Spotlight on Dyslexia
EdTalks

From innovative teaching strategies and emerging technologies to the latest research and trends, EdTalks will cover a variety of topics designed to enhance classroom instruction, improve student outcomes, and promote professional growth. Each session is pre-recorded, 20 minutes or less, and available when the platform opens on May 31st.

  • EdTalks

  • EdTalk Speakers

Build

Intersection of the Role of the Speech Language Therapist and the Dyslexia Interventionist

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.

Cherry Lee

Cherry Lee
Director of Section 504 & Dyslexia,
Austin ISD

Build

Scaleable and Sustainable Literacy Outcomes from a School Leadership Lens

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.

Cindy Hadicke

Cindy Hadicke
Senior Director Implementation Success,
AIM Institute for Learning and Research

Stephanie Stephens

Stephanie Stephens
Senior Director of Client Professional Development,
AIM Institute for Learning and Research

Believe

Our Literacy Crisis & Normalizing Dyslexia: A Presentation without Jargon

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, play zoom polls or Kahoot! We hope people will take the spirit of this presentation and make it their own.

Debbie Meyer

Debbie Meyer
Board Member,
Dyslexia Alliance for Black Children

Believe

How Dyslexia Became a Social Justice Issue

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.

Jeannette Roberes

Jeannette Roberes
International Teacher,
Bearly Articulating

Bolster

Fooled by Phonemes

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.

Jeannine Herron

Jeannine Herron
Research Neuropsychologist,
Director of Talking Fingers

Bolster

Engage Reluctant Readers with Audiobooks: Getting the Most Out of the Great Reading Games

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
Joelle Nappi

Joelle Nappi
Structured Literacy Coach, Dyslexia Therapist, Reading Specialist,
Freehold Township Schools

Bolster

Digital Literacy & Digital Choice Boards to Empower Young Readers

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.

Kelly Lucero

Kelly Lucero
Education Consultant,
Lucero Consulting LLC

Build

Leveraging Read Alouds to Support Striving Readers and Kids with Dyslexia

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.

Ken Kunz

Ken Kunz
Founder/Director,
For the Love of Literacy

Build

What We Are Learning About Assessing Multilingual Learners

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.

Linda Diamond

Linda Diamond
Educational Consultant and Author

Believe

No Such Thing As Dyslexia

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.

Martin Bloomfield

Martin Bloomfield
Founder
Dyslexia Bytes

Believe

The Life-altering Consequences of Undiagnosed Dyslexia

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.

Scott Cumming

Scott Cumming
Founder
Dyslexic Together

Build

Maximizing Reading Results with Community Based Organizations

In this presentation, participants will learn how to maximize the impact of Learning Ally in their schools and districts through partnerships with their local community-based organizations. Using the case study of The Shadow Project, a non-profit in Portland OR, attendees will learn about an evidence-based mentoring program that pairs assistive reading technology with social-emotional supports to increase student reading proficiency and fluency, time spent reading authentic texts, and inclusion. This model has since been tested in a number of school sites and after school programs and independently evaluated for efficacy.

Presenters will use student and educator outcomes data, student stories, video and principal testimonials to explain program development and strategies used to address program implementation roadblocks. Attendees will leave with strategies to develop partnerships in their own communities.

Sharon Juenemann

Sharon Juenemann
Executive Director
The Shadow Project

Jennifer Park

Jennifer Park
Programs Director
The Shadow Project

Build

Exploring Sources of Dyslexia Mis/information

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.

Susan Chambre

Susan Chambre
Assistant Professor of Education,
Marist College

Martin Bloomfield

Martin Bloomfield

Founder
Dyslexia Bytes

Susan Chambre

Susan Chambre

Assistant Professor of Education
Marist College

Scott Cumming

Scott Cumming

Founder
Dyslexic Together

Linda Diamond

Linda Diamond

Educational Consultant and Author

Cindy Hadicke

Cindy Hadicke

Senior Director Implementation Success
AIM Institute for Learning and Research

Jeannine Herron

Jeannine Herron

Research Neuropsychologist
Director of Talking Fingers

Sharon Juenemann

Sharon Juenemann

Executive Director
The Shadow Project

Ken Kunz

Ken Kunz

Founder/Director
For the Love of Literacy

Cherry Lee

Cherry Lee

Director of Section 504 & Dyslexia
Austin ISD

Kelly Lucero

Kelly Lucero

Education Consultant
Lucero Consulting LLC

Debbie Meyer

Debbie Meyer

Board Member
Dyslexia Alliance for Black Children

Joelle Nappi

Joelle Nappi

Structured Literacy Coach, Dyslexia Therapist, Reading Specialist
Freehold Township Schools

Jennifer Park

Jennifer Park

Programs Director
The Shadow Project

Jeannette Roberes

Jeannette Roberes

International Teacher
Bearly Articulating

Stephanie Stephens

Stephanie Stephens

Senior Director of Client Professional Development
AIM Institute for Learning and Research