Keynote Address
Conference Program
Continuing Education Credits
Travel Directions and Accommodations
Conference Participants
Exhibits and Advertising
Volunteers
Scholarships
Mail-In Registration
Full Brochure
Registration Information
ONLINE REGISTRATION: Sign Up Now!
Keynote Address
Louisa C. Moats, Ed.D.
Reading Like a Detective: The Essence of Comprehension
The new, national, Common Core Standards for reading and language arts instruction state that students should be able to read a text closely and understand it deeply. Can this goal be accomplished with dyslexic students or students who struggle with reading? The answer is yes, if we help students acquire the linguistic and cognitive skills on which comprehension rests.
Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She began her professional career as a neuropsychology technician and teacher of students with learning disabilities. She earned her Master’s degree at Peabody College of Vanderbilt and her doctorate in Reading and Human Development from the Harvard Graduate School of Education.
Dr. Moats spent four years as site director of the NICHD Early Interventions Project in Washington, DC. This longitudinal, large-scale project investigated the causes and remedies for reading failure in high-poverty urban schools. Dr. Moats spent the previous fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages who experienced learning problems in reading and language.
In addition to Language Essentials for Teachers of Reading and Spelling (LETRS), Dr. Moats’ books include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (York Press); Straight Talk About Reading (with Susan Hall, Contemporary Books), and Basic Facts About Dyslexia (with Karen Dakin, International Dyslexia Association). She is well known for authoring the American Federation of Teachers’ “Teaching Reading is Rocket Science.”
Dr. Moats is currently Consultant Advisor to Cambium Learning. She is focusing on the improvement of teacher preparation and professional development. She is a Vice President of the International Dyslexia Association.
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Conference Program
| 8:00 am |
Registration and Exhibits
Continental Breakfast |
| 9:00 am |
Welcome
Eugenie W. Flaherty, Ph.D., PBIDA President
Janet L. Hoopes Award Presentation |
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9:15 am
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Keynote Address
Louisa C. Moats, Ed.D., Consultant Advisor to Cambium Learning, Vice President of the International Dyslexia Association.
Reading Like a Detective: The Essence of Comprehension: The new, national, Common Core Standards for reading and language arts instruction state that students should be able to read a text closely and understand it deeply. Can this goal be accomplished with dyslexic students or students who struggle with reading? The answer is yes, if we help students acquire the linguistic and cognitive skills on which comprehension rests..
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10:45 am
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Exhibits, Coffee
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11:15 am
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MORNING SESSIONS
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AM 1: The Forgotten "ology" - Morphology for Reading, Spelling, and Vocabulary
Louisa C. Moats, Ed.D., Consultant Advisor to Sopris West Educational Services for Literacy Research and Professional Development, Vice President of the International Dyslexia Association.
This layer of word structure is the focus of advanced word analysis, but it can begin with simple inflections in the primary grades. We will review categories of morphemes, the distinction between syllables and morphemes, the special role of derivational suffixes, and some tequniques for building students' morphological awareness.
Chair: TBA
Level: Intermediate
Audience: Educators, Tutors, Psychologists, Speech/language Therapists
AM 2: Sentence Workout Time
Nancy Hennessy, M.Ed., The Consulting Network, Kitty Hawk, NC
Sentence comprehension is an underdeveloped and often, overlooked contributor to reading comprehension. Let’s help our students develop the “good sentence ears” & “good sentence eyes” that skilled readers use for integrating information and inferring meaning to construct coherent representations of text. Grammarcise, sentence aerobics & cohesive tie conditioning included as we build an understanding of how words work within and between sentences to convey meaning.
Chair: TBA
Level: Beginning
Audience: All
AM 3: Number Sense and Number Nonsense: The Cognition and Brain Science of Math Learning
Nancy Krasa, Ph.D., private practice in psychological testing, Columbus, OH; Co-author Number Sense and Number Nonsense: Understanding the Challenges of Learning Math
This session will focus on some of the perceptual, cognitive, and executive functions necessary for learning math and describe how impairments in those functions can lead to learning difficulties. It should be of particular interest to teachers, psychologists, and researchers concerned with dyslexia, because 1) the relationship between natural language/reading and mathematical language/notation is complex; 2) some skills necessary for learning mathematics are independent of reading and thus may be sources of strength for students with dyslexia; 3) future research may show that pedagogical methods applicable to dyslexia can be accommodated to certain kinds of math difficulties.
Chair: TBA
Level: Intermediate
Audience: All
AM 4: Identity and Adoption
Emerson Dickman, JD, Law Offices of Emerson Dickman, Maywood, NJ
Children who lack knowledge of their biological heritage are significantly over represented among children classified as Learning Disabled and Emotionally Disturbed. Why? What can be done to help?
Chair: TBA
Level: Intermediate
Audience: All
AM 5: Leading Literacy Change: Response to Intervention as a Service Delivery Model
Sandra D. Jones, Ph.D., Director: Hanson Initiative for Language & Literacy (HILL) and Associate Professor in the Department of Communication Sciences and Disorders Graduate Program, MGH institute of Health Professions, Boston, MA..
Effectively leading literacy change requires school leaders to understand the literacy change process and to allocate time to the routines that have the greatest positive impact on student learning. Developing a continuum of service delivery that considers tiered levels of assessments and programs requires a road map. This presentation will provide a roadmap that focuses on the leadership routines necessary for improving core, supplemental and intensive instruction in the 90-minute block. These routines includes additional instructional time above and beyond the 90-minute block and will offer schoolwide and grade-level scheduling examples. Presenter will also provide example professional development solutions schools have developed to address challenges in changing teacher practice. Attendees will examine the high impact professional development routines that overcome major challenges to implementing successful literacy change initiatives.
Chair: TBA
Level: General
Audience: Educators, Administrators, Psychologists, Speech/Language Therapists
AM 6: Predicting Third Grade PSSA Scores: How Well Does the DIBELS Do?
Leslie Rescorla, Ph.D., Bryn Mawr College
This presentation will contextualize the use of the Dynamic Indicators of Early Literacy Skills (DIBELS) for whole –class screening and progress-monitoring within a Response to Intervention and Instruction framework; review the existing literature on predictive validity of the kindergarten DIBELS; and summarize our research examining predictive validity of the kindergarten DIBELS to third grade PSSA scores in three cohorts of children in a Delaware Valley school district. Presentation of results will highlight the limitations of the kindergarten DIBELS for predicting third grade outcomes of individual children, despite moderately strong correlations between the kindergarten DIBELS scores and PSSA scores.
Chair: TBA
Level: Intermediate
Audience: All
AM 7: Helping Adolescents to Decode Polysyllabic Words
Nancy K Lewkowicz, Ph.D. (linguistics), retired from Wilberforce University
Participants will be shown the regularity and predictability of most of the numerous long words of Latin or Greek origin. They will learn an efficient method by which students, utilizing this predictability, can determine syllable division and the pronunciation of each syllable, and they will see how students can build up an accurate and recognizable pronunciation by starting at the suffix of the word.
Chair: TBA
Level: Intermediate
Audience: Educators, Tutors, Parents, Speech/Language Therapists
AM 8: Focus On Fluency
Georgette C. Dickman, M.A., L.D.T./C., Director of the 32° Masonic Learning Center for Children in Tenafly, NJ.; Adjunct Professor, Fairleigh Dickinson University
This session will consider the importance of fluency in the reading process. The history, theoretical basis, and assessment of fluency will be reviewed. Activities for building fluency within an Orton-Gillingham lesson will be explored.
Chair: TBA
Level: Intermediate
Audience: Educators, Administrators, Tutors, Speech/Language Therapists, Social Workers
AM 9: The Role of Executive Functions in Reading and Behavior
George McCloskey, Ph.D., Professor and Director of School of Psychology Research, Philadelphia College of Osteopathic Medicine
This presentation will describe executive functions, discuss how they impact on learning to read and applying reading skills in a productive manner, and describe intervention approaches that address executive function difficulties in a manner that improves reading skill development.
Chair: TBA
Level: General
Audience: All
AM 10: Assessment and Instructional Response for Adolescents with a Word-Level Reading Disability
Barbara C. Wilson, Co-founder and President, Wilson Language Training, Oxford, MA
The session examines screening models for identifying students woth word-level reading disabilities beyond third grade and will present important instructional considerations and successful classroom practices.
Chair: TBA
Level: Intermediate
Audience: Educators, Administrators, Tutors, Parents, Psychologists, Speech/Language
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2:00 pm
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AFTERNOON SESSIONS
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PM 1: Wilson Just Words®: An Accelerated Study of Word Structure
Connie Steigerwald, Wilson Language Training, Oxford, MA
This session will provide an overview of the highly explicit, multisensory decoding and spelling intervention for students in grades 4 -12 and adults with word-level deficits in the 15th - 50th percentile range.
Chair: TBA
Level: General
Audience: Educators, Administrators, Tutors, Parents
PM 2: Constructing a Comprehensive Approach to Writing Instruction
Nancy Hennessy, M.Ed., The Consulting Network, Kitty Hawk, NC
Put on your hard hat and enter the construction zone for writing proficiency. Let’s identify essential building materials, such as transcription skills, and critical tools and techniques, including language competencies and writing strategies that will result in the construction of comprehensive approach to writing instruction.
Chair: TBA
Level: General
Audience: Educators, Tutors, Parents, Speech/language Therapists
PM 3: Math Problems: Visualizing and Verbalizing
Cecily Selling, M.S.Ed., Learning Facilitator, The Baldwin School, Bryn Mawr, PA
Many of the problems in math classrooms for all students come from the difficulty they have in visualizing what the symbols or words on the page mean in terms of mathematics. Students who learn differently may have the added difficulty of reading the problems to begin with. We will present ideas and programs that have proved to be successful in helping students to translate the symbols on the page to the mathematical ideas they need to work with. Panel members will speak about the language of mathematics and how to translate the English language into the symbols and the language of mathematics. We will explore how students develop number sense and why numbers sometimes seem like nonsense. We will also present a way of teaching math from the organization: Making Math Real.
Chair: TBA
Level: General
Audience: Educators, Administrators, Tutors, Parents
PM 4: AVOIDING CONFLICT: Promoting Partnership, and Improving Outcomes for Children
Emerson Dickman, JD, Law Offices of Emerson Dickman, Maywood, NJ
Overcoming barriers to effective collaboration between parents and professionals by developing strategies to clarify expectations, roles, and responsibilities as well as to earn trust, reduce conflict, and improve student outcomes. Consensus is the foundation upon which mutual commitment to a child’s success depends.
Chair: TBA
Level: Intermediate
Audience: Educators, Administrators, Parents, Psychologists
PM 5: What’s the Fuss about LETRS?
Deb Fulton, M.Ed., Educational Consultant, Pennsylvania Training and Technical Assistance Network (PaTTAN)
In Pennsylvania, as well as many other states, LETRS (Language Essentials for Teachers of Reading and Spelling) professional development is in demand. Developed by Dr. Louisa Moats and her colleagues, LETRS modules address essential components necessary for teachers of reading, writing, and spelling. This session will provide participants with an overview of the content and structure of LETRS as well as considerations for implementation.
Chair: TBA
Level: General
Audience: Educators, Administrators, Tutors
PM 6: Fostering Metacognition:and Reading Comprehension
Linda Baker, Ph.D., Professor and Chair, Department of Psychology, University of Maryland, Baltimore County
The purpose of this session is to provide participants with an understanding of the role that metacognition plays in reading comprehension and how to increase both metacognition and comprehension through instruction. Research over the past 30 years is summarized that demonstrates pronounced differences in the metacognitive awareness and control of younger and less-skilled readers. Interventions are described that have been effective in increasing readers’ use of metacognitively-oriented comprehension strategies. The session closes with a discussion of how the research findings can be translated into practice to improve comprehension and comprehension instruction.
Chair: TBA
Level: Intermediate
Audience: Educators, Tutors, Psychologists, Speech/language Therapists
PM 7: Making the Most of Classroom Technology: Use Available and New Technologies to Enhance Learning and Promote Literacy Through Universal Design
Rick Castorani, Technology Coordinator, Academy In Manayunk
Christopher Herman, M.Ed., Academy in Manayunk
Options for integrating technology in meaningful ways are becoming limitless, but apprehensive teachers may not yet see the benefits or know where to start. During this presentation, you will learn the basics of the newest technology and acquire easily implemented techniques to promote literacy through Universal Design. Through more effective use of your available technology, you will discover ways to unlock literature, increase note-taking skills, and enhance your sudents’ comprehension of sophisticated language structures. Educators with all levels of tech experience will learn to use technology as a tool for augmenting their already effective instructional and research-based strategies.
Chair: TBA
Level:
Audience:
PM 8: Learning Through the Arts - An Essential Element for Enhancing Background Knowledge in Dyslexic Students
Noel Bicknell, M.A., Coordinator of Academic Clubs, The Lab School of Washington, Washington, D.C.
This session will describe the visual and performing arts-based approach in use at LSW. The academic club method, the unique, themed project-learning spaces at LSW used to building language skills, critical thinking skills, and crystallized content knowledge will be presented. Questions to be addressed: How can we best provide content knowledge, vocabulary and language skills when students are delayed readers? What is the connection between background knowledge and reading comprehension? How can we build a storehouse of crystallized knowledge when a student struggles with weak memory, attention or executive functioning? How can we promote student self-advocacy, problem-solving, and socio-emotional resiliency?
Chair: TBA
Level: Intermediate
Audience: Educators, Administrators, Parents, Speech/Language Therapists
PM 9: NVLD and ASD: Implications for Linking Assessment to Remediation
Elizabeth Mendelsohn, M.A., Director of Research and Educational Development, Winston Preparatory School, New York, NY.
Meeting the needs of students with nonverbal learning disabilities and autism spectrum disorders relies on linking assessment to remediation. Over the past 30 years the leadership and faculty of the Winston Preparatory Schools have created a school community that accomplishes this task through research and professional development. Every student exhibits a different pattern of strengths and weakness, and through participation in this session attendees will learn how professionals can work to identify these patterns and create a curriculum that focuses on strengthening social skills, problem-solving, synthesizing and integrating information, difficulties with novel tasks, and arithmetic all the while addressing their social-emotional difficulties. Through the use of case studies session attendees will have the opportunity to learn about how faculty members at the Winston Preparatory Schools use a continuous feedback model to assess and understand their students with NVLD and ASD, design appropriate and effective curriculum, analyze student responses and progress and make adjustments to the curriculum. Lecture attendees will learn that this model is an effective process of designing precisely individualized instruction and encouraging student skill acquisition and independence. In addition, they will learn about implementation at their district, school, or classroom level. A solid understanding of this model should directly translate into improved practice, effectiveness, and school culture.
Chair: TBA
Level: Intermediate
Audience: All
PM 10: Research To Practice for Struggling Readers
Jackie Galbally, Adjunct faculty at Saint Joseph’s University, Master Teacher at Academy in Manayunk, Doctoral Candidate at Temple University
This session will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.
Chair: TBA
Level: General
Audience: Educators, Parents, Tutors
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Continuing Education Credits
Continuing Education Credits:
Act 48: Pennsylvania Department of Education’s Act 48 will award four and one-half (4.5) Act 48 Credits through Stratford Friends School. $15 processing fee payable with registration. For Psychologists: The Philadelphia Society of Clinical Psychologists is an approved provider for Act 48 Continuing Education Requirements as mandated by the Pennsylvania Department of Education. PSCP will award to their members four and one-half (4.5) Act 48 Credits. $15 processing fee payable with registration.
Psychologists: This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and Pennsylvania Branch of the International Dyslexia Association. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psychologists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides four and one-half (4.5) Hours of C.E. credits for Psychologists. You must attend the entire program in order to receive the CE credits, complete the Participant Satisfaction/Evaluation Form, and return it to the CE Room at the conclusion of the conference. $22.50 processing fee payable with registration.
Social Workers, Marriage and Family Therapists, and Professional Counselors in Pennsylvania can receive continuing education from continuing education providers approved by the American Psychological Association. Since the PSCP is approved by the APA to sponsor continuing education, licensed social workers, licensed clinical social workers, licensed marriage and family therapists, and licensed professional counselors will be able to fulfill their continuing education requirement by attending PSCP continuing education programs. Four and one-half (4.5) C.E. Credits will be awarded to those who attend the conference. You must attend the entire program in order to receive the CE credits, complete the Participant Satisfaction/Evaluation Form, and return it to the CE Room at the conclusion of the conference. $22.50 processing fee payable with registration. For further information please visit the State Board of Social Workers, Marriage & Family Therapists and Professional Counselors web site: www.dos.state.pa.us/social.
ASHA: The Children’s Hospital of Philadelphia is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide activities in speech-language pathology and audiology. This program is offered for up to .4 CEU’s (Professional Level, Various Content). There is a $25.00 processing fee payable with registration to PBIDA.
Continuing Education Fees:
APA: $22.50
Act 48: $15.00
ASHA: $25.00
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Travel Directions and Accommodations
LOCATION:
Academy In Manayunk (AIM)
Upper School
119 Rector Street
Philadelphia, PA 19127
Driving directions may be found by visiting www.aimpa.org/New/About/directions.shtml
PARKING IS VERY LIMITED. Please consider carpooling or taking SEPTA’s Norristown Line R-6 train. AIM is a four block walk from the Manayunk station. Save your ticket stubs - special raffle for October 8, 2010 SEPTA riders!
ACCOMODATIONS:
A limited numbers of rooms have been held at a discounted rate for PBIDA conference attendees and exhibitors at the Crowne Plaza, City Line, Philadelphia. Call the hotel directly at (877)270-1409 or (215)477-0200.
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Conference Participants
CONFERENCE FACULTY
Linda Baker, Ph.D.
Noel Bicknell, M.A.
Rick Castorani
Emerson Dickman, J.D.
Georgette Dickman, M.A., L.D.,T/C
Deborah Fulton, M.Ed.
Jaclyn Galbally, M.A.
Nancy Hennessy, M.Ed.
Christopher Herman, M.Ed.
Sandra Jones, Ph.D.
Nancy Krasa, Ph.D.
Nancy Lewkowicz, Ph.D.
George McCloskey, Ph.D.
Elizabeth Mendelsohn, M.A.
Louisa C. Moats, Ed.D.
Leslie Rescorla, Ph.D.
Cecily Selling, M.S.Ed.
Connie Steigerwald
Barbara A. Wilson
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Exhibits and Advertising
EXHIBIT AND ADVERTISING RESERVATIONS FOR
PBIDA’s 32nd ANNUAL FALL CONFERENCE
You are cordially invited to participate in our Annual Fall Conference by reserving a table to present your organization or product and to place ads in our conference Ad Book. Once again, we are offering our exhibitors a discounted to also place your ad in the Winter edition of our newsletter Focus.
This year we have added a new opportunity to have your company or organization recognized with the Sponsor A Session level. The sponsorship package includes signage at the session entry, recognition in the ad book, exhibitor table, full page ad in the ad book and Focus, one lunch, one nametag and one entry to the conference.
Our keynote speaker is Louisa Moats, Ed.D., Vice President of the International Dyslexia Association and Consultant Advisor to Sopris West Educational Services for Literacy Research and Professional Development. We will offer 21 additional workshops. The full program is listed on www.pbida.org.
Academy In Manayunk (www.aimpa.org) is a school for children with learning differences in grades 1-12. It is located in the Manayunk section of Philadelphia. and is an easy walk from the Manayunk station on SEPTA's Norristown Line R-6 train line. Shuttles will be available on the day of the conference.
A block of rooms have been reserved at The Crowne Plaza City Line (www.crowneplaza.com). Call the hotel directly at (877)270-1409 or (215)477-0200. and mention PBIDA when reserving your room. All unreserved rooms will be released on September 10, 2010.
Deadline for the Fall 2010 issue of Focus is June 15, 2010.
Deadline for Winter 2009 issue is October 30, 2009.
Please send .pdf or .jpg ads to dyslexia@pbida.org.
Click here for a reservation form.
If you have trouble with the link, email www.pbida.org.
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Volunteers
Volunteers are needed pre-conference for light office work and conference set up.
Volunteers are needed during the conference for registration, exhibits, general traffic direction and clean up. There will be a small fee charged for those volunteers who wish to attend the conference. CEU fees are additional.
Please contact Kathy Barry at dyslexia@pbida.org for information regarding volunteering opportunities.
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Scholarships
PBIDA offers a limited number of conference scholarships to parents and educators. Please contact the PBIDA office at dyslexia@pbida.org or (610) 527-1548 for application information.
The application deadline is September 15, 2010.
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Mail-In Registration
Online registration is the preferred method for registering for the Fall Conference. If you are unable to register online,
click here for a printer friendly registration form.
(Click here if you would prefer to register online.)
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Full Brochure
Click here for a printable conference brochure.
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Registration Information
Register early. We expect to sell out again this year. There will be no walk-ins allowed on the day of the conference.
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