Language and Learning 2014

SLEA is one of the sponsors for Dyslexia.org‘s Language and Learning Workshop on May 3rd from 8AM to 5PM at the Le Meridien Del Fina Hotel, 920 Pico Blvd., Santa Monica, CA 90405.

SCHEDULE OF THE DAY

8:00 am  Registration/Exhibitor Area is Open/Continental Breakfast

9:00 am  Welcome

9:10 am  Morning Keynote Speaker, Susan L. Hall, Ed.D.

10:40 am  Break/Exhibitor Area is Open

11:00 am  Breakout Session 1 (1A), (1B), (1C)

12:15 pm  Lunch (provided)/Exhibitor Area is Open

1:30 pm  Breakout Session 2 (2A), (2B), (2C)

2:45 pm  Break/Exhibitor Area is Open

3:05 pm  Breakout Session 3 (3A), (3B), (3C)

4:20 pm  Exhibitor Area is Open

5:00 pm  Conference Ends

KEYNOTE SPEAKER

Susan L. Hall, Ed.D., is a reading consultant specializing in training teachers in early reading. Dr. Hall is president and founder of The 95 Percent Group, an educational consulting and professional development company. The company provides consulting and teacher training to districts and schools in the use of early literacy assessment data to develop small-group skill-based interventions. Dr. Hall is a Sopris-certified trainer of DIBELS and LETRS. She was appointed by the U.S. Department of Education as a member of the Reading First Review Panel to review state grants. She served for two years as a consultant to the Louisiana Department of Education in the implementation of professional development for the Reading First Program. Dr. Hall has presented to the Literacy Coaches for the Reading First Program in many states. Dr. Hall is co-author with Dr. Louisa Moats of two books, Straight Talk About Reading and Parenting a Struggling Reader

KEYNOTE PRESENTATION

How Will We Make Sure Students Learn 2,000-3,000 New Vocabulary Words Each Year?

This session will focus on word learning strategies, including context clues and knowledge of morphemes, for discovering the meaning of unknown words. Dr. Hall will demonstrate a process developed in collaboration with Dr. Marcia Henry (author of Unlocking Literacy) that takes just 15 minutes a day and can help students build their knowledge of words.

MORNING BREAKOUT SESSIONS

(1A) Teaching Students to Pronounce English Vowels with Certainty
Susan Hall, Ed.D. – Reading Consultant

Reading multisyllabic words is a persistent struggle for many struggling readers. While the consonant sounds are more predictable, pronouncing the vowels in the middle of the syllable can be challenging. Dr. Susan Hall will model an engaging, multisensory approach that uses gestures to help students determine which vowel sound to say based on recognizing the syllable type.

(1B) Stealth Dyslexia: Flying Under the Radar                                                 Dan Peters, Ph.D. – Licensed Psychologist

Learn how stealth dyslexia presents in gifted children, how to accurately diagnose it, and what to do about it. Due to advanced thinking and compensatory strategies, many gifted students with dyslexia exhibit “average” performance, while still struggling to sound out words, read fluently, spell, and write.

(1C) Math and Learning: A Hands on Approach                                      Deborah Gilman, M.A.T. – Learning Disabilities Specialist & Math Consultant

Math learning and understanding come through two distinct learning styles: geometric-spatial and linear-algebraic.  These two learning styles will be reviewed through hands-on activities using manipulatives that show place value, addition, subtraction and multiplication problems. 

EARLY AFTERNOON BREAKOUT SESSIONS

(2A) Listen-Talk-Read-Write: The Evolving Story of Language Development
Lorie Humphrey, Ph.D. – Clinical Psychologist: Child/Adolescent Neuropsychology

This presentation will review research on the early development of reading, talking, and writing, including discussion of findings from neuroimaging that allow scientists to “look into the brains” of young learners.  The emphasis will be on how these systems develop in typical learners. (A review of these systems in children with language-based learning disorders will be discussed in session 3A.)

(2B) Active Listening and Note-Taking                                                             Helen Waldron M.Ed. – Associate Head of School, Director of the Institute for Cognition and Learning, The Forman School

This is an interactive and hands-on workshop where participants will learn a validated strategy for teaching active listening and note-taking to students with learning and attention challenges.  This strategy helps students identify and quickly capture important information during a lecture, sort main ideas and details as they write and study their notes. The strategy is designed for students in grades 4-12. 

(2C) Panel: Dyslexia Stories

Our panelists will share their unique experiences and how learning disabilities impact their lives.  Attendees will hear the perspectives of a teacher, student, mother and father. Each panelist will relate their experiences and engage with the audience in a question and answer discussion.

MID-AFTERNOON BREAKOUT SESSIONS

(3A) A Deeper Understanding of Reading and Writing: Why These Skills are So Easy for Some and So Hard for Others 
Lorie Humphrey, Ph.D. – Clinical Psychologist: Child/Adolescent Neuropsychology

This presentation will review the neuroimaging research for dyslexia and written language disorders.  Interventions that are consistent with these findings will also be discussed.

(3B) Assistive Technology (AT) and Learning Disabilities                                Nancy Bley – Special Education Consultant

What is assistive technology and how is it evolving? Participants will learn how to evaluate students to determine the need for AT and identify the types of AT best suited for specific learning styles. The primary emphasis will be on apps for Apple computers and iPads.

(3C) Navigating the IEP Process: From Identification to Assessment and Implementation
Maralyn Soifer, M.Ed. – Board Certified Educational Therapist
Elissa Henkin, M.A. Advocate – Special Education Consultant

Participants will learn the necessary skills to properly support their students through the IEP process and learn how to determine appropriate services. The presentation will also discuss when and how to challenge the determinations of an IEP meeting.

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