2019 IDA-GA Dimensions of Dyslexia Annual Conference

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Illuminating Literacy: Solutions for ALL

Thank you to all who attended the conference on March 16th at Wheeler High School. We are so appreciative of the speakers who provided 53 presentations that attendees could choose from and our keynote speaker Dr. Julie Washington who delivered an exceptional discussion on dialect differences and how they can impact reading success.

Julie A. Washington, Ph.D. spoke on “The Role of Dialect in Reading Acquisition.”

Whether you attended the conference or not, you can hear more about reading to preschoolers and the important role that parents play in literacy development through this video presentation starring Dr. Washington: www.readingrockets.org/teaching/experts/julie-washington

Feedback from those who attended the conference this year has been overwhelmingly positive, and this is because of the amazing presentations from the talented speakers at the conference. Our goal is to provide current information that is grounded in research and best practices and our conference presenters really delivered this year!

We are incredibly appreciative of the fabulous vendors and sponsors of the conference!  (See below.)

Plans for the 2020 conference are already underway with date and location announcements coming soon!

Contact Hours Earned!  Message to Structured Literacy™ Classroom Teachers (C-SLT), Structured Literacy ™ Dyslexia Interventionists (C-SLDI), or Structured Literacy ™ Dyslexia Specialists (C-SLDS)

If you attended the 2019 IDA-GA Conference, you have earned 7 clock hours towards the annual minimum of 10 continuing education hours for CERI certification renewal. Contact Ann Marie Lewis through the CONTACT US form to learn how to receive your official Certificate of Attendance. Please put 2019 Conference COA in the Subject/Topic area.

Agenda,  Session Descriptions, and Speaker Information

Conference Brochure

Speaker Handouts:

A1. B1. Let’s Get Real With Assistive Technology

A4. B4. From Torment to Triumph: Strategies for Supporting Essay Composition

B5. State Dyslexia Policy: What Drives It, How It’s Developed, and What Makes It Work (Or Not)

C1. Your Brain on Math – It All Adds Up

C2. Recognizing Auditory Processing Disorder (APD) in the Dyslexic Learner

C3. Scientific Word Investigations: The importance of Morphology, Etymology, and Phonology

C5. I2. Teaching Students How to Spell and Read Non-Phonetic and High-Frequency Words (Elementary-Middle School)

C7. Maximize Learning Through Movement

C9. Empowering Readers Through the Dynamics of Text-to-Speech

D2. E2. Dyslexia and ESOL Families – 1

D2. E2. Dyslexia and ESOL Families – 2

D2. E2. Dyslexia and ESOL Families – 3

D2. E2. Dyslexia and ESOL Families – 4

D2. E2. Dyslexia and ESOL Families – 5

F1. Collaboration Between Neuropsychology & Speech-Language Pathology in the Identification and Treatment of Dyslexia

F3. SPA Strategies: Foundational for Executive Function and Learning to Love Learning

F5. Creating a Vocabulary Rich Classroom

G1. H1. Free Tools for Struggling Readers -1

G1. H1. Free Tools for Struggling Readers -2

G3. H3. Syllables and Semantics-1

G3. H3. Syllables and Semantics-2

I1. Dyslexia Legislative Update-1

I1. Dyslexia Legislative Update-2

Thank You to Our 2019 Conference Sponsors!

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