Session Handouts as of 10/25/16
Audio Recordings
Audio recordings can be purchased during registration. Following the conference, the audio recordings will be available through the IDA Bookstore. Below is a list of the sessions to be recorded.
| Session | Title of Presentation |
| W1 | Development, Assessment, and Instruction of Writing Skills in Children with and without Learning Disabilities |
| W2 | Examining the Etiology, Diagnosis, and Treatment of Reading, Writing, and Language Disabilities: New Findings from the Florida Center for Reading Research (Florida State University) |
| W3 | The Geschwind Lecturer Trio: Then, Now and the Future of the Neuroscience of Dyslexia |
| W4 | Explore Evidence-Based Practices for English Learners’ Literacy Assessments, Interventions and Implementation |
| W6 | Orthographic Processing: Progress in Understanding a Critical Dimension of Reading Development and Reading Disability |
| T1 | Words With Spelling Connections Have Meaning Connections Phonology + Phonics + Morphology + Etymology = Orthography |
| T2 | What Do You Mean by a Comprehensive Reading Assessment System? |
| T3 | Academic Conversations: An Instructional Tool to Develop an Oral-Language Base for Reading Comprehension and Writing |
| T4 | Tests of Written Language |
| T6 | Blended Coaching: The Future of Teacher Professional Development |
| T7 | Using Diagnostic Assessment to Identify and Plan Interventions for Students with Different Types of Reading Problems |
| T8 | Project Read Framing Your Thoughts Written Expression |
| T9 | Teaching Morphological Awareness – Why, When, and How |
| T11 | Exploring the Relationship between Executive Functions and Social Communication Skills in students With LBLD |
| T12 | Facing Common Grammar Gremlins: MSL Strategies to Turn Native and Non-Native Speakers of English With Dyslexia into Confident Academic Language Users |
| T13 | The Master Notebook Goes Digital: Technology to Support Study Skills |
| T14 | Exploring Pre-Service Teachers’ Knowledge of Reading and Assessment to Assist At-Risk Readers |
| T15 | Teacher Identification of Kindergarteners at Risk for Language-Learning Disabilities |
| T16 | Teaching Latin and Greek Roots From Your Junk Drawer |
| T17 | The Informed Practitioner: Using Executive Function Research to Guide Dyslexia Teaching |
| T19 | Meeting the Challenges of Comprehension Instruction: A Blueprint for a Comprehensive Approach |
| T20 | Teaching the Teachers: Effective Models for Colleges and Universities |
| T21 | Implementation Science in Public Schools Using the IDA Knowledge and Practice Standards |
| T22 | Executive Functions: What Are They? Why Are They Important? And How Can I Help? |
| T23 | Select the Best Graphic Organizers to Teach Math Facts and Procedures |
| T24 | Universal Design for Learning: Implementing a Schoolwide Model for Meeting the Needs of Students With Learning Differences |
| T25 | Text Composition Strategies: Supporting Struggling Learners Through Scaffolding and Feedback |
| T26 | Scaling-Up and Sustaining Literacy Interventions for Student Success |
| T27 | Study Skills Toolbox—Teaching and Incorporating Hands-On Study Strategies for Dyslexic Students |
| T28 | Using Physical and Virtual Manipulatives to Teach Multiplication, Division and Fractions to Students With Learning Problems |
| T29 | Motivating Students to Learn: Tips for Teachers |
| T30 | Hands on Literacy: Evaluation of a Free Effective Intervention for Five-year-olds Designed Around the Stakeholders |
| T31 | Spelling Instruction That Sticks |
| T33 | Ongoing Research on a Multilingual Online Screener for Dyslexia |
| T34 | Teaching Inferencing (From Taxonomies to Pronouns: Strategies That Work!) |
| T35 | Preparing Teachers to Provide Evidence-Based Literacy Intervention: The UFLI Model |
| T37 | Positive Outcomes: Success for Students With Dyslexia and Coexisting Conditions |
| T38 | Mathematical Literacy: NO FEAR FRACTIONS- Instructional Language Holds the Key! |
| T39 | Grammar Sleuth: Uncovering Secret Codes of Sentence Structure for Writing & Comprehension |
| T40 | Comprehensive Support for Dyslexic Learners in a School or Classroom |
| T41 | Being All Ears: MSL Strategies to Enhance Academic Oral Language Competencies of Native and Non-Native Speakers With Dyslexia |
| F1 | Scientific Facts Versus Myths in Dyslexia: Neuropsychological Profiles of Strengths and Weaknesses and Neurodevelopmental Multisensory Instruction |
| F2 | The Intersection of Vocabulary Learning and Syntax: A Teachable Relationship to Reading Comprehension |
| F3 | Understanding LD/ADHD and Strategies to Improve Learning, Sustained Attention, Focus and Concentration |
| F4 | Multi-certification for Multi-tiered Systems of Support |
| F5 | Using Story Schema and Executive Functioning Strategies to Organize Writing and Enhance Comprehension |
| F6 | The Importance of Oral-Language Skills in Reading Comprehension: Making Sure the Intervention Is Driven by a Good Assessment |
| F7 | Disability Documentation: Who Needs It Anyway? |
| F8 | The Link Between Learning Disabilities and Social-Emotional Development |
| F9 | iPad Apps to Enhance Instruction in Reading and Writing Skills |
| F10 | From Simple Sentence to Simple Paragraph |
| F12 | What Do You Get When You Combine Academic Therapy and Study Hall? A Hybrid Class |
| F13 | Beyond Syllable Patterns—Helping Students Navigate the Road to Comprehension—From Research to Practice |
| F14 | Bringing Your Dyslexia to College: A Guide for High School Students and their Families |
| F15 | I Didn’t Know That! The 2016 State of Learning Disabilities Report (4th edition) |
| F16 | From the Printing Press to Twitter: The Role of Knowledge Transfer in Text Comprehension for Students With Learning Differences |
| F17 | Topic Webs, Two-Column Notes, and Summarizing to Support Comprehension |
| F19 | Building a Rock Solid Foundation: Creating Fluent Readers by Incorporating Tracking, Prosody, Vocabulary, and Grammar Throughout Phonics Instruction |
| F22 | Word Smarts: Using Morphology to Develop Vocabulary & Word Attack Skills |
| F23 | Teaching Experience and Higher Education: Do Either Make a Difference in Knowledge of Basic Language Constructs Among Teacher Educators? |
| F24 | Using iPads to Enhance Multisensory Instruction |
| F25 | Lessons from a Reading Clinic: Maximizing Reading Progress Throughout Adolescence |
| F26 | Multisensory Math Methodologies for Students With Dyscalculia and Other Learning Difficulties |
| F28 | Structured Literacy Teaching for Struggling Learners: Knowledge and Skills for Teachers of Students in the Upper Grades |
| F29 | Fostering Children’s Language Development Through Lively Conversations With Text |
| F30 | When Anna Met Sam: Legend, Lore, and Legacy |
| F31 | Navigating the IEP for Children With Dyslexia |
| F32 | Mindfulness in the Classroom to Maximize Learning: Teaching Students With Dyslexia, ADHD, and Anxiety to Tune In and Learn |
| F33 | Progress Monitoring- What Is It Good For? Absolutely Everything! |
| F34 | Building the Super Power of Academic Language Complexity Into the Spelling and Writing of Students With Learning Disabilities |
| F36 | Improving Academic Outcomes Through Targeted Cognitive Intervention |
| F37 | Meeting the Needs of Students With Dyslexia: One District’s Approach |
| F38 | Decodable and Leveled Readers: Using Them Appropriately |
| F39 | Effective Online Discussions: Using Social Presence to Convey Statistical Concepts to Students with LD, ADHD, and ASD |
| F40 | How Does an Unfamiliar Word Become a Familiar Sight Word? |
| S1 | Building Self Advocacy Skills for School Success |
| S2 | You think That Your Child or Student Has ADHD: The Importance of Continuous Performance Tests for Assessment and Diagnosis |
| S3 | Dyslexia Tutoring Program: Practical Strategies from 30 Years of Providing Pro Bono, Orton-Gillingham Tutoring to Inner City Residents |
| S4 | Four Steps to Better Spelling Instruction |
| S5 | Strategies, Strategies, Strategies! How to Help Teachers Navigate Reading Disabilities in an Inclusion Middle School Classroom |
| S6 | The Parent’s Path to Action |
| S7 | Who Can Say Dyslexia?: The Identification of Students With Dyslexia in Our Schools |
| S8 | Entrepreneurship & Dyslexia: Examining the Possibilities |
| S9 | Apps and Accommodations by Age and Stage—A Students Journey From K–12 |
| S10 | Integrating Free or Inexpensive Cross-Platform Technology Applications in Middle and High Schools: Speech-to-Text and Text-to-Speech Resources |
| S11 | Reasons Why Audiobooks Don’t Work—And All the Reasons Why They Do! |
| S12 | The Changing Legal Landscape on Accommodations for Standardized Testing: What’s Changed at ETS |
| S13 | Benefits of Mindfulness and Metacognition in the LD Classroom |
| S14 | The Fountain Model for Continuing Professional Development: Building National Capacity in Addressing Dyslexia and Literacy Difficulties |
| S15 | Why Orton Was Right |
| S16 | Power UP Story Time: Engage in Fostering Purposeful and Interactive Read Alouds Together |