2019 Call for Papers: Information and Guidelines for Submission |
| Paving the way for Structured Literacy™ |
| The International Dyslexia Association (IDA) is now accepting presentations submissions for the 2019 Annual Reading, Literacy & Learning Conference. The annual conference brings members of the world-wide IDA community to engage, network, learn from and inspire each other. We are committed to providing the highest level of presentations. All submissions must be completed online by 11:59PM ET on Monday, March 4, 2019. Click here to download the Information and Guidelines for Submission document. |
| Rules and Responsibilities |
| 1. IDA does not reimburse presenters for any travel expenses or pay speaker fees/Honoria for breakout sessions. 2. All information requested in the submission form must be completed at the time of the submission and by the posted deadline. 3. The primary or lead presenter is responsible for informing all presenters of the rules and responsibilities for the presentation submission and acquire all permissions from additional presenters. 4. All presenters must disclose any conflict of interest relationships, financial or nonfinancial. 5. Each accepted presenter will be required to register and pay the conference registration fee. 6. Each accepted presenter will be required to review and accept IDA’s speaker agreement and complete an online speaker profile. 7. New presenters may not be added once the submission is accepted. 8. IDA reserves the right to edit any submitted copy for conference promotion purposes. 9. Conference sessions will be scheduled on Friday, Saturday, and Sunday. The schedule is determined by balancing topics and target audiences. Individual schedule requests are considered only in extreme circumstances. 10. Cancellations and no-shows of accepted presentations may preclude such presenter(s) from making any presentations in the future. 11. Presenters are prohibited from distributing promotional materials during their presentation. |
| Online Submission Process |
| Create a Profile |
All submitters must first create a profile before they begin their online submission. Submissions that include multiple presenters must be submitted by one designated primary or lead presenter. The email provided in the primary presenter’s profile will be used for all communications related to the conference, including presentation acceptance. It is the primary presenter’s responsibility to collect all required information for the submission process on behalf of all presenters. You must be logged in to submit a proposal. Once logged into page, click on the “Submissions” tab on the top menu bar and select “add new” to begin your submission. Once the primary presenter has successfully completed the submission process, a submission confirmation will be sent via email to the address submitted in the primary presenter’s profile. You may submit up to two proposals. |
| Section 1: Presentation Details |
1. Title of Presentation - This is your chance to make a first impression. The title must be succinct, no more than 100 characters, and capture the essence of the presentation. 2. Description for Program - This is the description that, upon acceptance, will be displayed in the printed program and online registration. Please note it is limited to 550 characters to maintain consistency and readability in the program. DO NOT include citations/references in this description. Please write the description in present tense and use active voice whenever possible. We ask that you avoid writing in first person. See below for examples of first lines from a past conference: “This session features a panel of four public school district representatives…” “Multisensory instruction demands manipulatives and student participation...” “How does a Title One public school become a mode of literacy excellence?” 3. Detailed Overview of Presentation - This area allows the submitter to describe, in detail, what the presentation will include to give the reviewers a visual of the session. Sessions should be informative, creative and interactive. Overview is limited to 3,000 characters. 4. Purpose, Rationale, and Citations - Show your work! The proposal must clearly describe the purpose and logic behind the presentation submitted. Citations of supporting research should be included. Practical sessions must reference literature that directly or, at a minimum, indirectly supports the methods to be presented. 5. Tracks - You must identify one track categorization: Assessment and Intervention - The Assessment and Intervention track is designed for individuals interested in learning more about best practices and tools associated with student assessment and the selection and provision of Structured Literacy™ interventions. Attendees will have the opportunity to learn how to administer and interpret a range of validated screening assessments and informal diagnostic assessments, will have the opportunity to learn about a wide range of instructional routines and resources aligned with the principles and practices of Structured Literacy™ Educator Training and Literacy Leadership - The Educator Training and Literacy Leadership track is designed for literacy leaders who are invested in educator preparation. Presenters will discuss principles of effective educator preparation for KPS-aligned content and skill. Sessions will explore innovative educator preparation models, including partnership models featuring service learning components. Advocacy - The Advocacy track is designed for parents, advocates, educators, and literacy leaders who are committed to (1) participating more fully in developing students’ educational programs; (2) helping advance dyslexia-focused legislation and initiatives; and, (3) supporting students in developing the skills necessary to successfully transition into post-high school educational and career settings. Research - The Research track includes sessions whose primary focus is to present findings from scientific research on dyslexia and the track is designed for attendees interested in learning about the latest findings in literacy acquisition and achievement for diverse student populations, and how this research informs instructional best practices. Attendees will have the opportunity to learn how to identify, interpret, and draw conclusions from scientific research, and will learn about topics ranging from: (1) scientifically-validated intervention programs designed to support students at-risk for, and identified with, dyslexia, (2) multi-tiered systems of support for literacy instruction, (3) factors that contribute to reading and language disabilities including genetics, language skills and cognitive and executive functions and the neurobiological foundations of reading and dyslexia. 6. Themes - The conference is categorized into several themes to attract sessions on the current trends and hot topics related to dyslexia. - Adolescent literacy and transition to higher education - Assistive and educational technology for people with dyslexia (classroom and home) - Challenges facing adolescents and adults with dyslexia -Comorbidities and contributing factors to learning difficulties in children with dyslexia -Critical components of Structured Literacy™ -Developing topic knowledge, reading comprehension, and writing -Dyslexia defined: historical trends and current implications for practice -Dyslexia in multilingual and English Language Learners -Dyslexia legislation: past and future directions and applications -Essential self-advocacy skills and strategies -Helping students understand their diagnosis and exploring their interests, gifts, and talents. -Implementing MTSS models in public schools: obstacles and opportunities -Managing dyslexia in adults -Multiple approaches to assessing reading proficiency -Oral language foundations for literacy -Organizing for change: inclusive practice considerations -Poverty, trauma and other potential contributors to reading difficulties -Prediction, screening and early diagnosis of dyslexia -Scientifically validated intervention programs: new approaches -Social-emotional aspects of dyslexia -The dyslexia-dysgraphia connection -The expected outcomes of MTSS for students with dyslexia -The role of dyslexia in mathematics and dyscalculia -Writing proficiency: basic to advanced approaches |
| Section 2: Presentation Design |
1. Session Format - Select the session format for your presentation. - Standard Presentation (60 minutes, 1-2 presenters) This session is intended for detailed information delivered by one or two presenters speaking jointly on one topic. - Hands-on Presentation/Workshop (60 - 90 minutes, 1-2 presenters) Hands-on presentations provide participants with an opportunity to engage in teaching activities and interactive discussions about a topic. - Extended Standard Presentation (90 minutes, 1-2 presenters) This format is intended for detailed information delivered by one or two presenters. The subject matter should deal with complex information or be applied in nature. In the case of two presenters, the information provided should be highly integrated. - Roundtable Idea Exchange – (90 – 120 minutes, 1-4 moderators) This session host small group discussions lead by a session moderator(s). There may be a short presentation followed by targeted small group discussions. Roundtables are an ideal format for networking and in-depth discussion on a topic. - Poster Presentation (120 minutes, 1-2 presenters) Free standing display boards and tables are provided for one to two presenters to exhibit their information with an opportunity for maximal interaction with the audience. - Panel Discussion (120 minutes, 2-4 presenters) This format is intended for a panel presentation with a moderator or facilitator and up to three panelists. This is an interactive forum that encourages conversation among the panelists as opposed to a lecture setting. - Colloquia (120 minutes, 2-4 presenters) Colloquium sessions are organized by a group of colleagues who wish to present various dimensions of a project or perspectives on an issue. Four or five short formal presentations are followed by commentary and/or group discussion. 2. Audience Level - You may choose one or more levels (beginner, intermediate, and advanced). Beginner - Attendee has limited knowledge or experience or may be new to the subject matter. Sessions at this level are intended to help attendees who seek to build foundational knowledge and gain a working knowledge of the topic. Intermediate - Attendee has a working knowledge of the topic covered but is not yet an advanced practitioner or has advanced knowledge. Sessions at this level are intended to help attendees gain a deeper knowledge and understanding of the topic. Advanced - Attendee has advanced working knowledge and understanding of the topic presented. Sessions at this level allow for attendees to master their knowledge and understanding of the topic. 3. Target Audience - You may choose one or more audience demographics. - Advocates and Attorneys - Assistive Technology Specialists - Classroom Teachers (K-12) - Individuals with Dyslexia - Neuropsychologists - Parents and Families - Physicians - Psychologists (School and Private Practice) - Reading Teachers/Specialists - Researchers/Research Assistants - School Administrators (Public and Private) - Special Education Teachers and Administrators - Speech Language Pathologists - State Departments of Education - Students (Graduate Programs) - University Professors and Faculty 4. Knowledge and Practice Standards - The IDA standards aim to specify what any individual responsible for teaching reading should know and be able to do so that reading difficulties, including dyslexia, may be prevented, alleviated, or remediated. You will be asked to select which standard(s) your presentation seeks to address. Click here to learn more about the standards.
5. Learning Outcomes - You must select at least one but no more than three Learning Outcomes that attendees will know at the conclusion of your session. Click here to see all the current Learning Outcomes. If more than three outcomes are selected, only the first three will be accepted. |
| Section 3: Presenter Information |
1. Primary Presenter Name and Credentials - You will enter the name as it should appear in promotion. Be sure to include your full name, designations, professional title, and company. Please use appropriate punctuation. An example is Jane Smith, Ph.D., CALT-QI. - Name and credentials (Ph.D., CALT-QI, etc.) - Professional title and company - References and speaking experience 2. Co-Presenters - If your presentation type includes the option for additional presenters, you will need to enter their information including: - Name and Credentials (Ph.D., CALT-QI, etc.) - Professional Title and Company - Email address - References and speaking experience - Biography and Headshot *Please only list presenters that will be attending and speaking at the conference. Authors should be listed in the detailed description. |
| Section 4: Presenter Permissions |
1. Recordings - You will be asked if you are willing to have your session recorded (video and/or audio only) so that IDA may distribute for a fee or provide complementary video/audio recording. The primary presenter is responsible for consent of all presenters. 2. Live Stream - You will be asked if you are willing to have your session recorded (video and/or audio) so that IDA may distribute for a fee or provide complementary virtual conference attendance through live streaming. The primary presenter is responsible for consent of all presenters. 3. Photographs and Videos - It is assumed that your submission to present constitutes an agreement between you and IDA and its affiliates, to use and distribute (now and in the future) your image or voice in photographs, videos, electronic reproductions, and audiotapes. |
Section 5: Presenter Disclosures |
| Presenter Disclosures - The primary presenter must read and understand the Disclosure of Conflict of Interest Statement and subsequently disclose any conflicts for the submission to be reviewed and accepted. Click here to read the full Conflict of Interest Policy. IDA reserves the right to modify disclosures statements based on the information provided by the presenter or any research conducted by IDA staff or affiliates. |
| Additional Information |
| You can save your submission before you submit. The first section of the online form must be completed before the submission can be saved. Your submission will be saved, and you will be able to log back in to make changes before completing your submission. To increase the likelihood of presentation acceptance, be sure to follow these guidelines. |
| Evaluation Criteria for all Submissions |
Each submission is peer-reviewed by a volunteer committee of content reviewers made up of industry volunteers. - Conference theme focus - Relevance of presentation - Innovative and engaging - Learning Outcomes - Alignment with IDA Knowledge and Practice Standards for Teachers of Reading - Clarity of submission - Presenter Skill/Expertise Additional Considerations: - Number of sessions for each conference track/theme - Other sessions using the same presenters Submissions that may be discarded: - Incomplete submission - Product promotion or sales pitch - Do not adhere to rules and responsibilities for IDA conference presenters |
| Continuing Education and Professional Development |
| IDA is committed to offering quality Continuing Education programs. In keeping with the guidelines of major continuing education accrediting bodies, IDA Annual Conference sessions are evaluated based on the information submitted during the submission process. Your proposal, if accepted, may qualify to offer attendees ASHA Continuing Education Units (CEUs) through the American Speech-Hearing Association or other CEU programs. |
| Tips |
1. Save your submission content in a Microsoft Word document or other program. The submission form will time out after 30 minutes. This will prevent you from losing your work. 2. Review your presentation with peers before submitting. 3. Know the audience. Conference attendees are primarily educators, diagnosticians, physicians, and other professionals, but could also include individuals with dyslexia and their families. Therefore, attendees may or may not have extensive knowledge of a particular topic. So, it is helpful if you describe your presentation in lay terms or define terms that may be unfamiliar to a general audience. 4. Time is valuable! Make realistic goals of the materials presented in the session. |
| Notifications |
| You will be notified by the week of April 29, 2019 as to the status of your submission. If your presentation is accepted, you will be asked to review and confirm the date and time of your presentation. All accepted presenters are required to sign a speaker agreement upon acceptance, register and pay conference registration fees. Failure to comply with this requirement and deadlines will result in acceptance retraction. |