Keynote Address: Louisa Cook Moats
Conference Program
Participants
The Janet L. Hoopes Award
Keynote Address: Louisa Cook Moats
Teaching Reading IS Rocket Science
by Louisa Cook Moats, Ed.D.
The
core concepts for effective instruction of reading apply to good and
poor readers alike. Teaching reading is complex, but we know the
critical components that bring success. Some early lessons from the
D.C. project will be shared.
Louisa
C. Moats is currently the D.C. site director for a five-year study of
early reading instruction conducted in Houston, Texas and Washington,
D.C. public schools. The project's principal investigator is Dr.
Barbara Foorman of the University of Texas Health Science Center who
was awarded an NICHD grant to study elementary reading instruction in
inner city schools. Dr. Moats' primary responsibility in Washington is
to design and implement professional development for teachers in the
project.
Dr.
Moats received her Ed.D. from Harvard University's Graduate School of
Education. She worked as a teacher, neuropsychology technician, and
specialist in learning disorders prior to her doctoral training. She
was a licensed psychologist in private practice for 15 years in Vermont
and a graduate instructor both at Harvard and at St. Michael's College.
Dr. Moats spent the 1996-97 school year as a Visiting Scholar at the
Sacramento County Office of Education, where she authored and presented
leadership training materials on early reading for the California State
Board of Education. Specializing in reading development, reading
disorders, spelling and written language, she has written and lectured
widely throughout the United States and abroad. Her book for parents,
authored with Susan Hall, is Straight Talk About Reading , (Contemporary Books, 1999); the textbook, Speech to Print: Language Essentials for Teachers , was published in the summer of 2000 by Paul Brookes.
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Conference Program
11:00am MORNING SESSIONS A-H
A. Functional Brain Imaging: A Tool To Study Developmental Dyslexia
Speaker: Guinevere Eden, D. Phil.
The neurobiological basis for reading and reading remediation can be investigated using functional brain imaging. This presentation will discuss how this physiological information contributes to our understanding of dyslexia.
Suggested Audience: Professionals
Chair: Paul Wang, M.D., Assistant Professor of Pediatrics, University of Pennsylvania School of Medicine
B. Tool Time: Practical Study Skills for Accelerated Learning
Speaker: Diane Newton, MLA, CALT
S trategies and tools to apply to the development of Study Skills for home and school. Modeling four areas of organization to promote academic success.
Suggested Audience: Teachers, Parents
Chair: Dale Bassett-Powell, Past President, PBIDA
C. Concept Imagery, Phonemic Awareness and Symbol Imagery In Language Processing
Speaker: Ali Prigg, B.A.
Three sensory-cognitive functions can interfere with reading, spelling and language comprehension development. The effects of weak phonemic awareness symbol imagery and concept imagery will be discussed.
Suggested Audience: Teachers
Chair: Nancy Jennings, MSW, Director, The Reading Connection
D. The Role of Language in the Curriculum: K-12
Speaker: Ann Buckler Addis, M.A., A.B.
This session will review the language skills needed by students at successive levels in the K to 12 curriculum in the areas of listening, speaking, reading and writing. Examples of typical problematic language issues for the language-learning different student will be addressed and strategies will be reviewed.
Suggested Audience: Teachers, Speech/Language Pathologists
Chair: Kitty Ann Lugar, Ed.D., Director of Pupil Services & Special Education, Radnor Township School District
E. Attention Deficit Hyperactivity Disorder, Language Disorders, and Central Auditory Processing
Speaker: Marianne Glanzman, M.D.
There is a relationship between attention deficit hyperactivity disorder, language disorders, and central auditory processing disorder, but the nature of the relationship remains unclear. This presentation will review the epidemiology, diagnostic procedures, and clinical characteristics of these disorders in order to demonstrate this association, and suggest future directions for clarifying our understanding of this relationship and improving our ability to intervene on behalf of our children.
Suggested Audience: Professionals, Parents, Teachers
Chair: Nancy J. Erskine, M.Ed., Director, Services to Students with Disabilities, Family Resource Network, School District of Philadelpia
F. The Language/Reading Connection
Speakers: Evelyn R. Klein, Ph.D., CCC/SLP & Lauren Montenegro Littlefield, Ph.D.
This presentation will begin with a review of the current national primary literacy standards from a language perspective. The presenters will discuss recent research regarding the connection between reading ability, language, and verbal learning/memory. Specific case findings will be presented with recommendations for improved skill acquisition.
Suggested Audience: Teachers, Speech/Language Pathologists
Chair: Maria M. Edelberg, M.Ed., Supervisor, Delaware County Intermediate Unit
G. From Words to Works: Developing Writing Skills
Speakers: William Van Cleave & Theresa Collins
From Words to Works is a step-by-step approach to writing, from handwriting and word processing to the essay. Emphasized categories include list generation, sentence composition, paragraph construction, and essay organization. A technology component will be included.
Suggested Audience: Teachers
Chair: Melanie Sharps, M.Ed., Director of Special Services, William Penn School District
H. A Perspective on Understanding the Social/Emotional Needs of Children and Adolescents with Learning Disabilities
Speaker: Barbara J. Lorry, Ph.D.
This presentation will describe a framework for understanding the social/emotional needs of children and adolescents with learning disabilities. The framework will provide guidelines for families and professionals to help children to build and develop their competence, confidence and creativity.
Suggested Audience: Professionals, Parents
Chair: Kathleen Blessman, B.S., National Instructional Support Manager for Sylvan Learning Systems
12:30 to 2:00pm Lunch, Presentation of Hoopes Award, and Exhibits
2:00pm AFTERNOON SESSIONS I-P
I. Straight Talk About Reading
Speaker: Louisa Cook Moats, Ed.D.
A review for parents of major research findings about reading; the most important characteristics of effective instruction for the dyslexic child; and what is appropriate to do at home.
Suggested Audience: Parents
Chair: Jann Stuart Glider, Ph.D., Philadelphia Branch of the IDA; Psychologist, Family and Play Therapy Center of Philadelphia
J. From Speaking and Listening to Reading and Writing: Direct Instruction in Reading Comprehension
Speakers: Maureen Dieckhaus, Dottie Mazullo, Maura Kelly & Sharon Tomalin, The Crossroads School
This presentation will demonstrate the process of teaching reading comprehension strategies in a multisensory format. Direct instruction in the language skills of speaking and listening facilitate the foundation and goal of reading: comprehension.
Suggested Audience: Teachers
Chair: Jean S. Bay, Director of Psychoeducational Services, Child Study Institute
K. Reading Remediation using 'LiPS'
Speakers: Nancy Jennings, Sr. Anne Zita Crudden & Patricia Nay
Overview of the Lindamood-Bell Phonemic Sequencing program for reading and spelling. Audience participation and modeling of sample procedures.
Suggested Audience: Teachers, Speech Language Pathologists
Chair: Beth Goldman, M.Ed., Diagnostician, Early Childhood Development and Evaluation Program, Temple University
L. In Search of A Free Appropriate Public Education: Advocating for your Special Needs Child
Speaker: Carol Roberts, Ph.D.
This session will address the laws, procedures, and rights of children with special needs; how to negotiate the system and how parents will know when they need help.
Suggested Audience: Parents
Chair: Helen N. Hill, Chairperson, Community Council for Education, William Penn School District
M. Considering Children and Computing
Speaker: Christine C. Blidan, M.Ed.
Learn how The Crossroads School uses computers in support of educating students who process language differently. See how 'low-tech' approaches may be both engaging and effective.
Suggested Audience: Teachers, Parents
Chair: David Butterworth, Delaware Valley Friends School
N. Phonological Awareness in a Balanced Literacy Program
Speaker: Ronald Barnes, M.Ed.
A multi-sensory approach to reading instruction with an emphasis on phonological/phonemic awareness training will be presented. The presenter will demonstrate of a variety of cooperative learning activities and a strategy of marking texts with Visual Clues that accelerates reading acquisition for beginning readers.
Suggested Audience: Teachers, Speech/Language Pathologists
Chair: Susan Shenberger, Director of Special Education and Related Services, School District of Upper Dublin
O. Assessment for Accommodations at the College Level
Speaker: Noel Gregg, Ph.D.
This session will address the assessment process used to make a differential diagnosis of college students with dyslexia and written expression disorders. Integrating diagnostic information with accommodations will be emphasized.
Suggested Audience: Professionals
Chair: Katherine Gordon-Clark, Ph.D., Psychologist, Child Study Institute
P. Climbing Over the Bumps: A Detroit Experience
Speaker: Elizabeth Clark, M.Ed.
Results from six years of experience in training teachers to use Project Read and Wilson Reading in the Detroit Public Schools' programs for LD students will be presented. Positive results and strategies to overcome pitfalls will be discussed.
Suggested Audience: Teachers
Chair: Janet Hoopes, Ph.D., Psychologist
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Participants
Ann Buckler Addis, M.A.,A.B., Speech-Language Pathologist, Private Practice, Part-time Clinical Instructor, Temple University
Ronald Barnes, M.Ed., Hearing Therapist, School District of Philadelphia
Christine C. Blidan, M.Ed., Computer Coordinator and Math Teacher, The Crossroads School
Elizabeth Clark, M.Ed., Supervisor of Programs for the Learning Disabled, Detroit Public Schools
Theresa L. Collins, OGA Fellow, Director of Language Training, Kildonan School
Sr. Anne Zita Crudden, M.S., Clinical Coordinator, The Reading Connection
Maureen Dieckhaus, M.Ed., Reading Coordinator and Homeroom Teacher, The Crossroads School
Guinevere Eden, D.Phil., Assistant Professor, Georgetown University Medical Center, Washington, DC
Marianne Glanzman, M.D.,
Center for Management of ADHD, Clinical Associate Professor of
Pediatrics, University of Pennsylvania School of Medicine and
Children's Seashore House of the Children's Hospital of Philadelphia
Noel Gregg, Ph.D., Director, Learning Disabilities Center, University of Georgia
Nancy C. Jennings, MSW, Director, The Reading Connection
Maura Kelly, M.A., Mentor and Reading Teacher, The Crossroads School
Evelyn Klein, Ph.D., CCC/SLP, Center for Research in Human Development and Education, Temple University
Lauren Montenegro Littlefield, Ph.D., Washington College, Chestertown, MD
Barbara J. Lorry, Ph.D., Director, Psychotherapy Services, Child Study Institute, Bryn Mawr College
Dottie Mazullo, M.A., Assistant Head, The Crossroads School
Louisa Cook Moats, Ed.D., Project Director, NICHD Early Interventions Project, DC Site
Patricia Nay, Associate Director, The Reading Connection
Diane Newton, MLA, CALT, Instructor,
Learning Therapy Program, Southern Methodist University, Dallas, TX,
IDA Branch Council Committee, Regional Representative
Ali Prigg, B.A., Clinical Director, New York Lindamood-Bell Learning Processes
Carol Roberts, Ph.D., Lecturer in the Department of Psychology and Senior Staff Psychologist, Child Study Institute, Bryn Mawr College
Sharon Tomalin, M.Ed., Instructional Supervisor, The Crossroads School
William Van Cleave, OGA Certification, Director of Technology/ Activities Director, Kildonan School
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