2024 Speakers & Session Descriptions
Mitzi Berryhill
Interpreting Assessment Data for Targeted Instruction
This session is designed to help educators use student data to create effective, personalized lessons. We’ll explore key reading theories, identify different reading profiles, and offer practical tips for assessing phonemic awareness, decoding, and fluency. The session will discuss utilizing a fluency screener such as DIBELS to identify red flags of dyslexia. Then, we will dive into further assessments to pinpoint specific deficits and plan individualized instruction tailored to each student’s needs. Attendees will learn how to use this data to build targeted interventions to support diverse learners.
Topics: Diagnosing of Dyslexia/Screening, Dyslexia Therapy/Intervention, Reading Fluency & Dyslexia
Heather Brand
Teaching Math to Students with Dyslexia & Other Learning Differences: Practical Applications
In this presentation, we will focus on practical strategies and tools that educators can use to support students with dyslexia and other learning differences in the math classroom. Participants will discover multisensory math techniques and strategies for creating a clutter-free, focused learning environment, learn how to use games and low-stakes activities to build math fact fluency and maintain student engagement, and gain practical tips for pacing instruction and using visual supports to aid students with various learning differences. By the end of this session, educators will be equipped with actionable insights and tools to create an inclusive and effective math learning environment for all students.
Topics: Dyslexia Therapy/Intervention, Multisensory Math
Phil Capin
Assessing and Instructing English Learners with or at-risk for Dyslexia
Despite their significant potential, many emergent bilingual students have difficulty meeting grade-level expectations in reading and content-area classes. This is particularly true for students learning English as a second language and experiencing word-level reading problems. In this session, Dr. Capin will describe evidence-based language and reading practices associated with improvements for all students but are particularly critical to the development of English learners.
Topics: Reading Fluency & Dyslexia, Science of Reading and Dyslexia
Tamara Empson
Meet Me in the Middle: Dyslexia Strategies for Grades 6-12
In this interactive session, participants will learn ways to screen for dyslexia, empower dyslexic students, and create meaningful interventions in general education classes. Although the focus will be mainly ELA, there will be helpful information for all subject areas.
Topics: Diagnosing of Dyslexia/Screening, Myths and Misconceptions of Dyslexia, Reading Fluency & Dyslexia
Linda Farrell
What Does It Feel Like to Be a Struggling Reader?
Attendees participate in simulations to help them experience frustrations that struggling readers feel every single school day. Teachers and parents of struggling readers often experience ‘ah ha’ moments during this session. The simulations address reading problems experienced by students of all ages. They include struggling to read with fluency and learning to read with a new alphabet. After experiencing the simulations, participants will be encouraged to think about how they can change to empathize with students who struggle with reading. Participants can request the slides to be used with teachers in their schools after attending this session.
Topics: Dyslexia 101, Dyslexia Simulation, Reading Fluency & Dyslexia
Nadine Gaab
When Does Learning to Read Start? Neurobiology, Development and Early Identification of Reading Disabilities
Learning trajectories are shaped by the dynamic interplay between nature and nurture, starting in utero and continuing throughout one’s lifespan. Learning differences/disabilities are often not identified until childhood or adolescence but diverging trajectories of brain development may be present as early as prenatally. Furthermore, children’s experiences and their interactions with their environment have long-lasting influences on cognitive and brain development and future academic outcomes. This talk will focus on learning differences in reading acquisition within a learning disability framework. It will present results from our longitudinal behavioral and neuroimaging studies that characterize differences in learning to read as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adulthood. Results are discussed within an early multifactorial framework of learning differences, emphasizing screening in educational and community settings, early identification, and preventative strategies. Finally, using a global lens, the implications of these findings for contemporary challenges in educational and clinical practice and policy are discussed.
Topics: Diagnosing of Dyslexia/Screening, Dyslexia 101, Dyslexia and the Brain, Myths and Misconceptions of Dyslexia, Science of Reading and Dyslexia
Sarah Gannon
Demystifying Dyslexia: Organizing and Interpreting Evaluation Data
In many educational settings, practitioners have adopted a “one size fits all model” to remediate the decoding and fluency challenges associated with dyslexia. However, both cognitive neuroscience (Ozernov‐Palchik, et al., 2017) and behavioral research (McWeeny, et al., 2022) have established that dyslexia is a heterogeneous learning disability that can be organized based on the area of deficit. These areas include phonological, naming speed, and double deficit (both a phonological and naming speed deficit).
This workshop will introduce participants to a graphic organizer that allows users to arrange and interpret data collected during an evaluation for eligibility determination. Workshop content will support attendees in identifying and planning instruction based on students’ deficits. For example, while students with a phonological deficit benefit from traditional specialized phonics instruction, students with a naming speed or double deficit are likely to require an approach that integrates the multiple aspects of word knowledge to support retrieval and fluency development (Wolf, et al., 2009). At the conclusion, participants will have an understanding of the learning strengths/needs of students with dyslexia depending on their area of need, be familiar with a graphic organizer tool that supports data interpretation, and have knowledge of the key characteristics of effective instruction that maximize student achievement.
Topics: Diagnosing of Dyslexia/Screening, Dyslexia Therapy/Intervention, Evaluation Interpretation
Rebecca Gotlieb
Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning for Students With and Without Dyslexia
Increasingly, there are calls for the need to support the literacy development of the whole child by considering their social-emotional development, cultural context, and profile of (dis)abilities. Rooted in a synthesis of available research from neuroscience, psychology, and education, this session will present evidence of and implications that literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. This coordinated developmental process highlights the heterogeneity that exists within the category of dyslexia and reveals important principles to incorporate when preparing teachers to meet the needs of students with dyslexia. Helping children, and especially children with dyslexia, to organize their brains and minds for literacy requires the use of culturally inclusive, emotionally responsive and developmentally appropriate instructional practices, aligned with the latest evidence from the science of reading. In this session, we will explore some of those practices.
Topics: Dyslexia and the Brain, Science of Reading and Dyslexia
Jan Hasbrouck
How to Address Fluency with Students with Dyslexia?
Reading fluency is one of the well-documented challenges that most students with dyslexia face. In fact, low fluency in reading is one of the widely accepted characteristics of dyslexia. Some studies have found that even when early, appropriate, and intensive reading instruction is provided, some students still struggle to read text fluently. This session discusses the specific considerations for assessing and providing intervention in reading with a focus on fluency. Issues specific to early and later phases of reading development will be discussed, making this session relevant for K-12 educators who teach reading or provide reading intervention.
Topics: Dyslexia Therapy/Intervention, Reading Fluency & Dyslexia
Michael Hunter
Help! My Student is Stuck at Sound-by-Sound
Teachers are often puzzled by their students who can orally segment and blend phonemes and know letter names and sounds yet continue to read many words by first sounding out each letter and then blending the sounds into a word. Most of these students are in 1st, 2nd, or 3rd grades, with a few in 4th grade or higher. The core problem with most of these students is that they have not mastered complete phonemic awareness, which David Kilpatrick explains so well in his book, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Participants will (1) learn why these students don’t progress to whole word reading, (2) learn steps to help these students move to whole word reading, (3) practice activities to help students progress, and (4) receive some materials they can use with these students.
Topics: Reading Fluency & Dyslexia, Science of Reading and Dyslexia
DeJunne’ Clark Jackson
Navigating Dyslexia in Louisiana Schools: Identification, Remediation, Accommodation, and Accountability
Embark on a journey of understanding and empowerment with our presentation, “Navigating Dyslexia in Louisiana Schools.” This comprehensive session addresses the multifaceted aspects of dyslexia within Louisiana’s educational landscape, including identification, remediation, accommodation, and accountability. Learn how educators, parents, and school administrators can work collaboratively to create a supportive environment that recognizes and responds to the unique needs of students with dyslexia. In addition, we will explore the crucial aspect of accountability in addressing dyslexia within Louisiana school systems. Learn about policies, practices, and advocacy initiatives that promote a culture of responsibility and inclusivity. Discover how schools can proactively provide necessary resources and support for students with dyslexia. This presentation is a must-attend for Louisiana educators, school administrators, parents, and anyone interested in championing the rights and potential of students with dyslexia.
Topics: Dyslexia 101, Dyslexia Therapy/Intervention, LDOE Specific – Bulletin 1903; Guidance; SBLC; 504
Adrianne Meldrum
Teaching Math to Students with Dyslexia & Other Learning Differences: Research & Theory
This presentation will delve into the research and theoretical foundations that inform effective math instruction for students with dyslexia and other learning differences. We will explore the prevalence and impact of dyslexia and dyscalculia on students’ mathematical abilities, understand key research findings and explore the cognitive and neurological underpinnings of these learning differences. Participants will learn the importance of explicit instruction and multisensory techniques in supporting students with learning differences. By the end of this session, educators will have a solid understanding of the theoretical frameworks and research that support effective math instruction for students with learning differences.
Topics: Dyslexia Therapy/Intervention, Multisensory Math, Myths and Misconceptions of Dyslexia
Jeremy Miciak
The Identification of Dyslexia: A Summary of Research on Best Practices
In this presentation, participants will review research on proposed methods for dyslexia identification, emphasizing the research on methods that incorporate instructional response and intraindividual patterns of cognitive processing strengths and weaknesses. This presentation details the necessary components of a comprehensive assessment, highlights inherent challenges to reliable dyslexia identification, and provides recommendations for improved identification processes.
The content builds on research related to dyslexia identification completed by the Texas Center for Learning Disabilities (TCLD), one of three interdisciplinary research centers focused on learning disabilities in the U.S. The presentation highlights research and recommendations featured in
a free, downloadable manual on learning disability identification by Fletcher & Miciak (2019).
Topics: Diagnosing of Dyslexia/Screening, Myths and Misconceptions of Dyslexia, Science of Reading and Dyslexia
Beth Ellen Nash
Dyslexia Outside-the-Box: Empowering Students with Dyslexia to Thrive through a Flipside Strengths Perspective
Students with dyslexia are NOT broken! Their brains are just wired for different kinds of excellence! We’ll explore four ways individuals with dyslexia have brains wired for different kinds of excellence including right brain and cross hemispheric, 3D visual-spatial, big picture and contextual learning, and intuitive reasoning strengths.
Topics: Dyslexia 101, Dyslexia and the Brain, Dyslexia Therapy/Intervention
Help and Hope for Dyslexics
Beth Ellen draws upon her 26 years of experience with hundreds of dyslexics to help parents compare several different approaches to dyslexia remediation with which she has experience. These include Orton-Gillingham phonics-based remediations and Davis Dyslexia remediation, teaching approaches that work for students with dyslexia and other language-based learning challenges, and approaches such as BrainWare Safari, National Institute for Learning Development, and Fast ForWord that address underlying neural pathway weaknesses such as auditory processing, memory, attention, processing speed, and sequencing.
Topics: Dyslexia 101, Dyslexia Therapy/Intervention
Tim Odegard
Dyslexia’s Impact on Literacy and Well Being
In our evolving understanding of dyslexia, recent insights reveal a complex risk-resiliency model that underscores the interplay between individual factors and environmental influences on dyslexia and its severity. Beyond its impact on reading and writing, dyslexia’s primary characteristics significantly affect mental health and overall well-being. These modern realities challenge us to consider how we define, approach, and address dyslexia. This keynote explores the implications of word-level difficulties characteristic of dyslexia on mental health and examines strategies to address the mental health challenges prevalent among individuals with dyslexia.
Topics: Dyslexia 101, Dyslexia Therapy/Intervention
Megan Pinchback
Individualized Therapy for All Dyslexia Profiles
As Certified Academic Language Therapists, we undergo extensive training in structured literacy, brain function, and evidence-based therapeutic techniques. However, individualizing these approaches for each student can often be overlooked. As experts in dyslexia, we must address the unique needs of each child entrusted to our care. In this session, we will explore how to leverage testing data to tailor specific adaptations in therapy for each student. Additionally, we will discuss how to use therapist-collected data to continually assess and adjust our methods, ensuring we remain effective in our approach.
Topics: Dyslexia Therapy/Intervention
Kayla Reggio
Fluency Focus: Student-Centered Fluency Tracking
Dyslexia results in a persistent lack of fluency despite higher-level thinking skills, growing vocabularies, and increasing comprehension abilities. This session will discuss the important role of building fluency in dyslexia remediation and how to include students in the tracking process. The most up-to-date scientific evidence regarding building and measuring fluency will be explored along with practical ways to include these practices in your classrooms.
Topics: Dyslexia Therapy/Intervention, Executive Functioning & Dyslexia, Reading Fluency & Dyslexia, Science of Reading and Dyslexia
Kelli Sandham-Hurley
Dyslexia for a Day: A Simulation of Dyslexia
In this session participants will have the opportunity to experience the frustration of trying to succeed in a classroom when reading and spelling are a struggle. The simulation includes two reading and two writing simulations in conjunction with a conversation about how students with dyslexia feel in the classroom environment. We will also discuss the important role of accommodations.
Topics: Dyslexia 101, Dyslexia Simulation, Myths and Misconceptions of Dyslexia
Rebecca Tolson
Addressing Misconceptions about Dyslexia and Dysgraphia Insights from Research and Practice
Dyslexia and dysgraphia are often misunderstood conditions that significantly impact individuals across various stages of life. This presentation aims to debunk prevalent misconceptions surrounding these learning differences, providing insight from current research and practical experience. We will explore common myths such as the belief that dyslexia is purely a visual problem or that dysgraphia is simply bad handwriting. By delving into the neurological underpinnings and psychological implications, we will elucidate the complex nature of these conditions. Practical strategies for educators and individuals will be discussed to foster a more inclusive and supportive environment.
Topics: Dyslexia Therapy/Intervention, Myths and Misconceptions of Dyslexia, Science of Reading and Dyslexia
Empowering Adolescent Learners with Dyslexia
Join this insightful presentation aimed at educators interested in supporting adolescent learners with dyslexia. Dyslexia can present unique challenges during the critical teenage years, impacting not only academic performance but also self-esteem and social interactions. In this session, we will explore effective classroom practices and interventions tailored specifically for adolescents with dyslexia. Participants will gain valuable insights into fostering academic success and promoting positive well-being among dyslexic adolescent learners while receiving actionable tips for creating learning environments that support students with dyslexia. Participants will be empowered with tools and strategies to champion adolescents on their educational journey. Together, we can cultivate a supportive community where every learner thrives, regardless of their unique learning profile.
Topics: Dyslexia Therapy/Intervention, Science of Reading and Dyslexia
Tracy White Weeden
Literacy as a Human Right for All – Our Collective Moonshot
In the 21st-century knowledge economy, literacy is crucial for both children and adults to thrive. Failing to teach language structure can contribute to the school-to-prison pipeline, particularly affecting the most vulnerable. As a literacy ally, your role is pivotal in fostering a movement that prioritizes reading success for everyone, including children and adults with dyslexia.
Topics: Science of Reading and Dyslexia