37th Conference on Literacy and Learning Disabiliti es October 9, 2015

Delaware Valley Friends School, Paoli, PA

The Pennsylvania Branch of the International Dyslex ia Association

Serving Pennsylvania and Delaware

The International Dyslexia Association supports efforts to provide individuals with dyslexia with appropriate instruc-tion and to identify these individuals at an early age. The Association and the Pennsylvania Branch, however, do not endorse any specific program, speaker, product, school or instructional material, noting that there are a number of such which present the critical components of instruction as defined by IDA.

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PARENT TRACK: 8 NEW PARENT SESSIONS AVAILABLE

BREAKFAST SPONSOR LUNCHEON CO-SPONSOR

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THURSDAY EVENING RECEPTION CO-SPONSOR

Neurobiological Correlates of Decoding and Comprehe nsion Laurie Cutting, Ph.D.

Individuals with dyslexia and other related difficulties face a broad array of challenges with regard to reading. Most predominantly, they have difficulty with decoding and word recognition. Neurobiologically, not only do these individuals differ relative to typically developing readers, but also their neurobiological structure and function has been found to be useful for predicting responsiveness to intervention. Another aspect of reading that has been less of a focus is understanding how the higher level linguistic and cognitive processes important for reading comprehension differ across readers. Although less is known about these processes, recent findings have shed some light on the neurobiological mechanisms of comprehension.

This presentation will review findings regarding the various levels of reading (word-level, comprehen-sion), discuss the inter-relationships between the two, and examine how neurobiological approaches in-form and refine our understanding of how to identify and treat reading difficulties. This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists. Laurie E. Cutting, Ph.D., is Patricia and Rodes Hart Professor of Special Education, Psychology, Radiol-ogy, and Pediatrics at Vanderbilt University. She is also a Senior Scientist at Haskins Laboratories and a member of the Vanderbilt Brain Institute as well as the Center for Cognitive and Integrative Neuroscience at Vanderbilt University. She is the principal investigator of several NIH-funded research projects on reading and reading comprehension and a co-investigator on other NIH-funded and Department of Edu-cation-funded projects on reading, reading disabilities, and ADHD. She focuses on brain-behavior rela-tions in children and adolescents, with a particular emphasis on reading disabilities, language and execu-tive function. Prior to joining the faculty at Vanderbilt, she was a research scientist at Kennedy Krieger Institute and an Associate Professor of Neurology at the Johns Hopkins School of Medicine and an Asso-ciate Professor of Education at Johns Hopkins University. During her doctoral work at Northwestern Uni-versity, she completed internships at Yale University School of Medicine's Center for Learning and Atten-tion and the National Institute of Child Health and Human Development. In 2002-2003, she completed a NIH science policy fellowship. She has written and co-authored articles on reading, reading disabilities,

KEYNOTE ADDRESS (1.5 CE Credits) 9:15 A.M. to 10:45 A.M.

BREAKOUT SESSION SELECTION

Research : Presentation on current research conducted and/or integrated by the presenter, with discussion of practical implications.

Practical : Presentation on advanced or novel techniques for experienced practitioners. Presentation will describe research supporting techniques, target populations, and parameters of techniques.

Informational : Introduction to a topic, with a focus on general overview, resources, and application.

Parent Track: This session is geared specifically to the needs of parents signed up for the “Parent Track.”

Conference registration includes the Keynote Address and one morning and one afternoon session. Pre-registration is required for all sessions.

AM1 Assessing Reading Comprehension: A Complex Task Laurie Cutting, Ph.D., Professor, Vanderbilt University Reading comprehension is a multifaceted construct. Therefore, it is not altogether surprising that different reading comprehension measures have varying cognitive demands. This presentation will review recent work examining the cognitive requirements associated with different ways of assessing reading comprehension. Implications for practice will be reviewed. Session Focus: Research This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

AM2 Creativity’s Role in Enhancing the Lives of Learners with Dyslexia and Dyscalculia Lori Severino, Ed.D., Clinical Professor, Drexel University Fredricka Reisman, Ph.D., Professor, School of Education, Drexel University This session will focus on the importance creativity plays in children with dyslexia and dyscalculia. The creativity assessment will be discussed, and strategies to incorporate creativity in teaching using student strengths will be ex-plored. Session Focus: Informational

AM3 Late-Talking Toddlers: Language and Reading Outcomes to Age 17 Leslie Rescorla, Ph.D., Professor of Psychology, Director of Child Study Institute, Bryn Mawr College The results of a 15 year longitudinal study of late talkers identified at 24-31 months will be described. The children had significant expressive language delays at age 2 but receptive language and nonverbal abilities were at age level. While the late talker group generally had mean scores in the average ranges on a wide variety of language and read-ing, spelling, and writing measures through age 17, they scored less well on many of these measures than a compar-ison group matched at intake on nonverbal abilities and socioeconomic status. Implications of the findings for a dimensional account of language ability will be discussed. Session Focus: Research This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

AM4 Assembling and Disassembling Sentences: The Link Between Writing and Comprehending William Van Cleave, M.A., Educational Consultant, W.V.C.ED An understanding of the way words, phrases, and clauses work together to create sentences is essential both for sen-tence writing and sentence comprehending. In this hands-on, interactive workshop, participants will develop a logi-cal system for building sentences using a knowledge of both parts of speech and sentence parts. They will practice with the concepts introduced and leave with strategies they can immediately use in their classrooms. Session Focus: Practical

AM5

Developing Number Sense in Struggling Math Students – It’s NOT Just for Kindergarten Nancy Dyson, Ph.D., Researcher, University of Delaware Without foundational number sense, students of all ages continue to struggle in mathematics. "This session will begin by briefly reviewing the importance of number sense for future success in mathematics and how a number sense screener can be used to identify K to 1st-grade children at risk for mathematics difficulties. Next, the findings of a four-year study on improving number sense in young children will be reported as well as the resulting research-based number sense intervention. A better understanding of number sense, appropriate screeners, and interventions for students at risk for mathematics difficulties will help educational psychologists identify children at risk for mathematics difficulties, and help them recommend and guide more appropriate interventions. Session Focus: Research to Practice This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

AM 6 Teens and Tweens are Dyslexic Too! Dee Rosenberg, M.A., LDT/C, Director of Education, Newgrange School and Laurel School of Princeton, Newgrange Education Center This interactive workshop will enable teachers to identify and support LERD (Late–Emerging Reading Disabilities) in the classroom. Specific techniques will be discussed for screening and assessment of reading disorders of middle and high school students. Interventions for improving skills in morphology, fluency, and reading comprehension in upper grades will be explored. Session Focus: Practical

MORNING SESSIONS (1.5 CE Credits) 11:15 A.M. to 12:45 P.M.

AM7 Interventions for Working Memory Deficits in Students with Dyslexia Milton J. Dehn, Ed.D., Schoolhouse Educational Services Research has documented that working memory deficits are highly related with dyslexia. This session details meth-ods for strengthening and supporting working memory in ways that can lead to improved learning and reading per-formance. These methods include brain-based exercises, strategies, instructional approaches, accommodations, and specific techniques for decoding. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

AM8 The Benefit of Mindfulness Training for Students with Learning and Attentional Challenges Elizabeth Kriynovich, M.A, CALP, English/Language Arts Teacher, Delaware Valley Friends School The practice of mindfulness, which can be defined as cultivating attention to the present moment with an attitude of nonjudgment and curiosity, can be an important tool for use in the LD classroom. Mindfulness practice has been scientifically proven to decrease anxiety and depression, and increase attention, focus, learning, and resiliency in adolescents. After participating in mindfulness activities as part of their regular school day, students report in-creased ability to manage their emotions, regulate moods, and focus. This presentation will discuss current research in the field of Mindfulness and LD Education, as well as offer several brief mindfulness practices that can be easily implemented in school settings with students of any age. Session Focus: Research to Practice

AM9 Parent Session: Special Education: A Practical Overview for Families Heidi B. Konkler-Goldsmith, Esquire, Shareholder & Supervising Partner of Special Education, McAndrews Law Offices, P.C. School Districts are required to provide the full range of special education services for a student to make meaning-ful progress, which are mandated by law. It is important that families receive accurate and complete information to properly address their children's special needs. This session will focus on families’ rights under IDEA and Section 504. Session Focus: Parent (CEU’s are not available)

AM10 Parent Session: The Orton-Gillingham Approach: Dyslexia Intervention at its Best Maria M. Paluselli, M.Ed., Learning Support Teacher/ Educational Consultant, Pine Richland School District This session is intended for individuals who would like a basic understanding of the principles of the Orton-Gillingham Approach. Session participants will be provided with a brief overview of how language instruction can progress using multisensory strategies. Both theoretical principles and instructional strategies will be discussed, as well as how these strategies differ from a traditional approach to teaching reading and spelling, along with rationale for this approach as optimal for the learner with dyslexia. Session Focus: Informational/Parent

AM11 Parent Session: Keep Calm and Carry On! From the Acquisition of Reading Skills to the College Process: A Guide to Keeping Students with Learning Disabilities Emotionally Healthy Meghan S. Leahy, M.S., NCC, Director, Leahy Learning Utilizing methodologies that integrate learning processes and counseling skills will provide results to families in the areas of classroom proficiency and daily living throughout various life stages. In this session, insights, interven-tions, and resources will be shared to foster open client, family, and school communications which result in emo-tionally healthy students with improved self-concept. Session Focus: Parent (CEU’s are not available)

AM12 Parent Session: From Assessment to Instruction: What Does It All Mean? Susan Frank, Wilson Literacy Advisor/Literacy Specialist It can be difficult to understand just exactly what a student evaluation indicates for instruction. This session will help both parents and teachers know how a student’s cognitive profile relates to their reading acquisition. This in-formation will be useful with all MSL programs, however, information will be shared about how it specifically ap-plies to the Wilson Reading System and how WRS Certified teachers are prepared to deliver a very diagnostic and intensive program to meet the individual needs of a student with dyslexia. Session Focus: Parent/Informational (CEU's are not available)

MORNING SESSIONS (1.5 C.E. Credits) 11:15 A.M. to 12:45 P.M.

PM1 Longitudinal Trajectories of PSSA Reading Scores Leslie Rescorla, Ph.D., Professor of Psychology, Director of Child Study Institute, Bryn Mawr College Reading scores from the Pennsylvania System of School Assessment (PSSA) from 3rd to 6th grade were studied in 1,410 public school students in a suburban school district. Correlations indicated very strong consistency over time in rank ordering of students. The 3rd grade PSSA was good at identifying students who passed the PSSA in 6th grade, but about half the students who failed the PSSA in 6th grade had passed in 3rd grade. When students were grouped by their third grade performance level, large group differences persisted across years. Session Focus: Research This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psychologists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

PM2 Facilitating Deep Comprehension in Language Arts, Social Studies, and Beyond: The Action Cycle Approach Robb Gaskins, Ph.D., Head of School, Benchmark School Did you ever wish that there were a way to help your students develop a deeper understanding of the stories they read and the content they study? This session will describe an instructional approach that does just that. Through the use of lesson plans, transcripts, and summaries of data analyses, the presenter will demonstrate how the Action Cycle approach is implemented and its effects on students' understanding in elementary and middle school language arts and social studies classrooms. The session will present additional ways the approach can be applied in the classroom and beyond. Session Focus: Practical

PM3 Developing Fraction Sense in Struggling Math Students Nancy Dyson, Ph.D., Researcher, University of Delaware Fraction concepts can be difficult for all learners but especially for students who struggle with math. This session will report the findings of a four year longitudinal study on the development of fraction knowledge in children from 3rd to 6th grades. Roadblocks to learning fractions will be discussed as well as ways to promote conceptual fraction knowledge in your students. Session Focus: Research

PM4 I Spy…the Child Who Has Dyslexia in the Classroom! Dee Rosenberg, M.A., LDT/C, Director of Education, Newgrange School and Laurel School of Princeton, Newgrange Education Center This interactive workshop will explore the need for early screening, assessment and intervention for dyslexic stu-dents. Participants will explore the definition of dyslexia and the elements of effective screening methods in order to facilitate early identification of children who have dyslexia. Various screening/assessment tools and interventions that support the development of foundational reading skills will be discussed. Session Focus: Practical

PM5 With a Purpose: Writing Narrative, Argument, and In formative Text in the Age of the Common Core William Van Cleave, M.A, Educational Consultant, W.V.C.ED In this lively and engaging workshop, current research on writing will be used to help participants understand the issues confronting student writers who struggle with dyslexia. We will emphasize working memory and the number of simultaneous demands the writing process makes. Participants will be guided through tips and techniques for assisting students with composition, beginning with basic and expanded paragraphs and moving through the three major writing styles promoted in the Common Core: narrative, argument, and informative writing. This hands-on, interactive workshop will allow participants to practice with concepts introduced and leave them with tools they can use with children the very next day. Session Focus: Practical

AFTERNOON SESSIONS (1.5 C.E. Credits) 1:45 P.M. to 3:15 P.M.

PM6 Long-Term Memory Strategies that Enhance Learning and Recall Milton J. Dehn, Ed.D., Schoolhouse Educational Services This presentation focuses on evidence-based instructional methods and strategies that support neurological long-term memory processes. Details are provided on instructional methods that can easily be incorporated into class-room instruction. Strategies that students can do independently will also be introduced. The approaches included have all been shown to significantly improve academic achievement. Methods that enhance reading comprehension and recall are also included. Session Focus: Practical

PM7 Treating Organization, Time Management and Planning Deficits in Children and Adolescents with ADHD Jenelle Nissley-Tsiopinis, Ph.D., Research and Clinical Psychologist, Children’s Hospital of Philadelphia This session will describe the principles underlying effective organization, time management and planning interventions for children with ADHD. It will provide an overview of the research-evidence for one of these interventions; the Organizational Skills Training Program developed by Drs. Howard Abikoff and

Richard Gallagher and will introduce the techniques used in this intervention. The presentation will also consider the challenges and principles used in adapting this intervention for use with adolescents with ADHD. Session Focus: Practical This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Edu-cation for psychologists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

PM8 Parent Session: Preparing Students with Disabilities for Successful Transition to College Elizabeth C. Hamblet, M.S., LDT-C, Learning Consultant, Columbia University The transition to college can be challenging for students with disabilities, but with the proper preparation, they can enjoy success! This session explains how the system for accommodations works at college, describes students' rights and responsibilities within that system, and shares what the research says are the skills students should devel-op while they're in high school to ensure success when they reach college. The documentation students need to ap-ply for accommodations are reviewed as are the accommodations that may be available. Session Focus: Informational/Parent

PM9 Parent Session: Legal Rights of Students with Dyslexia Sonja D. Kerr, M.S, J.D., Director, Disability Rights, Public Interest Law Center This session will focus on the legal rights of students with dyslexia, and in particular, the right of students with dyslexia to: 1) receive meaningful educational benefit (through Orton-Gillingham based programs); 2) Extended School Year; and 3) assistive technology evaluations, devices and instruction. Session Focus: Informational/Parent

PM 10 Parent Session: Dilemma in the Classroom: Distracted, Disruptive and Demoralized Marius Popii, M.D., Child and Adolescent Psychiatrist, Devereux Behavioral Foundation This presentation provides a practical perspective on a complex and common clinical presentation in children of school age. Suggestions on how to identify, assess and support children with multiple overlapping needs will be given. Session Focus: Practical/Parent

PM11 Parent Session: Anxiety and Dyslexia: Interdependence and Intervention Joelle Beecher McGovern, Ph.D., Clinical Psychotherapist, University of Pennsylvania A dynamic relationship exists between development, mental health, behavior and the environment. Looking at the interplay of factors within this big picture perspective helps inform how best to support children who are struggling with learning and emotional issues. This presentation will focus on the relationship between anxiety and dyslexia. Specific information on anxiety including academic, social, and performance worries, in addition to school refusal as related to learning disabilities will be explored. The cycle of anxiety will be highlighted and practical strategies to manage primary and secondary anxiety disorders that co-exist with learning disorders will be presented. Session Focus: Practical/Parent This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

AFTERNOON SESSIONS (1.5 C.E. Credits) 1:45 P.M. to 3:15 P.M.

PARENT SESSIONS

AM 9 Parent Track Session

Special Education: A Practical Overview for Families Heidi B. Konkler-Goldsmith, Esquire, Shareholder & Supervising Partner of Special Education, McAndrews Law Offices, P.C. School Districts are required to provide the full range of special education services for a student to make meaning-ful progress, which are mandated by law. It is important that families receive accurate and complete information to properly address their children's special needs. This session will focus on families’ rights under IDEA and Section 504. Session Focus: Parent (CEU’s are not available)

AM 10 Parent Track Session

The Orton-Gillingham Approach: Dyslexia Intervention at its Best Maria M. Paluselli, M.Ed., Learning Support Teacher/ Educational Consultant, Pine Richland School District This session is intended for individuals who would like a basic understanding of the principles of the Orton-Gillingham Approach. Session participants will be provided with a brief overview of how language instruction can progress using multisensory strategies. Both theoretical principles and instructional strategies will be discussed, as well as how these strategies differ from a traditional approach to teaching reading and spelling, along with rationale for this approach as optimal for the learner with dyslexia. Session Focus: Informational/Parent

AM 11 Parent Track Session

Keep Calm and Carry On! From the Acquisition of Reading Skills to the College Process: A Guide to Keep-ing Students with Learning Disabilities Emotionally Healthy Meghan S. Leahy, M.S., NCC, Director, Leahy Learning Utilizing methodologies that integrate learning processes and counseling skills will provide results to families in the areas of classroom proficiency and daily living throughout various life stages. In this session, insights, interven-tions, and resources will be shared to foster open client, family, and school communications which result in emo-tionally healthy students with improved self-concept. Session Focus: Parent (CEU’s are not available)

AM 12 Parent Track Session

From Assessment to Instruction: What Does It All Mean? Susan Frank, Wilson Literacy Advisor/Literacy Specialist It can be difficult to understand just exactly what a student evaluation indicates for instruction. This session will help both parents and teachers know how a student’s cognitive profile relates to their reading acquisition. This in-formation will be useful with all MSL programs, however, information will be shared about how it specifically ap-plies to the Wilson Reading System and how WRS Certified teachers are prepared to deliver a very diagnostic and intensive program to meet the individual needs of a student with dyslexia. Session Focus: Parent/Informational (CEU's are not available)

MORNING SESSIONS 11:15 A.M. to 12:45 P.M.

PARENT SESSIONS AFTERNOON SESSIONS 1:45 P.M. to 3:15 P.M.

PM 8 Parent Track Session

Preparing Students with Disabilities for Successful Transition to College Elizabeth C. Hamblet, M.S., LDT-C, Learning Consultant, Columbia University The transition to college can be challenging for students with disabilities, but with the proper preparation, they can enjoy success! This session explains how the system for accommodations works at college, describes students' rights and responsibilities within that system, and shares what the research says are the skills students should devel-op while they're in high school to ensure success when they reach college. The documentation students need to ap-ply for accommodations are reviewed as are the accommodations that may be available. Session Focus: Informational/Parent

PM 9 Parent Track Session

Legal Rights of Students with Dyslexia Sonja D. Kerr, M.S, J.D., Director, Disability Rights, Public Interest Law Center This session will focus on the legal rights of students with dyslexia, and in particular, the right of students with dyslexia to: 1) receive meaningful educational benefit (through Orton-Gillingham based programs); 2) Extended School Year; and 3) assistive technology evaluations, devices and instruction. Session Focus: Informational/Parent

PM 10 Parent Track Session

Dilemma in the Classroom: Distracted, Disruptive and Demoralized Marius Popii, M.D., Child and Adolescent Psychiatrist, Devereux Behavioral Foundation This presentation provides a practical perspective on a complex and common clinical presentation in children of school age. Suggestions on how to identify, assess and support children with multiple overlapping needs will be given. Session Focus: Practical/Parent

PM 11 Parent Track Session

Anxiety and Dyslexia: Interdependence and Intervention Joelle Beecher McGovern, Ph.D., Clinical Psychotherapist, University of Pennsylvania A dynamic relationship exists between development, mental health, behavior and the environment. Looking at the interplay of factors within this big picture perspective helps inform how best to support children who are struggling with learning and emotional issues. This presentation will focus on the relationship between anxiety and dyslexia. Specific information on anxiety including academic, social, and performance worries, in addition to school refusal as related to learning disabilities will be explored. The cycle of anxiety will be highlighted and practical strategies to manage primary and secondary anxiety disorders that co-exist with learning disorders will be presented. Session Focus: Practical/Parent This program is co-sponsored by the Philadelphia Society of Clinical Psychologists and PBIDA. The Philadelphia Society of Clinical Psychologists is approved by the American Psychological Association to sponsor Continuing Education for psycholo-gists. The Philadelphia Society of Clinical Psychologists maintains responsibility for the program and its content. This program provides 1.5 Hours of CE credits for Psychologists.

8:00 A.M. Registration and Exhibits

Continental Breakfast

9:00 A.M. Welcome

Julia Sadtler, PBIDA President Janet L. Hoopes

Award Presentation

9:15 A.M. Keynote Address Laurie Cutting, Ph.D.

10:45 A.M.

Exhibits, Coffee

11:15 A.M. – 12:45 P.M. Morning Break-Out Sessions

12:45 P.M. – 1:45 P.M. Lunch

Exhibits, Book Signings Raffle Drawing

1:45 P.M. – 3:15 P.M. Afternoon Break-Out Sessions

Exhibits close

3:15 P.M. Sessions End

All CE Papers Returned from ALL Sessions

SCHEDULE OF EVENTS

DIRECTIONS/HOTEL The PBIDA’s 37th Annual Fall Conference will be held at Delaware Valley Friends School, Paoli, PA 19301. PARKING IS VERY LIMITED. Please consider carpooling or taking SEPTA’s Paoli-Thorndale Line. Driving directions may be found by visiting www.dvfs.org. HOTEL: A limited numbers of rooms have been held at a discounted rate for PBIDA confer-ence attendees and exhibitors at The Desmond Hotel & Conference Center, One Liberty Boulevard, Malvern, PA. Contact the hotel directly at 800-575-1776 or 610-249-2116. Trans-portation to the conference will be available from the hotel.

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