2018 International Dyslexia Association Florida Branch Annual Conference 

“The Elephant in the Room: What We Overlook Regarding Struggling Readers” by Dr. Nancy Mather

The purpose of this session is to address specific issues (that are often overlooked or ignored) that affect the identification of students with dyslexia, as well as the provision of appropriate interventions. Examples of these issues include the misguided assumptions that: (a) an RTI process is sufficient for dyslexia identification; (b) the only cause of dyslexia is poor phonological awareness; (c) twice exceptional children do not exist; (d) teachers are adequately prepared to teach reading to students with dyslexia; and (e) dyslexia only affects reading and writing performance.

“How Do We Solve the Reading Crisis?” by Dr. Nancy Mather

The purpose of this session is to address specific topics regarding the instruction of students with dyslexia.  Examples of these topics include: (a) discussion of how basic reading skills develop; (b) provision of examples of effective evidence-based interventions that are matched to developmental levels; (c) discussion of how technological innovations can help address reading failure; (d) considerations of the importance of teacher preparation and training.

“Recent Advances in Understanding Word-Level Reading Skills: Implications for Reading Instruction and for Understanding Reading Difficulties”  by Dr. David Kilpatrick

There has been much progress in the last 25 – 30 years in understanding word reading development, particularly orthographic learning.  The two major cognitive theories of orthographic learning are Linnea Ehri’s orthographic mapping theory and David Share’s self-teaching hypothesis.  Despite strong empirical support for both theories, it appears that insufficient effort has been given to integrating these largely overlapping yet distinct theories.  It also appears there has been very little done to connect the research on orthographic learning with the research on word-level reading intervention for students with dyslexia.  This presentation is designed to demonstrate how orthographic learning theories can be integrated with research on phonological awareness development, the phonological-core deficit of dyslexia, and word-level reading intervention. Integration of these four niche areas of reading research holds the promise of more well-founded reading instruction and intervention for students who struggle with reading.

 

Online Registration is now closed.  You may register on-site for the conference on Saturday, October 6th.  Onsite registration fees are $225.

Please see our registration and refund policies for additional information. If you would like to register using a purchase order, please contact us at info.fl@dyslexiaida.org.

About our Speakers

Dr. Nancy Mather
 

Dr. Nancy Mather is a Professor at the University of Arizona in Tucson in the Department of Disability and Psychoeducational Studies. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She has published numerous articles and books and conducts workshops on assessment and instruction both nationally and internationally. Dr. Mather is a co-author of the Woodcock-Johnson IV and has co-authored two books on interpretation and application of the WJ IV. Her most recent book on dyslexia is:  Essentials of Dyslexia:  Assessment and Intervention (Mather & Wendling, 2012) and on learning disabilities: Learning Disabilities and Challenging Behaviors(Mather, Goldstein, & Eklund, 2015).

Dr. David Kilpatrick

David A. Kilpatrick, PhD is a reading researcher and the author of two books on reading, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success.  He is an associate professor of psychology for the State University of New York, College at Cortland and a New York State certified school psychologist with 28 years of experience in schools. He has been teaching courses in learning disabilities and educational psychology since 1994. 

 

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