Audio Recordings have been taken for any session the presenters agreed to have taped.
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The following sessions of the 2015 conference were recorded:
Wednesday Sessions
W1: Multi-Tiered Systems of Support and Response to Intervention: Research, Implementation, & Educator Preparation
W2: Dyslexia and the Brain: Understanding the Neuroscience of Reading Development and Disability
W3: Linking Identification, Assessment, and Intervention in Response to Instruction (RTI) Frameworks: Studies from the Texas Center for Learning Disabilities
W4: Evidence-Based Writing Instruction and Assessment Practices for Students with Learning Disabilities and Dyslexia
W5: English Language Learners: Literacy Instruction, Assessment and Intervention
W6: The Twice Exceptional Dyslexic: Research and Practice
Thursday Sessions
T1: Teaching the Teachers: Effective Models for Colleges and Universities
T2: Executive Functions: What are They, Why are They Important, and How Can I Help?
T4: IDA Knowledge and Practice Standards: The Driving Force for Implementation of Professional Development in Public Schools
T5: Use of the WJ IV to Diagnose Dyslexia
T6: Concurrent and Predictive Factors of Word Decoding and Spelling for Seven-Year-Old Children: Examining a Community Sample of Australian Children
T9: From Simple Sentence To Simple Paragraph
T10: Denver Public Schools Boost Access to Content via Innovative Integration of Audiobooks, Educator & Parent Support, plus Empowering Dyslexic Students
T11: Examining the Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties
T12: Simplifyng Syntax: Use Witing as a Tool for Comprehension
T13: The Role of Choice and Challenge in Motivating Struggling Readers: Evidence from a Technology-Based Literacy Platform and Home Practices
T14: Preparing Students with Disabilities for Successful Transition to College
T15: Enhancing Listening Comprehension of Expository Text
T17: Poor Readers and the Common Core: Implications of Different Types of Reading Problems for Implementing the CCSS
T18: Oral Language Strategies for Supporting Comprehension and Writing in Monolinguals and ELLs
T20: It’s Not Just About Words! Perspectives on Reading Comprehension from Research & Practice
T21: Dyslexia, Stress and Learning
T22: Orthographic Processing: A Subcomponent or Subtype of Dyslexia?
T23: Techniques for Teaching Fractions Using the Concrete-Representational-Abstract (CRA) Approach to Students with Math Difficulties
T24: General and Special Educator Collaboration Using Universal Literacy Screening to Identify a Learner Profile for Instruction at Tiers 1 and 2.
T25: Assisting Your Clients Applying for Accommodations on ETS Tests: Tips for Evaluators
T26: 2015 – Dyslexia Legislation: The Movement Grows
T27: Phonemic Awareness, Phonics, and Fun: Energize Your Intervention!
T28: Social Media as a Tool to Engage and Enhance the Field of Dyslexia to Impact Learners
T33: Disciplinary Literacy: Developing the Language Skills Need to Succeed in the Content Areas.
T34: When Anna Met Sam: Legend, Lore, and Legacy
T35: Perfectionism, Procrastination and Panic: The Role of Executive Function in Academic Writing
T36: Action and Fun! Essential for Planting PreReading Knowledge
T37: The Perfect Marriage: How Assistive Technology Complements Language Remediation
T38: Dyslexia Instruction is not One Size Fits All: Using Evaluation Data to Determine the Instructional Needs of the Individual Student in an RTI System
Friday Sessions
F2: Early Intervention the Shelton Way
F3: The Tipping Point: The Birth of a Literacy Excellence School
F5: Boost Your Inference IQ!
F6: Applying the Mindset Paradigm: Rethinking Traditional Transition-to-College Practices for Students with LD
F7: The Relation between Oral and Silent Reading Fluency in Students with Dyslexia
F9: Technology Assisted Structured Literacy Instruction: Traditional Multisensory Instruction Enhanced with Technology
F10: CHANGE AGENTS: How New and Ongoing Collaborative Advocacy Efforts are Creating Change for Students with Learning and Attention Issues
F11: Twenty Years Since Moats’ Seminal Study on Teacher Knowledge: Progress and Unfinished Business
F12: Handwriting Instruction Matters in the Computer Era: Evidence for Multimodal Handwriting Instruction Embedded in a Structured Language Approach
F15: Bringing the Reading Research into Higher Education: IDA’s Knowledge and Practice Standards at Work
F16: An evaluation of dyslexia must also include an assessment of ADHD: What parents, teachers and administrators need to know.
F17: From the Ground Up: Developing Writing Skills in Elementary Students
F18: Dyslexia: The Eyes Don’t Have It
F20: Development of the Alabama Dyslexia Bill of Rights: An Example of Successful Coalition Building Among the Dyslexia Advocacy Community
F21: The Effects of an Online Reading Intervention on At-Risk Students’ Reading Performance in Grades One and Two
F22: Making Lasting Change: How One District Used Implementation Science to Change Literacy Outcomes for All Students
F23: Competent, Confident, and College Bound a Unique Approach to Preparing Students for Success after High School
F24: Making History “Real” Concrete: Capturing the Abstract
F25: Coaching with Technology: On-Going PD to Increase the Knowledge of Effective Reading Instruction for Teachers of Students with Reading LD
F26: It’s Not Your Grandmother’s Grammar – Morphology and Syntax Rock!
F27: Assistive Technology Essentials to Aid Reading and Writing
F28: The Multiple-Deficit Model of Dyslexia: What is it and What Does it Mean for Assessment and Intervention?
F29: The Comprehension Connection: Fluency and Vocabulary
F31: Motivating Students with Dyslexia: Strategies for Teachers
F32: Examining Effectiveness of Interdisciplinary Collaborative Approach on At-Risk First Graders’ on Phonological Awareness Skills
F33: The Imagery-Language Connection: What We Know About the Component Parts of Reading From 35,000 At-Risk Readers
F34: Inspire! A New Twist to Digital Storytelling: Mix Literacy, Collaboration, Social Media and Augmented Reality to Make Stories Memorable
F35: The Role of Academic Conversations in Vocabulary Development
F36: Helping Native and Nonnative Speakers of English with Dyslexia Conquer Content Area / Common Core Reading and Writing Expectations: An MSL Approach
F38: Reading for Meaning–Fluently
F39: Simple View of Reading and Beyond: The Need for Expanded Models to Guide Assessment and Intervention for Reading Disorders
Saturday Sessions
S1: Attacking Sight Words in the 21st Century to Address Memory Challenges
S2: Exploring Dyslexia Screeners
S3: Background Knowledge and Vocabulary: Important Parts of Reading Comprehension
S4: Learning For Life: Transitioning Assistive Technology to College and Beyond.
S5: When LAZY Doesn’t Make Sense: The Impact of Executive Dysfunction on Our Gifted and Twice-Exceptional Children
S6: From Awareness to Action: A Parent’s Journey
S7: Dyslexia and the IEP: A Walk through the Process of Developing an IEP
S8: Designing and Implementing an Audio-Assisted Reading Program: Why, Who, and How
S9: Talking to Students and Parents About Dyslexia
S10: Teaching Latin and Greek Roots Out of Your Junk Drawer
S11: Becoming a Lioness Mother: How to Protect and Support Your Dyslexic Child
S12: Mobile Apps and Google Tools to Enhance Learning for Students with Learning Differences
S13: Multisensory Techniques and Mnemonics to Keep Your Lessons Effective and Fun.
S14: Lessons from a Reading Clinic: What are the Instructional Needs of Students with Dyslexia in Middle and High School Settings?
S15: “When I say to a parent, ‘read to a child,’ I don’t want it to soundlike medicine. I want it to sound like chocolate.” Mem Fox