The British Dyslexia Association holds its eighth international conference in June of 2011. There is an outstanding list of presentations by authorities, including talks by Margaret Snowling, Bruce Pennington, David Saldaña, Joel Talcott, and many others. Download a copy of the announcement directly or jump over to the http://bdainternationalconference.org/ Web site where you can explore the list of speaker, learn about bookings, register, and so forth.
Sphere: Related ContentArchive for the 'Professional development' Category
For the academics among LD Blog’s readers, over on Spedpro positions are blooming as if the season was spring rather than fall. In the last few months there have been over a dozen announcements of searches for professors posted there, with many of them related to Learning Disabilities.
Sphere: Related ContentCheck out the fine slate of workshop sessions available to registered guests at the annual “Bridging the Gap Between Research and Practice” meeting of the Division for Learning Disabilities, which is to be held in Baltimore (MD, US) 29 and 30 October. Of course, I am biased, but I consider this one of the outstanding professional development opportunities of the year in learning disabilities, including the more specific disabilities such as dyslexia, dyscalculia, dysgraphia, and so forth (as well as related disorders such as attention-deficit hyperactivity disorder).
Continue reading ‘DLD fall conference is just around the corner’
I’m asking readers (both of you—teehee, there really are about 3 or 4 of you, but please invite your friends and colleagues) to tell me what you consider the three (or two or four) most important research questions about Learning Disabilities interventions. These need to be BIG IDEA questions. What do teachers and parents need to know about how to help students with LD?
Examples (in no order; I’m just hoping to provoke discussion):
Continue reading ‘What do we need to know’
The British Dyslexia Association (BDA) opened a call for proposals for its 8th BDA International Conference, Dyslexia: Beyond Boundaries, to be held 28-30 April 2011. Abstracts may be submitted through the BDA Web site.
Sphere: Related ContentAlthough registration continues for the Division for Learning Disabilities conference, “Bridging the Gap Between Research and Practice,” some of the sessions are reaching their limits and will be closed. As a part of its emphasis on creating workshop settings where participants learn how to implement evidence-based practices, DLD caps the number of participants in sessions.
Linda Siegel has put together a very impressive line-up of presenters and topics. As one can see here, the agenda for the meeting in San Diego 23 & 24 October 2009 is chocked full of good sessions by internationally renowned presenters.
| Presenter |
Title |
| David F. Bateman | How to Prepare for and Survive a Due Process Hearing |
| Jenny Sue Flannagan & Lucinda S. Spaulding | Best Practices for Inclusive Science Instruction |
| Steve Graham & Sharlene Kiuhara | Writing Problems and Writing Solutions |
| Paige C. Pullen | Phonological Awareness Assessment and Instruction: A Sound Beginning |
| Karen R. Harris, Karin Sandmel, & Mary Brindle, | “The Magna Carta Provided That No Free Man Should be Hanged Twice for the Same Offense”: Self-Regulated Strategy Development for Writing |
| Charles A. Hughes | Two Recent SIM Writing Strategies: The Essay Test-Taking Strategy and the Editing Strategy |
| Erica Lembke & Todd Busch | Using Curriculum-Based Measurement for Data-Based Decision Making within a Response to Intervention System |
| Maureen W. Lovett | Multiple Component Intervention to Improve the Outcomes of Struggling Readers: Remediating Reading Skill Deficits and Misguided Beliefs About Effort and Achievement at the Same Time |
| Marjorie Montague | Improving Mathematical Problem Solving of Middle School Students with LD |
| Brian Bottge | Teaching Mathematics to Adolescents with LD in Rich Problem-Solving Contexts |
| Rosemary Tannock | Understanding and Engaging Children’s Wandering Minds |
| Karen J. Rooney | Adolescent Literacy: Putting Research into Practice to Develop the Literacy Skills of Older Students |
| Deborah C. Simmons | Integrating Vocabulary Strategies into Social Studies Instruction |
| David Scanlon | The ORDER Routine: For Comprehending Content-Area Concepts |
| José Luis Alvarado & Anne Graves | RTI for Culturally and Linguistically Diverse Learners: Supporting Teachers to Implement Tier I and Tier II Literacy Instruction for Older Struggling |
| Susan P. Miller | Building a Strong Numbers and Operations Foundation to Enhance Mathematics Success |
| Nicole Ofiesh | “Got Accommodations?” Implications for Planning Instruction and Transition from Secondary to Postsecondary Settings |
| Rollanda E. O’Connor | Successful Tier 2 Interventions in Reading: Grades K-4 |
| Kimberly Bright & Paul Riccomini | I THINK: A Real-Life Problem-solving Strategy for secondary students with Learning Disabilities |
Link to the conference page at TeachingLD.org to register.
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JLD cover
The Journal of Learning Disabilities for September-October 2009 features a special series of articles about the teaching of reading teaching. Issue editors R. Malatesha Joshi and Anne E. Cunningham put together a set of articles by stellar authorities in the area of reading to examine “Perceptions and Reality: What We Know About the Quality of Literacy Instruction.”
Moats, L. (2009). Still wanted: Teachers with knowledge of language. Journal of Learning Disabilities, 42, 387-391.
Joshi, R. M., Binks, E., Hougen, M., Dahlgren M. E., Ocker-Dean, E., & Smith, D. L. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42, 392-402.[Link]
Podhajski, B., Mather, N., Nathan, J., & Sammons, J. (2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes Journal of Learning Disabilities, 42, 403-417. [Link]
Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. J. (2009). How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices. Journal of Learning Disabilities, 42, 418-430. [Link]
Spear-Swerling, L. (2009). A literacy tutoring experience for prospective special educators and struggling second graders. Journal of Learning Disabilities, 42, 431-443. [Link]
Kaiser, L., Rosenfield, S., & Gravois, T. (2009). Teachers’ perception of satisfaction, skill development, and skill application after instructional consultation services. Journal of Learning Disabilities, 42, 444-457.[Link]
Joshi, R. M., Binks, E., Graham, L., Ocker-Dean, E., Smith, D. L., & Boulware-Gooden, R. (2009). Do textbooks used in university reading education courses conform to the instructional recommendations of the National Reading Panel? Journal of Learning Disabilities, 42, 458-463. [Link]
Stotsky, S. (2009). Licensure tests for special education teachers: How well they assess knowledge of reading instruction and mathematics. Journal of Learning Disabilities, 42, 464-474. [Link]
Lyon, G. R., & Weiser, B. (2009). Teacher knowledge, instructional expertise, and the development of reading proficiency. Journal of Learning Disabilities, 42, 475-480.[Link]
Sphere: Related ContentThe National Joint Committee on Learning Disabilities (NJCLD) held a symposium regarding the release of “Adolescent Literacy and Students with Learning Disabilities: Building Effective Programs and Partnerships Adolescent.” Invited guests representing various US agencies, organizations, and interest groups joined delegates from the organizations that are members of NJCLD the afternoon of Friday 5 June 2009 for the session.
Mary Beth Klotz, chair of the NJCLD, introduced the session and individual speakers. Froma Roth, a representative of the American Speach-Language-Hearing Association and one of the writing team that prepared the statement, began the session with a brief recapitulation of its contents. Brett Miller followed Professor Roth with an overview of current research supported by the Reading, Writing, and Related Learning Disabilities of the National Institute of Child Health and Human Development, US Department of Health and Human Services. Nancy Hennesy, of the Council for Learning Disabilities and also a member of the writing group, described the complex and challenging context for addressing deficits in adolescent literacy.
These are the folks who participated in the panel:
- Mary Beth Klotz (National Association of School Psychologists);
- Nancy Hennessy (International Dyslexia Association) ;
- Amanda Karhuse (National Association of Secondary School Principals);
- Brett Miller (National Institute of Child Health and Human Development);
- Barbara J. Moore (Anaheim Union High School District, CA);
- Patti Ralabate (National Education Association);
- Froma P. Roth (American Speech-Language-Hearing Association); and
- Kippi Sutphen (Parent Representative).
Link to the NJCLD Web site (maintained by LD Online). Watch for the slides and other materials from the symposium to be posted there. Meanwhile, download a copy of the NJCLD document.
Sphere: Related ContentIt’s sometimes hard to sort through the rhetoric about different methods used in teaching students with Learning Disabilities. However, two groups within the Council for Exceptional Children have made the task considerably easier. In a series of publications now numbering 16, the Division for Learning Disabilities and the Division for Research cut through the bologna to provide quick reviews about the effectiveness of current educational practices. These Current Practice Alerts, which are readily accessible for general readers, cover familiar topics including these:
- Class-wide Peer Tutoring
- Co-Teaching
- Cooperative Learning
- Direct Instruction
- Fluency Instruction
- Formative Evaluation
- Functional Behavioral Assessment
- Graphic Organizers
- High-Stakes Assessment
- Mnemonic Instruction
- Phonics Instruction
- Phonological Awareness
- Reading Comprehension Instruction
- Reading Recovery
- Social Skills Instruction
They are succinct and faithful to the research evidence. They even make explicit recommendations about whether to use the practice. What’s the hitch? Well, they’re free, so see for yourselves.
Link to the Web page listing these resources.
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LD opinion survey: good news, bad news
For the fourth time, the Roper Public Affairs &’ Corporate Communications group has reported a survey of US opinion about Learning Disabilities to the Tremaine Foundation. Although the report is entitled “Measuring Progress in Public & Parental Understanding of Learning Disabilities,” it also includes data about the views of the general public, teachers, and school administrators. It’s worth reading the entire document, but here are a few notes to whet the appetite.
Sphere: Related ContentContinue reading ‘LD opinion survey: good news, bad news’