2024 Dyslexia Training Institute Conference

The 2024 Dyslexia Training Institute Conference includes the following workshops and presenters:

Nancy Mather, Ph.D., What Should be Included in a Comprehensive Assessment of Dyslexia

Peter Bowers, Ph.D., Spelling-Meaning Correspondences are Missing in Action

Elizabeth Norton, Ph.D., Rapid Automatized Naming as a Screener, Predictor, and Correlate of Dyslexia and Reading Ability: Insights from the Classroom and Neuroscience Lab

Kelli Sandman-Hurley, Ed.D., Dyslexia for a Day: A Simulation of Dyslexia

Joan Sedita, The Writing Rope: A Framework for Evidence-Based Writing Instruction

Cheryl Chase, Ph.D., The Executive Functions: What are they, why are they Important, and how can we help?

Keegan Wilson, Shifting from Word Walls to Sound Walls

Sue Hegland, Launching Lifetime Learners

Anneke Schreuder, MD, Dyslexia Tutors Can Broaden Theirs Scope to Include Basic Math Help

Patti Bottino-Bravo, MS, CCC-SLP, Phonetics 101: How Understanding Speech Sound Production Can Help Developing and Struggling Readers

Nancy Duggan, Advocating for Reading Skills in an IEP: Reading Goals



COMPETENCIES:

Knowledge and Practice Standards for the Teachers of Reading (IDA, 2018) have been demonstrated through the conference assessment:

Standard 4: Structured Literacy Instruction

Substandard A: Essential Principles and Practices of Structured Literacy Instruction

4A.3: Understand rationale for/adapt instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning.

Substandard B: Phonological and Phonemic Awareness

4B.1: Understand rationale for/identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English.

Substandard C: Phonics and Word Recognition

4C. 1 Know in practice considerations for the structure of English orthography and the patterns and rules that inform the teaching of single and multisyllable regular word reading.

Substandard E: Vocabulary

4E.4 Know in practice considerations for the role and characteristics of direct, explicit methods of vocabulary instruction.