Handouts & Audio Recordings

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