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2012 Conference Recordings & Handouts


HTTP://www.interdys.org/ewebeditpro5/upload/CRI.pngAudio Recordings

Audio Recordings will be taken for any session the presenters agree to have taped.  Convention Recordings, Inc.. accepts orders for single sessions, multiple sessions and full conference packages.  Prices vary for conference attendees and non-attendees. Click Here to Order 


 

Session Handouts

Many presenters agree to have their session handouts available online.  The handouts are in PDF format to protect the integrity of the speaker's presentation(s).  The intent of offering these are for your personal use.  Reproduction of any handout is prohibited.   

When handouts are ready, they will be posted here:

W1: Reconciling the Common Core Standards with Reading Research (Coyne)

W1: Reconciling the Common Core Standards with Reading Research (Jager-Adams) 

W1: Reconciling the Common Core Standards with Reading Research (Lovett)

W1: Reconciling the Common Core Standards with Reading Research (Moats)  

W2: Assessment of Dyslexia (Lowell)

W2: Assessment of Dyslexia (Felton)

W2: Assessment of Dyslexia (Tridas)

W2: Assessment of Dyslexia (Brinckerhoff)

W2: Assessment of Dyslexia (Manju)

T1: A Literacy Framework: Constructing a Guide for Comprehension Instruction

T2: A Statewide Initiative: Intensive Reading Teacher Training for Broad Based Impact in the Alabama Public School System

T4: Playing Outside the Box: Outdoor Free Play and the Dyslexia Student

T5: A New Look at Learning Disabilities

T6: Spelling Error Analysis: Using Spelling Assessment Data to Plan Word Study Instruction

T7: A New Look at Learning Disabilities

T9: Helping Students Take Control of Everyday Executive Functions

T11: Federal Policy Update

T12: Number Sense and Number Nonsense: The Cognition and Brain Science of Math Learning

T15: Supporting Diverse Learners in the 21st Century Classroom

T16: A Comparative Passage Independence Analysis of the GORT-4 and GORT-5 Comprehention Subtest

T17: Truly Special Education for Students with Dyslexia: Raising the Bar for IEP Goals, Services and Outcomes

T18: A Review of the Research on Multisensory Instruction: Where Are We and Where Do We Go from Here?

T19: Town Hall Meeting for DSM-5: Let the Community Be Heard (Lowell) 

T22: iPad Apps to Support Skills in Reading, Vocabulary and Writing

T25: Revising and Rethinking Comprehension Intervention for Low Progress Readers

T26: Multisensory Structured Language (MSL) 101 for School Administrators

T30: The History and Structure of Written English

T31: Multisensory Math Magic

T32: Genetics of Dyslexia - Introduction, Results, and a New Research Project

T33: Documentation of Psychiatric Disorders on High Stakes Tests in Order to Support Accomodations

T34: Strategies for Reversing Students' Reluctance to Write: Including Handwriting, Spelling and Organization

T36: A Phonics-Based Approach to Teaching High Frequency Words

T37: Motivating Your Resistant Readers with Imagery, Mnemonics, Music, Humor, and Movement Using the Lively Letters

T38: Issues in Phonology: What You Need to Know Before You Pick Up Those Cards

T40: Multisensory Comprehension Instruction

T42: A Transformative Design: Investigating How Word Identification Increases Reading Fluency of Urban African American Adolescents with Dyslexia

T45: "Don't Dys Our Kids" Dyslexia and the Quest for Grade Level Reading

F1: Executive Functions: What Are They, Why Are They Imporant, and How Can I Help? 

F2: Essential Components of Scientifically-Based Eddective Teacher Preparation Programs

F3: Reading FAST or Reading WELL? Putting Fluency in Perspective (Handout 1)

F3: Reading FAST or Reading WELL? Putting Fluency in Perspective (handout 2)

F4: Teaching Vocabulary: Research-Based Stategies to Teach Tier 2 and Tier 3 Words

F5: Writing Keys to Learning

F6: Kinesthetic Vocabulary and Concept-Building with Elementary and Middle School Science Students

F7: Improving Reading Comprehension for Children on the Autism Spectrum

F8: Reading Interactively: Building Language and Thinking Skills in At-Risk Children Preschool Through Primary Grades

F10: A Successful RTI Model for the Prevention of Reading Problems in L1 and ELL Students

F11: FLUENCY: Related to Prosody-MUCH More Than Speed

F12: Paragraphology- The Study of Writing through Color-Coding

F13: Learning to Read Before Reading to Learn: How Foundational Reading Skills Impact Comprehension

F14: Multi-ple Intelligences, Multi-Sensory, Multi-plication

F16: Written Expression and the Struggling Writer(Dickman)

F16: Written Expression and the Struggling Writer (Shapiro)

F17: Teaching Morphological Awareness

F18: Project Early ID Plus: Lift-Off for Early Literacy!

F20: Legislation - Now! (Andrist)

F21: Does Good Science Lead to Good Practice? Building Implementation Capacity to Support Sustainability and Scalability of Literacy Programs

F33: Write to Read: Using the Writing Process to Increase Reading Fluency, Text, Comprehension, and Expository Writing

F34: Professional Knowledge of English Grammer: A Brief Tutorial  

S2: Reversals

S3: Fostering Reading and Spelling Competencies for Dyslexic English-Learning Children: The Situation in and Solutions from Germany

S4: Preparing Students for the Challenges of "Close" Reading in College

S6: Word Power: An Overlooked Piece of the Comprehension Puzzle?

S7: Research-to-Practice: Evolution of Curriculum for Students with Dyslexia

S8: Picking It Apart and Putting It Back Together: Analyzing Elementary School Students' Writing

S9: Setting the Foundation with FUN: Wilson Fundations for Prevention and Early Intervention

S10: Integrating Basic and Intervention-Based Science to Help Learners with Reading Disabilities: Update from NICHD's Learning Disabilities Research Centers

S11: Investigating the Psychometric Properties of IDAPEL French Language Early Literacy Measures with Students Learning to Read in French

S12: Talking to Parents, Teachers, and Students about Dyslexia

S14: From Personal Sequence Narrative to Essay: Strategies for Scaffoling Oral and Written Expression

S15: A Multi-Tier Approach to Instruction and Intervention: Supporting Early Vocabulary Development for Students at Risk of Experienceing Language and Literacy

S16: Using the iPad to Enhance Multisensory Structured Language (MSL) Instruction

S22: Getting Ready to Read

S25: Morpheme Madness: Getting at Meaning through Morphemic Analysis

S28: Preservice Teacher Knowledge of Basic Language Constructs in Canada, England, and the United States

S29: Ethics Workshop for Individuals Working as Educational Therapists in Private Practice

S30: All Children Ready to Read: A Pre K-K Collaborative Design