Margaret J. Snowling, Ph.D.
Language Skills, Learning to Read, and Reading Intervention

11:00am	MORNING SESSIONS
	AM1. Programming From Diagnostic Data: What Do These Test Scores Mean Anyway? Speakers: Michael Castleberry, Ph.D.; Prof. Special Education, Dir. Doctoral Foundations Study, George Washington University; Jane Snider, Ph.D.; Head of School, The Summit School; Bernice Conklin-Powers, Ph.D.; Psychologist, The Summit School Psycho-educational diagnostic test results (specifically the WISC-IV) can be used to determine differing learning styles. Teachers, administrators, tutors and parents can use test data to identify appropriate instructional processing approaches for the student with language and learning disabilities. Audience: Educators, Tutors, Parents AM2. Nonverbal Learning Disabilities: Update and Intervention Strategies Speaker: Edward M. Moss, Ph.D., Co-Principal Investigator, Pediatric MRI Study of Normal Brain Development, The Children's Hospital of Philadelphia; private practice, Bryn Mawr, PA Nonverbal learning differences present serious impediments to academic learning and social adjustment. They are increasingly recognized in schools and medical settings, but remain controversial. Workshop participants will be presented with an update in current research into NLD. and home and classroom intervention strategies. Audience: All AM3. Assessing and Remediating Language Development to Facilitate Literacy Acquisition Speaker: Jennifer Cordivari, M.S., School Psychologist, Education Director, The Crossroads School; Dottie Mazullo, M.A., Assistant Head of School, The Crossroads School With direct instruction in language skills students are more able to take advantage of research-based approaches to reading instruction in all areas: phonemic awareness, phonics, fluency, vocabulary and comprehension. Success in school requires intact language development. Students with language-based learning differences require direct instruction in language skills to develop life-long learning success. Audience: Speech/Language, Educators, Tutors, Parents AM4. Pragmatic Language: Teaching Social Skills in a School Environment Speaker: Cecily Selling, M.S., Assistant Director, Stratford Friends School Pragmatic language is our every day social language. Children who have difficulties in this area struggle with making friends, solving problems, and generally getting along with others. Through a multi-faceted approach Stratford Friends School addresses these issues for children with language difficulties. Audience: Speech/Language, Educators, Parents AM5. RAVE-O: Retrieval, Automaticity, Vocabulary, Engagement, Orthography Speaker: Stephanie Gottwald, M.A.; Anne Knight, Ed.M., Sasha Yampolsky, Ph.D., Tufts University This panel presentation introduces a comprehensive approach to reading fluency based on the RAVE-O program. Designed by Maryanne Wolf, Ph.D., RAVE-O combines well-known principles about phonological processes, decoding, and vocabulary development with more recent research on lexical retrieval and automaticity for the subprocesses of reading. Product Presentation. Audience: All AM6. Assistive Technologies for Literacy Instruction Speaker: Mary Budzilowicz, M.Ed., Cabrini College A variety of software and hardware is available to support literacy instruction for students with learning disabilities. Explore what technology to use and when. Audience: All AM7. Pathways to Fractions! Speaker: Karen Rothschild, Ph.D., Math Department, William Penn Charter School Examine a variety of ways to approach fractions and fractional operations with all types of learners. The emphasis will be on developing ideas through the use of several concrete materials and drawings. If you've ever wondered why you did all those funny things with little numbers on your test papers, this workshop is for you. Audience: Educators, Tutors, Parents AM8. Effective Multisensory Strategies for Teaching Grammar and the Writing Process to Students with Learning Disabilities Speaker: Tricia McLeod, M.Ed., CALT, Educational Consultant; Sonya Kosc, M.Ed., Elementary Learning Support, Central Bucks School District How LD students may utilize a specific graphic organizer to effectively and independently work through the writing process. This hands-on session will show how to instruct struggling writers to develop multi-paragraph essays. The organizational tool presented will unlock the mystery of writing across the curriculum. Strategies for incorporating sentence structure and grammar will be addressed. Audience: Educators, Tutors, Parents
1:45pm	AFTERNOON SESSIONS
	PM1. Accelerating Literacy Development for ALL Students: Teacher Teams Make It Happen! Speaker: Helen Conahan-Dettrey, M.A., CCC-SLP, Director, Institute for Teaching and Learning; West Chester School District Panel: Nina Angel, M.A.; Nancy Aronson, M.A.; Susan Cobb, B.S.; Andrea Eckert, B.A.; Beverly Holcomb, Ed.D.; Lisa Lucas, Ed.D.; Gayle Summers, M.A. West Chester Area School District’s multi-year implementation of a district wide system for accelerating the literacy skills of all K-5 students will be reviewed by a team of their educational professionals. The outcomes-driven instructional model incorporates universal screening (including DIBELS), on-going assessment, monthly progress monitoring meetings, and differentiated instructional interventions. Audience: Educators PM2. RAVE-O: Retrieval, Automaticity, Vocabulary, Engagement, Orthography Speaker: Stephanie Gottwald, M.A.; Anne Knight, Ed.M., Sasha Yampolsky, Ph.D., Tufts University This panel presentation introduces a comprehensive approach to reading fluency based on the RAVE-O program. Designed by Maryanne Wolf, Ph.D., RAVE-O combines well-known principles about phonological processes, decoding, and vocabulary development with more recent research on lexical retrieval and automaticity for the subprocesses of reading. Product Presentation. Audience: All PM3. Vocabulary: A Word to the Wise Speaker: Joy MacKenzie, M.Ed., Associate Director, Institute for Teaching and Learning Using the most current research, teachers will learn a step-by-step process to “wisely” and effectively teach new words to their students. Practical strategies will be shared and discussed. Audience: Educators, Speech/Language Pathologists, Tutors, Parents PM4. Language Impairment and Interventions that Work Speaker: Jane Snider, Ph.D., Head of School, The Summit School; Joan Mele-McCarthy, Ed.D., Director of Education, The Summit School The presenters have developed and used a collaborative “oral language infusion” model for working with children who have oral language learning disabilities. They will share case studies and interventions conducted at The Summit School and specific ways teachers can deal with language impairment in their classrooms. Audience: Educators, Speech/Language Pathologists, Tutors, Parents PM5. Learning Disabilities and the Law Speaker: Dennis McAndrews, Esq., McAndrews Law Offices Major changes in Special Education Law have occurred in the last several years, especially for children with learning disabilities. This session will provide key insights into navigating the special education process and developing strategies to obtain truly appropriate educational programs. Audience: All PM6. Reading, Language, and Intervention Speaker: Margaret J. Snowling, Ph.D., University of York The developmental outcome for a child at risk of poor reading skills depends on the severity of their phonological differences and the language skills they bring to the task of learning. The implications of Dr. Snowling’s research for early identification and the nature of interventions are significant, and the research is critical to the fields of literacy and dyslexia. Audience: All PM7. Nonverbal Learning Disabilities: Update and Intervention Strategies Speaker: Edward M. Moss, Ph.D., Co-Principal Investigator, Pediatric MRI Study of Normal Brain Development, The Children's Hospital of Philadelphia; private practice, Bryn Mawr, PA Nonverbal learning differences present serious impediments to academic learning and social adjustment. They are increasingly recognized in schools and medical settings, but remain controversial. Workshop participants will be presented with an update in current research into NLD. and home and classroom intervention strategies. Audience: All PM8. Writing in the Classroom: Strategies that Empower the Student Speaker: Georgia McWhinney, Ph.D., Adjunct Professor Chestnut Hill College Graduate Education Department It is important for the teacher to know how a child’s writing can be viewed diagnostically and how it evidences progress in learning reading skills. A child’s writing captures the linguistic understandings that she holds at that moment in time: the alphabetic principle, phonemic awareness, invented spellings, syntax, and especially the joy in expression. Through repeated writings a teacher can chart and diagnose the child’s growth. Audience: Educators, Tutors, Parents

back to top

Recipient of the Janet L. Hoopes Award for 2006
To Be Announced

APA: The Institute for Graduate Clinical Psychology is approved by the American Psychological Association to offer continuing education for psychologists. Widener University maintains responsibility for the program. Four (4) CE credits will be awarded to psychologists who attend the conference. $25 processing fee payable with registration.

From North of Philadelphia Follow I-95 South to Exit 22. Take 676 West/Central Phila. Exit. Follow 676 West to first exit, which is Broad Street/Central Philadelphia. This exit will bring you onto 15th Street. Continue on 15th Street to City Hall on your left. Bear left around City Hall. Make right at first light, Broad Street. Take Broad Street two blocks to Sansom Street. Make right onto Sansom. Midtown Parking Garage is on right. The entrance to The Union League is directly across the street on the left.