Demystifying Dyslexia

Registration will start at 7:30a.m.. Please arrive early to enjoy light breakfast, visit exhibitors, and ensure a fabulous seat. Morning and afternoon keynote sessions in D1001-3 will have live streaming in  overflow rooms available in D1004-6.

• 8:30-9:00 a.m-  Welcome/Introduction OCDE, OC Special Ed Alliance, and Chapman University

       What is dyslexia? What are characteristics of students with dyslexia at different ages and stages? What is the “unexpected” nature of dyslexia? What other conditions frequently co-occur with dyslexia? Why use Structured Literacy instruction to teach students with dyslexia?
       Current research findings regarding the nature of reading development, the efficacy of specific instructional practices for teaching reading, and the complexities of reading networks within the brain are leading to increased understanding to explain why Structured Literacy approaches are effective.
       What are the content (what is taught) and principles of instruction (how it is taught) that make Structured Literacy an effective instructional approach for teaching reading and other written language skills?

In this session, participants will learn about the strengths in students that are cognitively diverse and will explore paradigm shifts that help reframe classroom practices to benefits all students. We will explore how to leverage the strengths of students with ADHD, dyslexia and autism within a UDL framework to improve instruction and engagement for all students. 

Cognitive diversity among students with dyslexia and other language/literacy disorders can be assessed by measuring dimensions of sound/word and sentence/discourse knowledge and looking for relative strengths and weaknesses in students’ individual profiles. Participants will learn about two new evidence-based tools—the Test of Integrated Language and Literacy SkillsTM (TILLSTM) and Student Language ScaleTM (SLSTM)—that can facilitate new ways of practicing and focusing on students’ individualized needs.

Youth who struggle to learn can benefit from developing self-awareness and self-management skills, especially how to cope healthfully with their stress and emotions. This session will focus on the physiology and neuroscience of youth stress, signs and symptoms, and ways to help them cope with stress. Simple, evidence based practices will be shared to empower youth to self-calm, attend, and become more resilient. 

     What are the content (what is taught) and principles of instruction (how it is taught) that make Structured Literacy an effective instructional approach for teaching reading and other written language skills?
      Structured Literacy approaches teaching language-related academic skills emphasize core content: the structure and use of phonology; phonics, including syllable instruction; morphology and etymology; syntax; text reading fluency; vocabulary; semantics; and written expression, including handwriting. In addition, Structured Literacy is based on core instructional principles: explicit, direct; sequential, systematic, and cumulative; diagnostic; and simultaneous multisensory presentation. The combination of this core content and these principles of instruction support students’ ability to learn, recall, and apply information.

Lunch will be served outside of Building B. Feel free to bring your lunch into the D Conference Center or enjoy outdoor seating on both sides of Building D

Session description coming

Cognitive diversity among students with dyslexia and other language/literacy disorders can be assessed by measuring dimensions of sound/word and sentence/discourse knowledge and looking for relative strengths and weaknesses in students’ individual profiles. Participants will learn about two new evidence-based tools—the Test of Integrated Language and Literacy SkillsTM (TILLSTM) and Student Language ScaleTM (SLSTM)—that can facilitate new ways of practicing and focusing on students’ individualized needs.

Practical and effective strategies to help dyslexic students succeed and partner with parents. We will cover the role of emotions, accommodations needed, how to implement structured literacy, and time management while making a difference.

“Good first teaching is the single most powerful tool in the prevention of reading difficulties.” This conclusion, from The National Research Council in 1998, reflected decades of research, and studies continue to support this finding. In this session, we will examine the crucial role of the Reading Foundational Skills in literacy development, explore the progression of skill development, and highlight key ideas about instruction grounded in the ELA/ELD Framework.

Has the concept of average held us back from meeting the needs of all kinds of learners? Why is social emotional learning proving to be so critical for students with learning differences? Peggy Stern, An Academy Award Winning Film Producer and dyslexic and Founder of Dyslexiaville, will lead the discussion and participants will get a chance to both learn from LD students through segments from short videos and participate in an SEL activity to further understand cognitive diversity from inside an LD child’s perspective. The session will illuminate why ultimately embracing cognitive diversity improves teaching and learning for all students
Peggy Stern, An Academy Award winning filmmaker will share her personal experiences with dyslexia as well as introduce the Super d! Platform, an interactive, multi-media program for 7-12-year-olds with LD. This Social Emotional Learning curriculum has been developed with Advisors ranging from Dr. Maryanne Wolfe, Director of the Center for Reading and Language Research at Tufts University to Robert Landy, Founder of Drama Therapy at NYU. Slated to launch in the Fall of 2018 Stern will unveil some of the videos (all enacted by children with LD) and the interactive methodology designed to help all types of learners.