit, Stranmillis University College, Belfast: S14 Mary Meade-Montaque, Ed.D., Quadrant Manager, Curriculum, Instruction and School Leadership, Worcester Public Schools: T26 Giovanna Medina, M.Ed., Ph.D. Candidate, Federal University of Paraná: FP6 Irene Meier, Director, Office of Special Education Instruction K-12, Fairfax County Public Schools: F37 Louisa Moats, Ed.D.: W6 Alia Moser, M.A., Ph.D. Candidate, University of Graz: T25 Sunshine Moss, M. Ed., Doctoral Student, University of Florida: T35 N Nickola Wolf Nelson, Ph.D., CCC-SLP, BC-CLS: W1 Samantha Nitcher, B.S., Graduate Assistant: S2 Terrie Noland, CALT (in training), National Director, Educator Engagement & Initiatives: S11 O Edwin Oliver, Psy.D., Head Psychologist, Dyslexia Tutoring Program, Baltimore Lab School: S3 Lawrence Orrach, M.Ed., Former Director of Curriculum and Technology, IDA Board of Directors: T21 P Patricia Padgett, M.Ed., Director, Foundations for Reading & Learning; Co-Author, Writing Adventures ® : T39 Robert H. Pasternack, Ph.D.: Saturday General Session Beate Peter, Ph.D., M.S. SLP, Assisstant Professor, Department of Speech and Hearing Sciences, Arizona State University: FP4 Kay Peterson, M.S., LDT, CALT, QI, Director and Adjunct Instructor, Dyslexia Therapy Program, School of Education: T20 Yaacov Petscher, Ph.D.: W2 Beth M. Phillips, Ph.D.: W2 Joyce S. Pickering, Hum.D., CALT,QI, Executive Diretor Emerita, Shelton School and Evaluation Center: F3 Joanne Pierson, Ph.D., CCC-SLP: F6 Jody Poland, Founder, Decoding Dyslexia - FL: S6 Nora Pollard, Ph.D., Senior Disability Policy Coordinator, Educational Testing Service (ETS): S12 Annessia Powell, M.Ed., Assistant Principal, GRASP Academy, Duval County Schools: T40 Benjamin Powers, doctoral candidate at Grenoble Ecole de Management; Headmaster, Eagle Hill Southport School: S8, Independent School Administrators Lunch Jen Elise Prescott, Ph.D., Educational Data Analyst, Lexia Learning: FP1 Emily Pritchard, M.A.T., Visual Arts & Interactive Humanities Teacher, AIM Academy: TP4, F16 Kenneth Pugh, Ph.D.: W3 R Nancy Redding, M.Ed., FIT/AOGPE, Learning Disability Specialist, West Valley College: F21 January Reed, M.Ed., A/AOGPE, Language Tutorial Teacher, The Fletcher School: F24 Lenox Reed, M.Ed., CALT-QI: Margaret Byrd Rawson Lifetime Achievement Award Luz Rello, Ph.D., Special Faculty, Carnegie Mellon University; Founder, Change Dyslexia: T33 Lauren Renner, B.S., Graduate Assistant, Center for READing, Pittsburg State University: S2 Mary K. Requa, doctoral candidate, Joint Doctoral Program in Special Education, University of California Berkeley and San Francisco State University: TP3 Kirk Lamar Rhodes, Ph.D., Advanced Humanities and Global Education, The Gow School: TP5 Alicia Roberts Frank, Ed.D., Assistant Professor of Education/Special Education Program Director, Lewis & Clark College: F28 Rosette Roth, Decoding Dyslexia: Trading Places, Parent Roundtables Kathleen Rotter, Ed.D., Associate Professor, Special Education, Language and Literacy and Director of the Dyslexia Initiative, School of Education, The College of New Jersey: T34 Joshua Roy, M.Ed., Director of Middle School, The New Community School: T27 S Ellen Amanda Sauer, M.Ed., NBCT, Principal of GRASP Academy, Duval County Schools: T40 Kristin L. Sayeski, Ph.D., University of Georgia: TP1 Melissa Schaller, B.S., Teacher, Jemicy School: F32 Christopher Schatschneider, Ph.D.: W2 C. Melanie Schuele, Ph.D., CCC-SLP, Associate Professor, Vanderbilt University School of Medicine: T15 Elke Schneider, Ph.D., Winthrop University: T12, T41 Missy Schraeder, M.S., CCC-SLP, CALT, QI, Professional
Jim Forgan, Ph.D., Associate Professor of Special Education, Florida Atlantic University: TP2
Robin Forsyth, M.S., Reading, Teacher, Language Fundamentals, The New Community School, Richmond, VA, Certified Reading Specialist: F13
Kate Franken, M.A.T., AOGPE Certified, Director of Education Services, Blackbird Dyslexia Specialists, LLC: F28
Jami Friday, M.A., Instructional Coach, Roaring Fork School District: TP8
Judith Fuhrman, M.S., CCC-SLP: T8
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Albert Galaburda, M.D., Ph.D.: W3, Orton Memorial Lecture
Denise P. Gibbs, Ed.D., ASHA Fellow, CCC/SLP, Director Alabama Scottish Rite Foundation Learning Centers: S10
Verónica Gil: FP9
Margie B. Gillis, Ed.D., CALT, President, Literacy How, Inc.; Research Affiliate, Fairfield University and Haskins Laboratories: F2
Elizabeth W. Goodell, Ph.D., Clinical Psychologist: F14, F27
Jonathan Green, Director, The Hamilton School at Wheeler: Independent School Administrators Lunch
Jennifer Wells Greene, Ph.D., Assistant Professor, Georgia Gwinnett College: T32
Linda Gross, M.A., CCC-SLP, Speech-Language Pathologist/Consultant, Landmark High School: T11
Sandra R. K. Guimarães, Ph.D., Professor, Federal University of Paraná - Brazil: FP6
H
Susan L. Hall, Ed.D., 95 Percent Group, Co-Founder and President: F40
Alisa Hanson, M.Ed, Ed.S., Doctoral Student, University of Florida: T35
Jane Wilson Hanson, M.A., CALT, Reading Teacher, Commonwealth Academy, Alexandria, VA: F12
Sara A. Hart, Ph.D.: W2
Jan Hasbrouck, Ph.D., Research Associate/Consultant, University of Oregon and JH Consulting: F5
Omar Hassan, Deputy Head of Training Unit, CCET; IDA Global Partner: TP7
Jennifer A. Hasser, M.Ed., Executive Director, Kendore Learning and Syllables Learning Center: F19
Charles W. Haynes, Ed.D., CCC-SLP: FP8
Linda Hecker, M.Ed., Lead Education Specialist, Landmark College Institute for Research and Training: T13
Nancy Hennessey, M.Ed., Chair of the Department of Communication Sciences and Disorders at the University of South Carolina; Former President IDA; Director of Academic & Professional Practices, AIM Academy, PA: W5, T19
Marcia K. Henry, Ph.D., Professor Emerita, San Jose State University; Past President IDA: W5, F30
Diane Henry Leipzig, Ph.D., Dyslexia Specialist K–12, Instructional Services Department, Fairfax County Public Schools: F37
Fumiko Hoeft, M.D., Ph.D., Associate Professor of Child & Adolescent Psychiatry & Dyslexia Center, University of California, San Francisco (UCSF); IDA Board of Directors: W3
Tamara Honvlez, Director of Curriculum/Professional Development, Litchfield Elementary School District: T26
David P. Hurford, Ph.D., Director, Center for READing, Pittsburg State University: S2
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Juan E Jiménez, Ph.D.: T18, FP9
Emily Jorgenson, Special Education Teacher Candidate: FP3
R. Malatesha Joshi, Ph.D., Professor, Texas A&M University: T14, F23
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Hannah Kast , M.A.T., Eighth-Grade Social Studies Teacher, Cape Cod Lighthouse Charter School: S5
Lauren A. Katz, Ph.D., CCC-SLP, Partner, Literacy, Language, and Learning Institute: F6
Elizabeth Kazakoff, Ph.D., Senior Research Assoicate, Lexia Learning: FP1
Devin M. Kearns, Ph.D., Assistant Professor of Special Education, University of Connecticut; Research Scientist, Center for Behavioral Education and Research: FP2
Bill Keeney, Ph.D., CALP, English Dept. Chair and Director of Pedagogical Research and Faculty Development, Delaware Valley Friends School: S4
Young-Suk Grace Kim, Ph.D.: W2
Sunjung Kim, Ph.D., University of Central Arkansas: F42
Diana Hanbury King, Lit. hum. Dr. h.c., Fellow/AOGPE: F41
Petra Kletzenbauer, M.A., Ph.D. candidate, MA, FH Joanneum, University of Applied Sciences, Austria: T25
Marcy Kolodny: S3
Hannah Krimm, M.S., CCC-SLP, Vanderbilt University School of Medicine: T15
Elizabeth Kriynovich, M.A., CALP, Teacher, Delaware Valley Friends School: S13
Christi Kubeck, M.Ed., A/AOGPE, Language Tutorial Teacher, The Fletcher School: F24
Carleigh Kula, M.Ed., Spec. Ed Specialist, Vice-Principal Learning Services, Kenneth Gordon Maplewood School: T24
Andrea Kulmhofer, M.A., Ph.D. candidate, University of Graz, Federal Institut for Research, Innovation and Development of the Austrian School System (BIFIE): T12, T25, T41
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Hope S. Lancaster, Ph.D., Postdoctoral Scholar, Department of Speech and Hearing Sciences, Arizona State University: FP4
Holly Lane, Ph.D., Director, University of Florida Literacy Initiative: T35
Karen K. Leopold, Fellow/AOGPE: T9
Sylvia Linan-Thompson, Ph.D.: W4, FP9
Christopher J. Lonigan, Ph.D.: W2
Deborah Lynam, AIM Institute for Learning & Research; Decoding Dyslexia - NJ: S6
Heikki Lyytinen, UNESCO Chair on Inclusive Literacy Learning for All; Emeritus professor of Developmental Neuropsychology, University of Jyväskylä, Finland: TP9
M
Paul Macaruso, Ph.D., Professor: FP1
Beth MacMullan, M.Ed., Language Arts Department Head, Jemicy School: F32
Ana Martins, Ph.D., Professor, Institute of Education, University of Minho-Portugal, Educational Research Center: TP6
Maureen Martin, Ph.D., CCC-SLP, CALT, QI , Director, DuBard School for Language Disorders: T20, T37
Nancy Mather, Ph.D., Professor in the Department of Disability and Psychoeducational Studies, University of Arizona, School of Education: W6
Patricia G. Mathes, Ph.D., Professor of Teaching and Learing and Texas Instruments Chair of Evidence-Based Education, Southern Methodist Univerisity: T6, F20
Sharon McMurray, Ph.D, AMBDA, Principal Lecturer In Education and Head of SEN Literacy Unit, Stranmillis University College, Belfast: S14
Mary Meade-Montaque, Ed.D., Quadrant Manager, Curriculum, Instruction and School Leadership, Worcester Public Schools: T26
Giovanna Medina, M.Ed., Ph.D. Candidate, Federal University of Paraná: FP6
Irene Meier, Director, Office of Special Education Instruction K-12, Fairfax County Public Schools: F37
Louisa Moats, Ed.D.: W6
Alia Moser, M.A., Ph.D. Candidate, University of Graz: T25
Sunshine Moss, M. Ed., Doctoral Student, University of Florida: T35
N
Nickola Wolf Nelson, Ph.D., CCC-SLP, BC-CLS: W1
Samantha Nitcher, B.S., Graduate Assistant: S2
Terrie Noland, CALT (in training), National Director, Educator Engagement & Initiatives: S11
Benjamin Powers, doctoral candidate at Grenoble Ecole de Management; Headmaster, Eagle Hill Southport School: S8, Independent School Administrators Lunch
Jen Elise Prescott, Ph.D., Educational Data Analyst, Lexia Learning: FP1
Emily Pritchard, M.A.T., Visual Arts & Interactive
Humanities Teacher, AIM Academy: TP4, F16
Kenneth Pugh, Ph.D.: W3
R
Nancy Redding, M.Ed., FIT/AOGPE, Learning Disability Specialist, West Valley College: F21
January Reed, M.Ed., A/AOGPE, Language Tutorial Teacher, The Fletcher School: F24
Lenox Reed, M.Ed., CALT-QI: Margaret Byrd Rawson Lifetime Achievement Award
Lauren Renner, B.S., Graduate Assistant, Center for READing, Pittsburg State University: S2
Mary K. Requa, doctoral candidate, Joint Doctoral Program in Special Education, University of California Berkeley and San Francisco State University: TP3
Kirk Lamar Rhodes, Ph.D., Advanced Humanities and Global Education, The Gow School: TP5
Alicia Roberts Frank, Ed.D., Assistant Professor of Education/Special Education Program Director, Lewis & Clark College: F28
Kathleen Rotter, Ed.D., Associate Professor, Special Education, Language and Literacy and Director of the Dyslexia Initiative, School of Education, The College of New Jersey: T34
Joshua Roy, M.Ed., Director of Middle School, The New Community School: T27
S
Ellen Amanda Sauer, M.Ed., NBCT, Principal of GRASP Academy, Duval County Schools: T40
Kristin L. Sayeski, Ph.D., University of Georgia: TP1
Advertisement (See Endorsement Disclaimer on Page 4)SPEAKER INDEX
Development Coordinator, DuBard School for Language Disorders: T37
Joan Sedita, M.Ed., Director, Keys to Literacy: F17
Joseph Sencibaugh, Ph.D., Associate Professor of Education, Webster University: T28, F11
Michelle Sencibaugh, Ed.D., ELL Coordinator/Teacher, Valley Park School District: F11
Shen Peixin Priscillia, M.A. SpLD, Assistant Head of School, DAS Academy: FP7
Lee Siang, IDA Board of Directors: FP8
Linda Siegel, Ph.D., Former Dorothy C. Lam Chair in Special Education, Emeritus Professor, Department of Educational and Counselling Psychology and Special Education, University of British Columbia: T18, F20
Siew Hui Li June, M.A., SpLD, Head of DAS Academy, Dyslexia Association of Singapore: T17
Elaine R. Silliman, Ph.D., Professor Emeritus, Dept. of Communication Sciences and Disorders, University of South Florida, Tampa, FL: F34
Dan Sinclair: T28, F26
Dottie Skrincosky, Educational Specialist for Elementary Instruction, Office of Special Education Instruction K-12, Fairfax County Public Schools: F37
Giulianna Smanioto Delladona, Speech Pathologist, São Paulo University: FP10
Sandi L. Soper, M.S.E., SLD Program Specialist, School Board of Sarasota County, FL: F20
Marcus Soutra, President, Eye to Eye: S1
Louise Spear-Swerling, Ph.D., Professor, Department of Special Education & Reading, Southern Connecticut State University: T7
Mercedes Spencer: W2
Laura Steacy, Ph.D., Post Doctoral Fellow: W2, F16
Perry D. Stokes, M.Ed. CALT-QI, LDT: T16
Janet Sturm, Ph.D., CCC-SLP: W1
T
Brenda Taylor, Ph.D., CALT, NCED, Texas A&M University: T14
Janet Thibeau, Independent College Consultant, Founder, and CEO, BTA Education: F14
Rebecca Tolson, M.Ed., CALT, QI, Keystone Literacy, LLC; Adjunct Professor Ashland University and Notre Dame College: T21
Rebecca Treiman, Ph.D., Burke and Elizabeth High Baker Professor of Child Developmental Psychology, Washington University, St. Louis: W6
Eric Tridas, M.D., Medical Director, Tridas Center for Child Development; President, Developmental and Behavioral Pediatrics Consultants, Inc.; Past IDA President: T18
Gary A. Troia, Ph.D., CCC-SLP, Associate Professor, Special Education at Michigan State University: W1
V
William Van Cleave, M.A.: F22
Amy E. Vanden Boogart, Ed.D.: T36
Paula Vaz, Ph.D., Invited Adjunct Professor, Department of Psychology, School of Education, Polytechnic Institute of Bragança-Portugal: TP6
Karen S. Vickery, Ed.D., LDT, CALT, QI, Director of Learning Therapy Center, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University: T20
W
Lisa Wadors Verne, Ph.D., Program Manager, Education, Research and Partnerships, Benetech: S1
Devery Mock Ward, Ph.D., Associate Professor of Reading Education: FP3, F25
Erin Washburn, Ph.D., Assistant Professor, State University of New York Binghamton: F23
Mary Wennersten, M.Ed., IDA Board of Directors: T2
Linda Wernikoff, M.A., Sr. Education Advisor, Wilson
Language Training: T26
Thomas G. West, M.A., Krasnow Institute for Advanced Study, Advisory Board, George Mason University: S15
Nancy Cushen White, Ed.D., BCET, CALT-QI, LDT, Clinical Professor, Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California-San Francisco; Teacher Training Course Director, Slingerland Institute: T1, T33, F20
CLINICAL CLI PARENT/FAMILY/ADVOCATE PFA RESEARCH RSH RESEARCH TO PRACTICE RTP BEGINNER B INTERMEDIATE I ADVANCED CLINICAL CLI PARENT/FAMILY/ADVOCATE PFA RESEARCH RSH RESEARCH TO PRACTICE RTP BEGINNER B INTERMEDIATE I ADVANCED
Reading Curriculum-Based Measurement: Screening Portuguese Students at
Risk for Dyslexia
Paula Vaz, Ph.D.Ana Martins, Ph.D.
This poster presentation will present results from a study developed within the first level of support, primary prevention, which was focused on identifying and preventing academic problems from occurring in those students enrolled in a school setting. How progress measurement was used in reading comprehension as a universal school screening system for third-grade Portuguese students will be analyzed. Results for level and growth in both groups of students at risk and not at risk and the risk factors presented in the study participants will also be presented and discussed.
RSH B Disclosure: Paula Vaz and Ana Martins have no relevant financial or nonfinancial relationships to disclose.
“I-Read and Write!,” A Pioneering Multisensory Structured Language (MSL)
Program for Arabic
Omar Hassan
A poster presentation to reveal the development of “I-Read and Write!,” a multisensory structured language (MSL) program to improve basic reading skills for students with dyslexia and related language-learning difficulties in Arabic.
RTP B I Disclosure: Omar Hassan has no relevant financial or nonfinancial relationships to disclose.
Incredible Impacts: Creating and Sustaining Instructional Practices and
Systems That Teach All Students to Read and Achieve at High Levels
Danielle M. Thompson, Ph.D. CCC-SLP Jami Friday, M.A.
This presentation speaks to the day-to-day experiences of educators in countless public schools across the nation who are working tirelessly to make a difference in the lives of our most struggling readers. Four elementary schools embarked on an incredible journey that changed the course of reading instruction, belief systems, and schoolwide systems of support. This journey has positively impacted outcomes for more than 2,000 elementary K–3 readers. Change in public systems must involve each of the following components: a dedication to increasing teacher knowledge, data-driven instruction, a clear mission and vision, and a strong school culture and leadership.
RTP B I Disclosure: Danielle Thompson and Jami Friday have no relevant financial or nonfinancial relationships to disclose.
In Search of Proposing Support for Learning Basic Reading Skills to All in
Need - GraphoGame
Heikki Lyytinen
GraphoGame (see Graphogame.info) is a science- and evidence-based digital learning environment supporting reading acquisition. Its game format keeps learners training until the goal is reached independent of bottleneck(s) making it difficult. In developed countries, GraphoGame is designed for children with familial
risk for dyslexia based on the results of the Jyväskylä Longitudinal Study of Dyslexia (JLD-dyslexia.info). In developing countries, GraphoGame compensates for the lack of teachers and children’s opportunities to have their literacy requirements fulfilled. GraphoGame-related proceedings in >30 countries will be described.
RTP I Disclosure: Heikki Lyytinen has no relevant financial relationship to disclose. Nonfinancial: Heikki Lyytinen is the UNESCO Chair on Inclusive Literacy Learning for All but will not receive any financial benefits from the Graphogame (GG) training environment’s distribution.
TP6 TP8
TP9
TP7
Preparing Teachers for Helping At-Risk Readers: A Pilot Experience Across
Spanish-Speaking Countries
Juan E Jiménez, Ph.D.Linda Siegel, Ph.D.Eric Tridas, M.D.
An online Spanish teacher professional-development program has been developed to improve the teaching of struggling readers. A sample of pre-service teachers and in-service teachers from Mexico, Guatemala, Ecuador, and Spain participated in the online course. The results revealed changes in the teachers’ beliefs about reading instruction, and the teachers learned more about the essential components of the reading process that are necessary to provide quality reading instruction. The assessment of the training and support website was quite positive by pre-service and in-service teachers. This session will present those findings.
RTP B Disclosure: Juan Jiminez, Linda Siegel and Eric Tridas have no relevant financial or nonfinancial relationships to disclose.
Meeting the Challenges of Comprehension Instruction: A Blueprint
for a Comprehensive Approach
Nancy Hennessy, M.Ed., LDT-C
Students are expected to construct meaning from increasingly complex texts, while educators have the challenge of delivering instruction that reflects the science of reading. Learn about the implementation of an innovative school-based approach grounded in theoretical models and aligned with the role of language comprehension. Examine informed frameworks for reading-comprehension curriculum,
instruction, and assessment for students, including those students who require intervention and intensive instruction. Consider the challenges you face and how this discussion might inform your practices.
RTP B I
Disclosure: Nancy Hennessy has no relevant financial or nonfinancial relationships to disclose.
Teaching the Teachers: Effective Models for Colleges and Universities
This panel presentation will provide information on four university or college settings that provide course instruction in phonetic, multisensory, structured language strategies. College and university staff can learn to encourage, support, and integrate MSL training into an established core curriculum.
RTP B I
Disclosure: Karen Vickery, Maureen Martin, Kay Peterson, and Mary Farrell have no relevant financial or nonfinancial relationships to disclose.
Implementation Science in Public Schools Using the IDA Knowledge and
This session features a panel of public school district representatives from Ohio that have participated in literacy professional development and certifications that focuses on the content of the IDA Knowledge and Practice Standards. Topics include RTI, dyslexia training and
certification, coaching, legislation and literacy audits. Facilitators, ALTA Qualified Instructors from Keystone Literacy, LLC, share promising approaches to district and statewide implementation of the IDA Knowledge and Practice Standards for Teachers of Reading.
RTP I
Disclosure: Rebecca Tolson, Elizabeth Anderson, and Lawrence Orrach have no relevant financial or nonfinancial relationships to disclose.
Executive Functions: What Are They? Why Are They Important? And How
Can I Help?
Cheryl Ann Chase, Ph.D.
Executive functions are a set of cognitive skills that, when working properly, allow students to behave in deliberate, organized ways. When development of these skills is delayed, academic performance suffers, but for reasons not fully understood. When serving students who have special educational needs, it is imperative that we consider if the student is displaying age-appropriate executive skills; additional assessment and intervention may be needed. This talk will define what executive functions are, how they are assessed, how delays impact learning and performance, and how we can help.
RTP B I
Disclosure: Financial: Cheryl Chase is the owner of Chasing Your Potential, LLC, and receives speaking fees or honoraria from national speaking events. Nonfinancial: No relevant nonfinancial relationship exists.
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2:00 p.m.–4:00 p.m.
DOWNLOAD THE 2016 IDA ANNUAL CONFERENCE APP
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POSTER PRESENTATIONS Ȗ 12:30 p.m.–2:30 p.m.
THURSDAY, OCTOBER 27 THURSDAY, OCTOBER 27
International Dyslexia Association, Annual Reading, Literacy & Learning Conference
TP6
Paula Vaz, Ph.D., Polytechnic Institute of Bragança, School of Education -
Portugal
Ana Martins, Ph.D. Institute of Education, University of Minho, Educational Research Center – Portugal
Reading Curriculum-Based Measurement: Screening Portuguese Students at
Risk for Dyslexia
This poster presentation will present results from a study developed within the first level of support, primary prevention, which was focused on identifying and
preventing academic problems from occurring in those students enrolled in a school setting. How progress measurement was used in reading comprehension
as a universal school screening system for third-grade Portuguese students will be analyzed. Results for level and growth in both groups of students at risk and not at risk and the risk factors presented in the study participants will also be
