The Next Generation of Reading Science: Proven and Developing Trends in Literacy

October 10, 2014 Delaware Valley Friends School, Paoli, PA

36th Annual Fall Conference

The Pennsylvania Branch of the International Dyslex ia Association

Serving Pennsylvania and Delaware

The International Dyslexia Association supports efforts to provide individuals with dyslexia with appropriate instruc-tion and to identify these individuals at an early age. The Association and the Pennsylvania Branch, however, do not endorse any specific program, speaker, product, school or instructional material, noting that there are a number of such which present the critical components of instruction as defined by IDA.

ACT 48 SPONSOR

The Children’s Hospital of Philadelphia

CONFERENCE SPONSORS

Hosted By

PARENT TRACK: 4 NEW PARENT SESSIONS AVAILABLE

Neuroimaging Studies of Reading and Development and Reading Disability: An update on Recent Finding s

Kenneth Pugh, Ph.D. Reading disability (RD) has been characterized as a brain-based difficulty in acquiring fluent decoding skill, associated (in alphabetic languages at least) with problems in operating on the phonological structures of language. We present findings from ongoing studies in our lab which indicate that RD children and adolescents fail to develop a coherent left hemisphere reading circuitry, consisting of distributed cortical and subcortical networks, that in typically develop-ing (TD) readers comes online to support fluent word reading. With regard to neuroplasticity and remediation, treatment studies from our group and others have examined the influence of intensive reading remediation in at-risk children and adolescents, revealing substantial gains in both reading scores and corresponding development of key LH reading networks for readers afforded this treatment. Moreover, recent extensions of learning studies with older RD readers

continue to suggest a high degree of plasticity in this age-range. Finally, we present new findings from an ongoing longitudinal study that reveal important gene-brain-behavior relations in young children at risk for RD. We will also discuss new methodological developments for gene-brain-behavior research, and new directions in research on reading including recent studies of learning and consolidation, and second language literacy acquisition. My research examines the brain basis of reading disability (RD). Ongoing longitudinal studies reveal key differ-ences in the brain systems that develop for reading in RD children, and treatment studies, conducted to date, indi-cate that effective interventions can significantly impact on these brain differences. Objectives: To develop a working familiarity with cognitive neuroscience and how new tools can inform under-standing of diagnosis and remediation of reading disabilities. This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for psychologists. Kenneth R. Pugh, Ph.D., is President and Director of Research, Haskins Laboratories, a Yale University and Uni-versity of Connecticut affiliated inter-disciplinary institute, dedicated to the investigation of the biological bases of language. He also holds academic appointments as a Professor of Psychology, University of Connecticut, Associate Professor of Linguistics, Yale University, Associate Professor of Diagnostic Radiology at Yale University School of Medicine, and Director of the Yale Reading Center. His research program falls primarily in two broad domains: cognitive neuroscience and psycholinguistics. A fundamental interest continues to be research into the neurobiology

KEYNOTE ADDRESS (1.5 CE Credits) 9:15 A.M. to 10:45 A.M.

BREAKOUT SESSION SELECTION

Research : Presentation on current research conducted and/or integrated by the presenter, with discussion of practical implications.

Practical : Presentation on advanced or novel techniques for experienced practitioners. Presentation will describe research supporting techniques, target populations, and parameters of techniques.

Informational : Introduction to a topic, with a focus on general overview, resources, and application.

Parent Track: This session is geared specifically to the needs of parents signed up for the “Parent Track.”

Conference registration includes the Keynote Address and one morning and one afternoon session. Pre-registration is required for all sessions.

AM1 Meaning and Implications of the Neuroimaging Studies: A Deeper Look Kenneth Pugh, Ph.D., President and Director of Research, Haskins Laboratories This session will provide opportunity for a deeper look at the neuroimaging studies described in the keynote speech and their implications for intervention. Those attending are encouraged to participate and to bring questions from their professional experience. Session Focus: Informational

AM2 Tests of Reading Comprehension: The Quest for the Holy Grail Melissa Lee Farrall, PhD, SAIF, Adjunct Faculty, Simmons College There are many different ways to measure reading comprehension, and despite differences in structure, language, and content we often treat these tests as though they were the same. Participants in this workshop will learn how differences in tests of reading comprehension can affect a student’s performance. Standardized tests will be com-pared and contrasted from the perspective of the publisher’s view of reading comprehension, and how text selection and the question types provide a window into the mind of the reader. In the end, participants will learn how to make good decisions regarding test selection and interpretation as a path to meaningful recommendations for identifica-tion and instruction. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. 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 1.5 Hours of CE credits for Psychologists.

AM3 Teaching Sentence-Level Writing Skills to Students with Writing Difficulties and Learning Disabilities Shawn Datchuk, Ph.D., Assistant Professor of Special Education at the University of Vermont Richard M. Kubina Jr., Ph.D., BCBA-D, Professor of Special Education at Pennsylvania State University Many students, including students with learning disabilities and writing difficulties, struggle with sentence-level writing skills. Sentence-level writing skills include handwriting, spelling, grammar/usage, and construction of sim-ple and more complex sentence types. Acquisition and fluency of multiple sentence-level writing skills can positive-ly impact continued writing development. This session will present a review of the writing intervention literature, highlight key instructional and practice routines for acquisition and fluency, and discuss the contribution of sentence-level writing skills to continued writing development. Session Focus: Research

AM4 Linguistic Function Relative to Cognition and Learning: A Cognitive-Linguistic Perspective on Language and Speech Evaluations Lydia H. Soifer, Ph.D., CCC-SLP, Director, The Soifer Center for Learning and Child Development; Assistant Clini-cal Professor of Pediatrics, Albert Einstein College of Medicine Good oral language skills are essential to literacy development and academic success. A properly performed lan-guage evaluation can provide valuable information for educators in developing an appropriate IEP and preparing lessons for a student with a learning disability. This presentation will define and describe what is essential to in-clude in quality language evaluations and how to use this information in your classrooms to facilitate successful learning and teaching. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. 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 1.5 Hours of CE credits for Psychologists.

AM5

Early Literacy Preparation at the University Level Lori Severino, Ed.D., Assistant Clinical Professor, Program Director Special Education, Drexel University. Carolyn Berenato, Ed.D., Assistant Professor, Special Education Department, St. Joseph’s University Many beginning teachers share frustration at not feeling prepared to teach struggling readers. This session will dis-cuss the necessary ingredients for schools of education to provide to elementary education pre-service teachers in order to prepare them to effectively teach reading to all students. The session will cover content, field experiences, supervision, and professional development. Session Focus: Practical

MORNING SESSIONS (1.5 CE Credits) 11:15 A.M. to 12:45 P.M.

AM6 Use of the WISC-V in Reading Disability Assessments George McCloskey, Ph.D., Professor and Director of School Psychology Research, Philadelphia College of Osteo-pathic Medicine This presentation will discuss the likely content and structure of the yet to be published WISC-V and a neuropsychologi-cal assessment model for the identification of learning disabilities. Emphasis will be placed on the role of specific WISC-V subtests in the assessment of reading disabilities from a neuropsychological perspective. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia So-ciety 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 1.5 Hours of CE credits for Psychologists.

AM7 Reading and the Brain Timothy Odegard, Ph.D., Director of Research and Evaluation, Wilson Language Training This presentation reviews foundational reading skills, the distributed brain networks that carry them out, and differ-ences observed in individuals with developmental dyslexia. Session Focus: Research

AM8 Assistive Technologies in the Classroom: A Hands-on Demonstration Dave Brubaker, M.A., Academic Systems Director, Delaware Valley Friends School This session is a live, hands-on, interactive presentation of assistive technology for dyslexia and other LD issues by students from the Delaware Valley Friends School. Students will demonstrate their use of technology and answer questions on how they incorporate these assistive technologies into their daily school and study lives. Session Focus: Practical

AM9 Evidence-Based Strategies to Teach Mathematical Problem Solving to Students with Learning Disabilities Jugnu Agrawal, Ph.D., Curriculum Resource Teacher, Fairfax County Public Schools; Adjunct Faculty, George Ma-

son University Lisa L. Morin, M.Ed. , Ph.D. candidate and LD teacher, Old Dominion University The concrete-representational-abstract instructional sequence helps to develop conceptual and procedural knowledge of mathematical concepts. Research supports best practices for teaching the concrete and representation-al components of the sequence in order to transition to the final, abstract component, including the merging of sche-matic-based instruction and cognitive strategy instruction within the CRA framework. This presentation will ad-dress these strategies and provide opportunity for practical, hands-on training. Session Focus: Practical

AM10 Executive Functions Part 1: What Are They and Why Are They Important? Cheryl Ann Chase, Ph.D., Clinical Psychologist, Private Practice, Cleveland, OH “Executive Functions” is a term used to describe a broad set of cognitive skills that, when working properly, allow students to manage impulses, work in a deliberate and thoughtful manner, and organize their time and materials. When development of these skills is delayed, as is often the case in those with learning disabilities, ADHD, or emo-tional disorders, academic performance suffers, but for reasons not fully understood. For example, a student with dyslexia, although receiving intensive reading intervention, continues to receive low grades in school because she does not consistently turn in her homework. When working with students who have special educational needs, it is imperative that professionals also consider whether or not the student is displaying age-appropriate executive skills;

additional assessment and intervention may be necessary. This workshop will define the term “executive function-ing” using clear, easy to understand terms. It will also draw the connection between executive functioning and academics, highlighting the ways in which executive dysfunction can negatively impact learning and performance. Session Focus: Informational This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. 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 1.5 Hours of CE credits for Psychologists.

MORNING SESSIONS (1.5 C.E. Credits) 11:15 A.M. to 12:45 P.M.

PM1 A New Conceptualization of Reading Fluency and Its Application in the Classroom Stephanie Gottwald, Ph.D., Assistant Director of the Center for Reading and Language Research, Tufts University For many children the achievement of reading quickly and accurately enough to understand text remains an essential, but elusive goal. Recent research questions the ability of repeated reading programs to improve reading fluency. This talk will describe an alternative model of reading fluency and an intervention approach that directly instructs children in all areas of language that are involved in reading and the strategic knowledge needed for successful understanding of text. The results of a randomized, treatment-control study verify the success of a multi-componential approach for se-verely impaired readers. Session Focus: Research

PM2 Teaching Reading to Middle School Students with Reading Disabilities: Results from Three Studies Mary Beth Calhoon, Ph.D., Associate Professor of Special Education, University of Miami The purpose of this project was to examine group-and individual-level responses by struggling adolescents readers (6th -8th grades; N=155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level in-crease of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to in-structional modality could be investigated. Results, examining group and individual analyses similarities and dif-ferences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed. Session Focus: Practical/Research

PM3 The ‘Write’ Moves: Meeting the Challenge of Common Core Writing Standards Linda Hecker, M.Ed., Lead Education Specialist, Landmark College Institute for Research and Training Whether or not your school has adopted Common Core Standards, contemporary education demands increasingly sophisticated writing skills from all students. This session examines the impact of Common Core standards and 21st Century Skills on writing instruction and explores approaches that support students who learn differently to meet the challenge of high-level academic writing. Session Focus: Practical

PM4 Language Problems and Their Impact in the Inclusionary Classroom Lydia H. Soifer, Ph.D., CCC-SLP, Director, The Soifer Center for Learning and Child Development; Assistant Clinical Professor of Pediatrics, Albert Einstein College of Medicine Language is the vehicle for school but more and more students are presenting with language problems which have a significant impact on their classroom and social abilities. Common language deficits and their implications for aca-demic and social success will be discussed and explained. Strategies and techniques will also be presented for teachers to facilitate language learning in an inclusionary classroom model. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. 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 1.5 Hours of CE credits for Psychologists.

PM5 Sleep Talk: Sleep and the Child with Learning Differences Jennifer Keller, M.S.S., L.S.W., Guidance Counselor, The Quaker School at Horsham Humans spend approximately one-third of their lives sleeping, yet no one knows exactly why. Sleep is an essential physiological need, however the quality and quantity of sleep varies greatly from person to person. Current re-search includes much about sleep disorders; sleep in the young and elderly, and more recently, the link between

sleep and mental health. However, there is a relatively small amount of research regarding sleep and children with learning differences. What research does exist points to a strong link between sleep quality, quantity and the effects of both on a child’s ability to learn, process, and retain information he or she has been exposed to during the day. Studies in this area also point to an increased prevalence of certain sleep related disorders in this population. This presentation will review the existing literature on sleep and children with learning differences, focusing on sleep disorders, the effects of sleep loss on learning, and strategies to improve sleep and sleep hygiene in this population. Session Focus: Informational This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. 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 1.5 Hours of CE credits for Psychologists.

AFTERNOON SESSIONS (1.5 C.E. Credits) 1:45 P.M. to 3:15 P.M.

PM6 Comorbidity of ADHD and LD: DSM-5 Perspectives on Assessment and Treatment C. Pace Ducket, M.D. Child and Adolescent psychiatrist, private practice, Bryn Mawr An update on the changes to the DSM-5 as it pertains to ADHD and LD. A review of the epidemiology of comorbid ADHD and LD with a focus on clinical conceptualization and its implications for treatment. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Phildelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psychologists. The Philadelphia Society of Clinical Psychologists main-tains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

PM7 Listening & Note-taking! Helping Students to Become Better Note-takers Joseph R. Boyle, Ph.D., Associate Professor of Special Education, Temple University This session will present information about note-taking interventions and how teachers can improve the note-taking skills of students with LD. Highlights include: note-taking problems encountered by students with LD in inclusive content-area classes, how teachers can assist students with note-taking, and the strate-gic note-taking app. Session Focus: Research

PM8 Teaching to Automaticity Kenneth U. Campbell, Researcher, Author of Great Leaps materials Math is a language. Math fluency, the ability to perform mathematical tasks easily and efficiently, must be taught. Great Leaps, noted for affordable simplicity, has the tool skills of math broken down into these areas: numeration, addition, subtraction, multiplication division, fractions’ took skills, calculating fractions, decimals and percentages, working with positive and negative integers, order of operations and square roots and exponents. Session Focus: Product Presentation

PM9 Executive Functions Part 2: How Can I Help Students with Weak Executive Functioning? Cheryl Ann Chase, Ph.D., Clinical Psychologist, Private Practice, Cleveland, OH Building upon the morning session by the same presenter, this session will use Barkley’s model as a platform for thinking about how to address executive function weakness. It will also introduce the seven core principles for helping students with weak executive functioning as described by Dr. Christopher Kaufman. These include: providing “surrogate prefrontal lobe” support, teaching new skills/content explicitly, teaching strategies and how they should be applied, minimizing demands on working memory, providing opportunities for guided practice, keeping things predictable, and anticipating aspects of tasks that students may find difficult. Finally, many concrete strategies will be offered that can be used to support a child with weak executive functioning both at home and in school. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Phildelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psychologists. The Philadelphia Society of Clinical Psychologists main-tains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

PM 11 Experience Dyslexia®: A Simulation Lisa Goldstein, M.D., Private Practice Eugenie Flaherty, Ph.D. The Simulation experience challenges participants to learn and to demonstrate knowledge under conditions which mimic having a learning disability such as dyslexia, and increases participants’ understanding of the profound im-pact of dyslexia. In this lively and thought-provoking program, participants will take part in six simulated activities which mimic the experiences and processing of those with dyslexia. The program ends with participants asking questions of an experienced panel. This session will be 2 hours. (CEU’s are not available) This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Phildelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psychologists. The Philadelphia Society of Clinical Psychologists main-tains responsibility for the program and its content. This program provides 2 hours of CE credits for Psy-chologists.

AFTERNOON SESSIONS (1.5 C.E. Credits) 1:45 P.M. to 3:15 P.M.

PARENT SESSIONS

AM 11 Parent Track Session

Children with Dyslexia: Your Rights to Orton Gilli ngham Instruction and other Effective Instruction Sonja Kerr, J.D., M.S., Director, Disability Rights, Public Interest Law Center of Philadelphia This session will include an overview of the rights of children with dyslexia in the IEP process and will explicitly focus on strategies and methods by which parents and advocates can encourage school districts to utilize research-based Orton-Gillingham methods of instruction to teach children with dyslexia. The presenter will address the need to focus on the five components of the National Reading Panel in requests for appropriate instruction regardless of the “brand name” of the type of instruction. Session Focus: Parent/Informational (CEU’s are not available)

AM 12 Parent Track Session

Meeting the Needs of Struggling Readers: To Proficiency and Beyond! Paul Edelblut, Vice President of Education Solutions for Learning Ally For years we have seen the impact accessible instructional materials can have on individuals yet often challenges remain for wider adoption frustrating parents. While small-scale studies have shown improvements in fluency and comprehension, no large scale study had been undertaken to determine the outcomes of the provision of these mate-rials. Using data from more than 10 states, multiple grade levels, multiple years and across multiple subjects this paper reviews the impact of accessible instructional materials as measured by performance on statewide AYP ex-ams. Walk away with an understanding of data that will help you convince and engage your student’s school in bringing accessible instructional materials to the classroom. Session Focus: Parent/Informational (CEU’s are not available)

PM 10 Parent Track Session

Survival Guide for College-bound LD Students David Carson, Author David Carson will discuss his journey from grade school through college. He will use his real life experiences to show students, parents, and educators that the next great wave of diversity for colleges is students with learning disabilities. The skills and coping strategies it takes for youth/young adults to succeed in college will be reviewed. Session Focus: Parent/Informational (CEU’s are not available)

PM 11 Parent Track Session

Experience Dyslexia®: A Simulation Lisa Goldstein, M.D., Private Practice Eugenie Flaherty, Ph.D. The Simulation experience challenges participants to learn and to demonstrate knowledge under conditions which mimic having a learning disability such as dyslexia, and increases participants’ understanding of the profound im-pact of dyslexia. In this lively and thought-provoking program, participants will take part in six simulated activities which mimic the experiences and processing of those with dyslexia. The program ends with participants asking questions of an experienced panel. This session will be 2 hours. (CEU’s are not available) This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Phil-adelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psychologists. The Philadelphia Society of Clinical Psychologists main-tains responsibility for the program and its content. This program provides 2 hours of CE credits for Psy-chologists.

MORNING SESSIONS 11:15 A.M. to 12:45 P.M.

AFTERNOON SESSIONS 1:45 P.M. to 3:15 P.M.

8:00 A.M. Registration and Exhibits

Continental Breakfast

9:00 A.M. Welcome

Julia Sadtler, PBIDA President Janet L. Hoopes

Award Presentation

9:15 A.M. Keynote Address Kenneth Pugh, Ph.D.

10:45 A.M.

Exhibits, Coffee

11:15 A.M. – 12:45 P.M. Morning Break-Out Sessions

12:45 P.M. – 1:45 P.M. Lunch

Exhibits, Book Signings

1:45 P.M. – 3:15 P.M. Afternoon Break-Out Sessions

Exhibits close

3:15 P.M. Raffle Drawing

All CE Papers Returned from ALL Sessions

SCHEDULE OF EVENTS

DIRECTIONS/HOTEL The PBIDA’s 36th Annual Fall Conference will be held at Delaware Valley Friends School, Paoli, PA 19301. PARKING IS VERY LIMITED. Please consider carpooling or taking SEP-TA’s Paoli-Thorndale Line. Driving directions may be found by visiting www.dvfs.org. HOTEL: A limited numbers of rooms have been held at a discounted rate for PBIDA confer-ence attendees and exhibitors at The Desmond Hotel & Conference Center, One Liberty Boulevard, Malvern, PA. Contact the hotel directly at 800-575-1776 or 610-249-2116. Trans-portation to the conference will be available from the hotel.

REGISTER TODAY PBIDA’s 36 thAnnual Fall Conference

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