Spotlight on Dyslexia
EdTalks

The goal of the presentation will be to discuss and provide information regarding the intersection of specific learning disabilities and speech language pathology and the role of the SLP and dyslexia interventionist.

Session Objectives:

• To expand and deepen understanding of the language and literacy continuum
• To increase understanding of specific learning disabilities, including dyslexia and dysgraphia, and the overlap of of speech and language impairment(s)
• To review the state mandated TEC 38.003 K/1 Dyslexia Screener requirements and Austin ISD’s implementation model in context of the Texas Dyslexia Handbook
• To consider dyslexia screening and evaluation results and recommendations for instruction, intervention, and progress monitoring
• To review recent research connecting SLI and reading difficulties
• To increase partnerships and collaboration between the campus dyslexia interventionist, special education teachers, and SLPs

Current research and state and federal guidance regarding screening and evaluation for dyslexia will be included. The Texas Dyslexia Handbook 2021 will also be shared.

In this session, participants will engage in growing their knowledge of implementation science, understanding the importance of teacher knowledge, and requirements of literacy leadership practices to develop a successful literacy implementation plan for their school system.

So often, the jargon distracts from the crisis. We will offer parents and educators ways to discuss literacy instruction and dyslexia without all the jargon. We will use metaphors and analogies, and we hope people will take the spirit of this presentation and make it their own.

No matter a child’s income level, zip code or the education level of their parents, every child has the right to learn to read. However there are a myriad of instructional and political issues that affect this right. Together we will learn the ABC’s of dyslexia advocacy, the systemic origins of impact and how we can become an informed community that boasts equal opportunity.

Phonemes are not merely acoustic signals. Phonemes are spoken as well as heard as words are pronounced. Phonemes are more easily identified as motor commands, than they are as perceived acoustic signals. Much reading difficulty could be addressed by more effective phoneme awareness instruction in early years. Pre-k children in Jackson, MS have been taught this year to sound-out and spell spoken CVC words, paying attention to the sounds they are saying as they spell out a word. Methods and results will be discussed and shown in videos.

Students who have reading difficulties commonly have difficulties with writing as well. Parents and teachers may wonder if their student has dysgraphia. This presentation covers the definition of dysgraphia, as well as research-backed guidance for screening, evaluation and treatment.

Goal: Increase school wide and district wide engagement with audiobooks.

Participants will leave with actionable strategies to promote the Great Reading Games in their school and and district.

Strategies and ideas will be shared for:

• involving families 
• getting readers in your school excited for the 7 week competition
• involving staff across the school and district 
• celebrating success and growth

In today's technology rich environment, consider giving student's voice and choice in their learning and demonstration of concepts learned through a variety of multi- sensory approaches. Plus what is the concept of Digital Literacy and how do we keep our students safe in a virtual learning environment? During this presentation we will cover the concepts of Digital Literacy in today's technology enhanced classroom plus blend in using choice boards for student agency, voice & personalized learning. We can look at these goals individually or as a unit.

Research shows that how we read to children with dyslexia and how we engage them in reading aloud can support their literacy development while building confidence. In this workshop, participants will explore seven research-based strategies for reinforcing reading foundational skills and will be able to design opportunities that extend language and literacy development taking place through interactive and interactive read-alouds.

Given the complexity of multilingual reading development, in order to understand the needs of these students, focusing in particular on native Spanish speakers, we need to select equitable assessments to plan effective instruction and determine risk. Learning Objectives: 1) Participants will learn the importance and rationale for assessing word reading in the language taught; 2) Participants will learn why testing vocabulary in English and in Spanish is not as effective as using instead a Spanish-English conceptually scored expressive vocabulary measure. Examples will be provided in this short 20-minute recording.

There has often been pressure on parents of young children to get them to read 'early'. This notion is misguided as some children may not be ready to begin to read until 5 or 6 years of age. That said, there are plenty of developmentally appropriate activities that can be done in preschool and kindergarten that are foundational to building a child's beginning reading skills.

A key aspect critical in this regard is the development of a child's phonemic awareness. Examples of this include rhyming games and having children match sound pairs (e.g., hippy hoppy) as well as become proficient and picking out the onset and rime in one-syllable words (e.g., in the word, 'zip' the 'z' sound as the onset and the 'ip' sound as the rime).

A child can be shown in fun and entertaining ways about letters and developing her early sense of the connection between oral language and print. A simple example of doing this is to get in the habit of pointing to words on a page as a book is read to a child. Teachers and parents can both foster the evolution of a child's awareness that spoken words are made up of sounds and how spoken words are represented by letters in print. This presentation will share ideas for motivational activities that teachers can encourage parents to do with their children to nurture skills needed for beginning reading.

What happens when Social Emotional Learning (SEL) presented by Peggy Stern of SuperDville, and voice & conversational AI presented by Irina Fine of Bamboo Learning, work together? You will get to see elementary-age students engaged with audio/ read stories focused on SEL themes. You will also see how AI technology can engage each student in a personalized conversation. A tech-based solution involving SEL and AI allows students to work independently, practice their comprehension skills and gain confidence which can then carry over into their ability to thrive in school and in life.

Estimates for the number of dyslexics around the world vary wildly - from 0.05% of the population in one country to 33.3% in another. Indeed, estimates of how prevalent dyslexia is within single countries vary nearly as much - one country has estimates ranging from 0.1% to 17%!

The question we have to ask is "Why?" - and the answer goes right to the heart of everything we do in dyslexia awareness, testing, and accommodation - There is no single answer to the question: "What is dyslexia?" This means that around the world, governmental and educational interventions remain inconsistent, increasing the inequality of outcomes for dyslexics and the accompanying financial, social and mental health challenges people with dyslexia face. It also means that it's possible - indeed likely - that if somebody moves from one region to another, he or she may "lose" their dyslexia diagnosis and the accompanying support that this can bring.

This talk will help attendees understand the cultural relativity of dyslexia assessments, what dyslexia means to different organisations, how to "bridge the gap" between one assessment and another, and how to help when somebody has lost their dyslexia diagnosis and feels powerless and betrayed.

There are an estimated 40 million people with dyslexia in the US, with a mere 2 million having been diagnosed. For someone with undiagnosed dyslexia, every day feels daunting. Through my stories, you will understand the importance of diagnosing dyslexia at the earliest possible age. You will experience the life-altering consequences of living undiagnosed, such as shame, low self-esteem, and lost job opportunities. My goal is to find these people, introduce them to the technology tools that fit their needs, and teach them how to use these tools. I will also present to you, through my eyes, the emotional side of undiagnosed dyslexia, along with the triumph and achievements of ultimately being diagnosed.

The session will provide an overview of preservice teacher’s knowledge of dyslexia including misconceptions about the disability. Our goal is to explore sources of mis/information and how these sources integrate into ideas about what dyslexia is and is not. Results and implications for public policy and dissemination via social media will be discussed.