2018 IDA Annual Reading, Literacy & Learning Conference
 

Conference Recordings

IDA has upgraded our conference audio recordings to include an automatic sync with the PowerPoint presentations for each session. All recorded sessions will be available for individual download following the conference for a fee.

If you would like access to ALL recorded sessions at a significantly reduced rate, you must purchase the full set during registration. The full set of audio recordings will not be available for purchase following the conference. 



Continuing Education

As an added bonus, all recorded sessions will be eligible for continuing education following the conference for those needing credit hours towards their IDA certification.

ASHA credits will be available for all recorded sessions for ONE year following the conference.


View the full list of sessions to be recorded below.


Wednesday, October 24
PC1: Assistive Technology in Education: A New Day for Students With Dyslexia
PC2: Dyslexia Testing for Teaching and Beyond: Identification of Dyslexia K-12, College, University, and Workplace
PC3: Vocabulary, Sentence, and Micro-Discourse Strategies for Writing
PC4: Certification with the Center for Effective Reading Instruction: Advancing Excellence in Educator Preparation and Effectiveness
PC5: Pathways to Program Accreditation With the International Dyslexia Association
PC6: Building Knowledge: The Missing Ingredient in Comprehension and Literacy
Opening General Session: We Know What We Know, So What Do We Do Now? Implementing Best Practices in All Schools

Thursday, October 25
General Session: Why is it so difficult to diagnose dyslexia and how can we do it better?
TR2: The Virtuous Cycle Between Academic Research and Education Technology
T1: Writing From Sources: Instructional Practices and Scaffolds 
T2: We Can't Teach What We Don't Know
T3: Improved Reading Fluency Outcomes: Data-Inspired Instruction
T4: The Vocabulary-Attuned Educator: Implementing an Informed Instructional Framework
T5: The Impact of Reading Aloud to Dogs: Evidence From a Randomized-Control Study
T6: The Secret to Increasing Student Literacy Outcomes Lies in Understanding the Diagnostic Profile
T7: Developing English Learner’s Vocabulary and Comprehension Through Meta-Morphological Awareness
T10: Technol-OGy: EdTech to Enhance Structured Literacy Instruction
T11: Elementary-Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia
T13: Using Writing to Develop Reading Comprehension With Beginning Readers
T15: Beyond Dyslexia Laws: How to Influence Implementation in Your School District
T16: Comparison of Visual and Tactile Interventions: Transforming Grammar Learning 
T17: Science + Knowledge = Crushing the Core: Teaching the Tier I Classroom
T18: Teaching Students With Poor Comprehension
T19: The 3 Ms of Math: Morphology, Metacognition, and Mastery
T20: Spelling: Who Knew There Were Rules?!
T21: Visual/Orthographic and Auditory/Phonological Stimuli Processing in Colombian Children With Dyslexia 
T22: Translating the Science of Reading Within Online Teacher Preparation Courses
T23: Moving the Needle in the Lufkin School District—Reading by Third Grade Regardless of Zip Code
T25: Improving Reading Comprehension for Adolescents With Significant Reading Disabilities
T26: College Students' Perceptions of Extended Time Accommodations
T27: Fourth Pillar Power: Deepen Vocabulary Knowledge Without All Those Words!
T28: Second and Foreign Language Learning Challenges for Dyslexic Learners: A Multilingual Approach
T29: Explore Hot Topics in Dyslexia Through the Lens of IDA’s Infographics
T30: Aligning to the Standards: A Case for Supporting Teachers Through Training and Communities of Practice
T31: Assistive Technology: What the Research Says About Which Technologies Support Learners With Dyslexia
T32: Multimedia in the Classroom: Considerations for Students With Reading Disabilities
T33: Research Findings From the Pages of the Annals of Dyslexia: An Update From the Editors
T34: From the Classroom to the Capital: How to Implement, Improve, and Sustain Best Practices for Literacy
T36: How’s Your Lexicon? Developing Vocabulary in Social Studies
T37: Reading Comprehension Skills and Weaknesses in Adult College-Level Students With Dyslexia
T38: The Power of Words: Activating Vocabulary Through Embodied Cognition
T39: Transforming Classrooms by Implementing the Science of Goal Setting and Progress Monitoring
T40: Narrowing the Vocabulary Gap: Supporting Early Language and Vocabulary Within an MTSS Framework
T41: Insider/Outsider: Advocacy and Actions Taken to Support Students With Dyslexia in Public Schools
T42: How Balanced Literacy and Explicit Systematic Early Reading Instruction Differ and Why It Matters
 
Friday, October 26
FR1: Early Identification of Dyslexia: Research to Practice
FR2: Dyslexia Assessment in Multilingual Populations
F1: Dyslexia Basics: What Every Student, Parent, and Teacher Should Know
F2: Develop Cardinality and Number Sense With Whole-to-Part Icons of Quantity
F3: The Science and Art of Storytelling: Strategies for Making Meaning Out of Personal Life Experiences
F4: Multisensory Techniques and Mnemonics to Keep Your Lessons Effective and Fun
F5: Help!—Combining Assistive Technology and Active Reading to Study the Beatles
F6: Phonology + Phonics + Morphology + Etymology = Orthography: Spelling Connections→Meaning Connection
F7: Stop Arguing With Me! Crafting Opinion/Argument Texts
F8: Dyslexia? Structured Literacy? What Does It Look Like in Public Schools
F9: Making Phonemic Awareness and Basic Phonics Instruction Child Friendly, Engaging, and Multisensory
F10: Study Skills: Strategies to Support Executive Function
F11: Fostering Children’s Language Development Through Lively Conversations With Text
F12: It Begins With Spoken Language: Evidenced-Based Spelling Instruction as the Gateway to Reading Success
F13: LD: The Emotional Consequences of Delayed Intervention
F14: Understanding Reading Fluency: Research Implications for Assessment and Instruction
F15: Savvy Spelling Skills
F16: Erasing the Misery of Reading and Spelling Multisyllabic Words
F17: Dyslexia 101
F19: Five Great Spelling “Rules” and Fun Ways to Teach Them
F20: Middle School Is Not Elementary School: Addressing Dyslexia in This Unique Instructional Setting
Friday General Session: A Molecular Genetic Perspective on Speech and Language
F21: A Study of Teacher Candidates’ Achievement, Early Reading and Math Experiences, and Reading Volume
F22: Using the Science of Reading to Teach the Language of Math
F23: Can Parental Input Predict Reading Failure in Children Prior to Kindergarten?
F24: Using Reading Research to Transform Text-to-Speech Use in the Classroom for Students With Dyslexia 
F25: Theme-Centered Sentence Instruction: A Key to Livening up Children's Paragraph Writing!
F26: Identification of Dyslexia: A Hybrid Model
F27: IEP by Design
F28: Morphemes: Building Blocks for Decoding, Spelling, and Vocabulary Instruction
F29: Dyslexia—Legal Developments, the History, and the Future
F30: Implementing the Science of Reading at the State Level: A Look at Legislation, Policy, and Guidance
F32: Understanding Dyslexia and the Psychological Report
F33: From Awareness to Advocacy: The Parent's Journey
F34: Effectiveness of Kindergarten Screening for Prediction of Reading Failure at Fourth Grade
F35: Digital Note-Taking Strategies for Students With Dyslexia: The Promise and Challenges
F36: Are Disability Services Turning Students Off? Time to Find Out
F38: Dyslexia Among Adults in Prison—Ameer Baraka's Personal Experiences on How He Beat Dyslexia
 
Saturday, October 27
Saturday General Session: A Path to Pride and Success
SR1: Early Screening & Intervention for At-Risk Children: Lessons Learned From the Lab to the Classroom
SR2: Modernizing Orton Gillingham Methodologies
S1: Bringing the Joy and Confidence Back to the Struggling Reader
S2: Transforming the Lives and Families of Students With Dyslexia and Comorbid Conditions
S3: Transitioning to Higher Education: Challenges for Students With Disabilities 
S4: Multisensory Math: The Perfect Storm—When Reading and Math Meet
S5: Parent Roundtables: Ask the Experts
S6: Mobile Apps That Support the Science of Reading and Writing
S7: College Accommodations: Why They Change and What Is Commonly Available (or Not)
S9: The Power of Self Advocacy: Helping Students Find Their Voice with YES! Ambassadors
S12: My Brain Is Wired Differently!
S13: Cover Copy Compare: An Effective Intervention for ASL Acquisition Students With Dyslexia?
S14: Teaching a Child With Dyslexia: How Much Is Enough?
S15: Forging Partnerships so All Children Can Read
S16: In Their Own Words: A Panel of High School Students with Dyslexia
S19: Motivating Students With Dyslexia to Learn: Practical Tips for Teachers
S20: From Complaint to Compliance and Now Collaboration
S21: Dyslexic Zen: Promoting Self-Esteem and Positive Identity (While Reducing Anxiety and Depression)
S22: Executive Function: What It Is and Why It Matters
S24: Looking Beyond Intellectual Domain Abilities: Finding an Answer to Unexplained Learning Difficulties
S25: What Dr. Geschwind Learned From Dr. Orton

*All recorded sessions are subject to change.