Webinar #1 (April 10, 2021):
Presented by E. Judith Cohen, Ed.D.
This presentation focuses on the definition of dyslexia, characteristics of children with dyslexia, and strategies that parents (and teachers) can provide to support student learning. The definition and importance of Structured Literacy will be discussed. Links to resources provided below.
Webinar #2 (May 8, 2021):
Presented by Colleen Crooms, Ph.D., NCSP and Jesse Steif, Ed.S., NCSP
Join school psychologists and IDA-FL board members Dr. Colleen Crooms, Ph.D, NCSP and Jesse Steif, Ed.S., NCSP as they discuss principles of Dyslexia assessment and identification. Topics will include school classification of Dyslexia vs. private diagnosis, specific skills and assessment instruments, the teacher’s role in Dyslexia evaluation, components of an evaluation, and treatment planning.
Webinar #3 (June 12, 2021):
Presented by Jan Wasowicz, Ph.D., CCC-SLP
We are biologically wired for oral language, but not for reading and writing. Learn how you can leverage the brain’s organization for the sounds of spoken language to more effectively teach reading and writing. We’ll examine the linguistic underpinnings of word-level reading and writing and explore practical ideas for speech-to-print multi-linguistic instruction, including how to set up and use a sound wall in your classroom.
Webinar #4 (July 10, 2021):
Assistive Technology Tips for Dyslexia
Presented by Katie Larew (DiDia), M. Ed., ATP, CDP
Owner @Assistive Technology Tools for Dyslexia
Have you heard about Assistive Technology, but wondered where to begin? This presentation will include an overview of Assistive Technology, built in accessibility tools, and tips to support implementing Assistive Technology.
Webinar #5 (August 14, 2021):
Twice-exceptional (2e) Students Who Are Gifted and Have Dyslexia: The “Canaries in the Mine”?
Presented by Nancy Young, M.Ed. Educational Consultant for Reading/Spelling/Writing; Specialist in Dyslexia, Giftedness & 2e
Students with the exceptionalities of either giftedness or dyslexia are often underserved in today’s schools. At even greater risk of not being identified and effectively supported are students who are intellectually gifted AND have dyslexia. Described as twice-exceptional (2e), these students require programming that addresses both their strengths – intellectual and personal – and their challenges in learning to read/spell/write. In this session, Nancy will summarize the research on 2e (gifted and dyslexia) and the dual differentiation they require. She’ll then provide examples of how to provide such differentiation while teaching the components of structured literacy in the regular classroom kindergarten to grade 3. (Many of her examples will also apply to instruction being received in remediation.) Nancy will propose that our 2e students may be the “canaries in the mine” to help us increase the engagement of all students in reading and writing instruction and practice while providing enrichment opportunities for gifted students.
Webinar #6 (September 11, 2021):
Presented by Paige C. Pullen, Ph.D.
Chief Academic Officer, Lastinger Center for Learning, @College of Education, University of Florida
Teacher knowledge of English phonology and orthography is essential for providing instruction that works for students with dyslexia. In this webinar, participants will learn some of the most important features of English phonology and orthography when teaching students with dyslexia and best practices for instruction of these features.
Webinar #7 (October 9, 2021):
Morphology Matters: Using Bases and Affixes to Develop Vocabulary in Students of All Ages
Presented by William Van Cleave (Founder of W.V.C.ED)
This webinar is a re-broadcast of a workshop that the late William Van Cleave presented at the 2020 PaTTAN Literacy Symposium.
An understanding of morphology, or the meaning parts that comprise words, is valuable for the development of vocabulary as well as spelling and word attack skills. In this interactive, hands-on workshop, Van Cleave engages participants in an introduction to morphological awareness. He first frames the discussion with an understanding of essential terminology and then guides participants through experimentation with words, examining their meaning parts and considering how this affects literacy skills. Participants consider components of an effective morphology-based lesson plan and leave with strategies they can use the very next day with their students.
Webinar #8 (November 13, 2021):
What a Difference a Morpheme Can Make: Words with Spelling Connections Have Meaning Connections
Presented by Nancy Cushen White, Ed.D., BCET, CALT-QI, CDT-IDA, LDT
This presentation begins with many definitions and explanations of critical words. It is appropriate for all levels of parents and teachers/Ed therapists.
Words with spelling connections have meaning connections. Although the pronunciation of morphemes may vary from word to word, the spelling of these morphemes does not change: define→definition, wild→wilderness, sign→signature. We never know the pronunciation of a morpheme until it lands in a word (Real Spelling), but the spelling of morphemes is significantly more predictable.
Good readers notice meaningful parts of words (morphemes), both spoken and written. This morphological awareness helps them to make connections between words related in meaning—and spelling. Pattern recognition reduces the load on memory and supports retrieval of linguistic information—for speaking, reading, and writing [Berninger, Carlisle, Moats, Nagy]. Related words are activated in memory when they have meaningful connections and when they share structural elements at the morpheme level, especially when spelling reveals those connections [Nagy] relate→relative→relation→relationship→interrelate. 80% of derived words mean what their parts suggest, as long as multiple meanings of elements are taken into account [Nagy].
- HANDOUT- What a Difference a Morpheme Can Make
- ASSIMILATED PREFIXES
- PREFIXES Tables
- SUFFIXES Tables
- BASES Tables
- REFERENCES- What a Difference a Morpheme Can Make
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