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2008 Annual IDA Conference
Session List
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ALL of the following sessions are included in your purchase of a Conference Set. Individual sessions are not available for purchase.
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Session Code
Speaker
Date
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Conference Set
F52 Written Expression
F53 Parsing: A Missing Component in Teaching Reading Comprehension
F54 Teaching the Teachers: Effective Models for Working with Colleges and Universities
F56 Shared Roots of Excellence: Orton-Gillingham and the Slingerland Approach
F57 The ABCs of Dyslexia Evaluations
F58 Designing a Multisensory Structured Language Program in Arabic: Promises and Challenges
F60 Planning Professional Development that Positively Affects Reading Success and Growth
F61 Documentation Guidelines for Adolescents and Adults with ADHD: Revisions and Updates
F62 Music, Rhythm, Rhyme, and Rules
F63 Technologies for Learning: What's What?
F64 Testing Early Literacy Skills
F65 Multisensory Structured Language Education for General Education Students and Those with Learning Differences
F66 Multi-Generational Communications: Embracing Diversity of a Different Level
F67 The Charles Armstrong School Model: Applications of Current Research
F68 Managing the ADHD/LD Student in the Classroom and at Home
F70 Pod Kids: Enhancing English Language Acquisition and Reading Comprehension
F71 Early Identification of Reading Disabilities: Current Perspectives
F72 A Roadmap for Parents: Symposium for Parents and Advocates
F73 Neurobiology and Behavior: An Overview of fMRI Research in Reading and Dyslexia
F74 How It Works: Implementing Successful Systems
F75 Comparisons of Reading Skills in Arabic Speaking Children with and without Learning Difficulties
F77 Vocabulary Across the Curriculum: A Variety of Teaching Strategies
F78 The Perfect Instructional Storm: Multisensory SMART Board and the Dyslexic Student
F80 Learn about LEAD Colorado
F81 Why Teach Spelling?
F82 Constructive Writing: The Development of an Evidence-Based Writing Curriculum at The Gow School
F83 Stages of Instruction for Decoding, Encoding, and Vocabulary
F84 Keeping it Real: A Language Curriculum for Life
F85 The Writing Dilemma: Understanding Dysgraphia
F87 Genetic Basics of Dyslexia
F88 Curriculum Delivery: Practical Accomodations for Learning Different Students
F89 An English Versus Arabic Approach to Phonics: A Case Study of Two Reading Disabled Bilingual Arab Students
F90 Using Classroom Response Technology in Reading Education Courses: Differentiated Instruction for Teachers
F91 Enhancing Your Child's Vocabulary: Why and How?
F92 The Efficacy of Explicit Literacy Instruction for English Language Learners in the Early Grades
F93 Update on the NICHD's Reading Research Activities
S101 Learning Disabilities in College: A Student Perspective
S102 Reading Instruction Aligned with a Theory of Cognition Produces Significant Increases in Phonological Awareness, Orthographic Processing, and Reading Comprehension
S103 Pathways to Written Expression Difficulties in Individuals with Dyslexia and Attention-Deficit/Hyperactivity Disorder
S104 Hand to Hand: Cursive through Art
S105 Reading Comprehension: A Complex Multidimensional Construct
S106 Measuring Reading Comprehension in Groups: A Review of the Test of Silent Contextual Reading Fluency
S107 It's Not Dyslexia but These Children Can't Read!
S108 Introduction to Digital Accessible Books and Materials for the Dyslexic Student
S109 Rebuilding the Teacher Tool Kit: Focus on Comprehension
S110.1 Integrating Digital Text into the Life of a Person with Dyslexia: Resources, Research, Demonstrations, Applications, Usage, Measurement, and Laws
S111 Independent and Adaptive Reading Assessments: Innovations in the Adaptive Evaluation of Reading Comprehension and Emerging Patterns in the Innovative Evaluation of Comprehension
S113 Which Words to Teach in this Book?
S114 A Research-Based Model for Early Identification of Students at Risk of reading Difficulties
S115 Multisensory Expository Writing Strategies for Dyslexic Students in High School
S116 All Students Engaged All the Time!
S117 Ying and Yang: Syllables and Morphemes
S118 Word Smarts: Morphology Development and Advanced Decoding
S119 Transitioning from High School to College: A Journey
S120 Verbal Auditory Processing Disorder (Auditory Dyslexia) for Teachers and Parents
S121 Evaluation of the Writing Road to Reading
S122 Principles, and Best Practices of Universal Design for Learning
S124 Teen Symposium: Recognize the Challenges and Celebrate the Differences of Dyslexia!
S125 Strategic Networking Session for International Participants
S126 Oral Language: A Pathway to Expository Text Comprehension and Expression
S129 The New Classroom: Multisensory and Digital Education
S130 Project Early I.D.: An RTI Literacy Program for the Early Childhood Classroom
S131 The Roots of Language: How English Morphology Works
S134 How the Components of the RAVE-O Program Incorporate Principles of the Reading Brain
S135 Writing Instruction for Adolescents with Language Learning Disabilities
S136 Multisensory Math with Morphemes and Manipulatives: Linking Language to Concepts before Teaching Procedures
S137 Issues in Phonology
S139 Two Minutes of Phonemic Awareness: Exercises for Tutoring Lessons
S140 Applying Reading Strategies Across the Content Areas in Middle and High School
S141 Beyond Phonics: The Art of Making Spelling Interesting
S142 Making Sense of Words: Effective Vocabulary Instruction
S144 OG for PE: Connections in Learning
S145 Secondary Reading Interventions for Young Readers: Focus on Fluency
S147 Phonology + Phonics + Morphology = Orthography: Three Converging Paths to Automatic Word Recognition and Spelling
S97 What We've Learned about Early Reading Intervention --What's Next?
S98 Parenting the Child with Dyslexia
S99 Unlocking the Living Landscape of Language: Syllables and Beyond
SA1 PUBLIC SCHOOL ADMINISTRATOR?S SYMPOSIUM: Our Quest for Reading and Literacy - What's Working?
SA2 Seminar for Head and Lead Administrators of Independent LD Schools
T10 Multisensory Ways of Teaching Phonemic Awareness to Dyslexic English Language Learners
T11 Pathways to Reading Comprehension Processes in Adolescents with Reading Disabilities and Attention-Deficit/Hyperactivity Disorder: Implications for Intervention
T13 What Kind of Errors Persist in Poor Spellers? A Longitudinal View of the Phonological-Orthographic Connection
T14 Effective Interventions for English Language Learners
T16 Preparing Teachers to Provide Appropriate Reading and Spelling Instruction to All Students
T17 Literacy Intervention from a Speech/Language and Psychological Perspective: Achieving Therapeutic Targets While Fostering Self-Advocacy and Self-Esteem.
T19 Dyslexia and Other Developmental Language Impairments
T2 Procedural Learning Deficit: A Unifying Framework for Developmental Disorders?
T21 Teaching Content Vocabulary and Syllable Types Through Spelling
T22 Successful Strategies for Acquisition and Maintenance of Vocabulary: Exploring Content Areas for All Learners
T23 Adult Educators in the United States: Who Are They and Are They Ready to Teach Reading to Adults?
T24 Weaving Success: Metacognition in Structured Language Lessons
T25 Bridging Word Decoding to Comprehension: Optimal Fluency Enrichment - Implications for Quality Student Performance from RTI and Brain Research
T26 Dyslexic Entrepreneurs
T27 Dyslexia 101: What Parents Need to Know
T28 Laying a Foundation for Visual, Auditory, and Kinesthetic Readiness to Read
T29 The Nuts and Bolts of Memory: Theory and Practical Applications
T30 Five Life Lessons of a Successful Dyslexic
T31 Morphological Analysis of Primary School Chinese and Its Implications for Reading Development
T33 Making Vocabulary Real for Young Children
T34 Helping Teachers Work Smarter, Not Harder: The Haskins Mentor Model
T35 Mathematics, Metacognition and Multisensory Instruction - Informed by Recent Research in Neuroscience
T36 The Comprehension Connection: Fluency and Vocabulary
T38 Multisensory Structured Language (MSL): From Struggling to Sound Readers
T39 Dyslexia in Native Spanish Speaking English Language Learners: Implications of Research for Fluency Intervention
T4 Teaching the Teachers: Effective Models for Colleges and Universities
T40 A Spelling Error Analysis of Closed Syllable Patterns and the Impact of Multisensory Instruction for At-Risk Readers: A Group-Administered, Informal Assessment to Pinpoint Specific Difficulties and Guide Instru
T41 Using Vocabulary and Text Structure to Link Reading and Writing Instruction
T42 A Universal Design Approach to Teaching Note-Taking
T43 Practicing Metacognition: Building Ownership of Language Structure
T44 Does Oral Language Production Promote Written Language Production? A Study of Word Productivity, Expressed Ideas, Syntactic Complexity, Lexical Diversity, and Spelling Accuracy in Adolescents
T45 Beyond RAN and Phonological Processing: The Role of Processing Speed in Dyslexia
T46 Supporting the Supporters: Strategies and Issues for Supporting Parents of Children and Adolescents with Dyslexia
T48 A Reading Coach's Guide to Teaching Reading Essentials
T6 Creating the Writing Revolution
T8 Language Learning Intervention Research: Early Childhood to Grade 6
W1 Behavior, Brain Function, and Genes: Research into Disorders of Cognition and Learning Disabilities
W2 Quality Teacher Preparation Reading Programs: A Pre-requisite for Effective Reading Teachers
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Conference Set
CON Full Conference Online Access Set
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