Events sponsored by Decoding Dyslexia CA (DDCA) are indicated on the events calendar. Local events held by other organizations may also be listed that may be of interest to our members. DDCA does not endorse any specific program or company.
This training is co-sponsored by San Mateo County Office of Education and Decoding Dyslexia CA and it will sell out!
Sign up for Summer Structured Literacy™ Training aligned with CA Dyslexia Guidelines best practices and the International Dyslexia Association’s Knowledge and Practice Standards. Course content was developed by international literacy expert, Dr. Margie Gillis, founder of Literacy How and research affiliate at Haskins Laboratories.
(30-hour Training includes breakfast, lunch and all training materials)
Learn more here.
This half-day workshop will focus on the assessment of dyslexia. Dr. Mather will address the definition of dyslexia; the importance of assessing cognitive and linguistic processes, including phonological awareness, orthographic coding, processing speed, and rapid automatized naming. In addition, she will discuss several challenges inherent in the assessment of dyslexia, including: early identification, twice exceptional students, and co-occurring disorders, such as ADHD and language impairment.
This event is intended for school psychologists, speech and language professionals, resource specialists, special education and general education teachers, school administrators, educational therapists, and all credentialing candidates in these fields as well as professional advocates. This event is open to the general public, however, it should be noted that it will be somewhat technical in nature.
California State University East Bay and Decoding Dyslexia CA support best practices with respect to dyslexia as outlined by the California Dyslexia Guidelines. Net proceeds from this event will be used to host future CSUEB events to increase dyslexia awareness.
Registration opens at 8:00 a.m. Workshop is 8:30 a.m. – 12:30 p.m.
Dr. Mather’s Bio:
Nancy Mather is a Professor Emerita at the University of Arizona in the Department of Disability and Psychoeducational Studies. She is a coauthor of the WJ IV and has coauthored two books on the interpretation and application of the WJ IV: Essentials of WJ IV Tests of Achievement and Woodcock-Johnson IV: Reports, Recommendations, and Strategies. She has published numerous articles, conducts workshops on assessment and instruction both nationally and internationally, and has coauthored several books linking assessment and intervention, including Learning Disabilities and Challenging Behaviors (3rd ed.), Essentials of Assessment Report Writing (2nd. ed.), and Essentials of Dyslexia: Assessment and Intervention.
Maryanne Wolf has done it again. She has written another seminal book destined to become a dog-eared, well-thumbed, often-referenced treasure on your bookshelf. Wolf weaves her background in neuroscience, education, literature, and technology into a thoughtful exploration of various complex issues related to the reading brain.
In her newest book, Reader Come Home: The Reading Brain in a Digital World, Wolf challenges her readers to read and think deeply about, well, reading and thinking deeply.
Wolf outlines her concerns about changes in the brain as it adapts to digital mediums. Some of her thought-provoking questions include the following:
– Will the next generation, immersed in multitasking and digital mediums, learn to develop slower and essential cognitive processes such as critical thinking, reflection, and empathy – all parts of deep reading?
– Will the seemingly continuous demands for our attention and immediate access to voluminous information change the development of personal storehouses of knowledge and affect our ability to make analogies, draw inferences, and arrive at independent judgments?
– Will the chain of digital influences ultimately impact critical analysis and empathy in our citizenscore requirements of a democracyand will potential changes in these capacities leave us more susceptible to fake news and demagoguery?
Clearly, these important questions have much bearing on todays challenging political-social environment. Wolfs letters culminate in a hopeful proposal for a biliterate reading brain. And what is that? Ah, you will need to read Reader Come Home to find out. But you will not regret one moment you spend reading and thinking deeply about the intriguing letters Maryanne Wolf has written to you.
Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007, HarperCollins), Dyslexia, Fluency, and the Brain (Edited; York, 2001), Tales of Literacy for the 21st Century (2016, Oxford University Press), and Reader, Come Home: The Reading Brain in a Digital World (August, 2018, HarperCollins).
$499 EARLY BIRD ($599 BEGINNING SEPTEMBER 1)
THURSDAY, OCTOBER 17
KEYNOTE SPEAKER: EMILY HANFORD
Emily Hanford is a senior producer and correspondent for American Public Media. Ms. Hanford sent shockwaves across the US and around the globe when her September 2018 documentary, Hard Words: Why Aren’t Kids Being Taught to Read, brought much needed mainstream attention to the importance of teacher knowledge of the science of reading. Ms. Hanford has been working in public media for more than two decades as a reporter, producer, editor, news director and program host. Her work has won numerous honors including a duPont-Columbia Award, a Casey Medal and awards from the Education Writers Association and the Associated Press. In 2017, she won the Excellence in Media Reporting on Education Research Award from the American Educational Research Association. Emily is based in the Washington, D.C., area.
FRIDAY, OCTOBER 18
KEYNOTE SPEAKER: DR. MARYANNE WOLF
Dr. Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007), Dyslexia, Fluency, and the Brain (2001), Tales of Literacy for the 21st Century (2016), and Reader, Come Home: The Reading Brain in a Digital World (2018).
If you need further information about The Annual Conference of The Reading League, please contact:
Dr. Michelle Storie, Treasurer and Conference Chair
Who knew there were spelling rules? Our students are given worksheets and lists of words, but no explicit instruction. This interactive, multisensory seminar will guide teachers through the normal spelling development, the importance of phonological awareness, the alphabetic principles, and the rules that govern how we can confidently spell 85% of English words. Teachers will leave with materials to guide their instruction and strategies to improve the spelling skills of their students.
Speaker: Nancy M. Coffman, MS, CALT, QI, Director, Shelton Academic Reading Approach (SARA), Shelton School.
A nationally known speaker in the field of multisensory structured language education, Nancy Coffman currently directs SARA, a comprehensive IMSLEC- and IDA- accredited training program in Structured Literacy. She began teaching children with dyslexia and related disorders in 1991 and training teachers in 1998.
Who Should Attend:
General education teachers: This seminar will raise your knowledge base in the areas of multisensory instruction in spelling to better serve all students.
Dyslexia practitioners, therapists and CALTs: This seminar will enhance your practice with current research and multifaceted practice activities and materials.
Join us for an exciting, new webinar on October 23 at 10 AM PDT/1 PM EDT with Lindamood-Bell’s Director of Research and Development, Paul Worthington.
Find out how the latest diagnostic and intervention studies and instruction results are offering major hope for addressing the needs of individuals diagnosed with dyslexia.
Register even if you are not able to attend. After the webinar, we will email you a link to the recording.
Don’t miss Friday’s sessions (W38/W40) co-sponsored by Decoding Dyslexia CA. These sessions will feature two international experts presenting on assessing for dyslexia and evidence-based reading and writing interventions in an MTSS setting.
Additional information for the CASP Convention here.
Strong reading skills are the foundation of all academic success, yet African American students as a group score lower on most standardized tests than white students. In spite of the 2000 National Reading Panel’s conclusions that students need direct, explicit instruction that teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension, educational institutions are failing to implement the Reading Panel’s findings. University training has been inadequate, forcing K-12 systems to fill classrooms with under-prepared teachers who then receive little support, training, or aligned materials.
African American students suffer disproportionately when not taught to read using evidence-based practices that leverage research. During this provocative hour-long webinar, Kareem Weaver, Member of the NAACP Oakland Branch’s Education Committee, will discuss how:
- The debate over reading philosophy has left key pillars of reading acquisition, especially critical for African-Americans, untaught
- Expectations of African American students impact the timing and tenor of interventions that could prevent reading problems
- Perceptions of intellectual capacity create a lens through which learning differences are interpreted by educator
- Racism and bias within school systems influence policy and practices and create a tolerance for failure
It is critical that schools provide African American children the same opportunities to achieve academic success as other children. This webinar will provide insights into how to address the persistent issues that create the achievement gap, particularly the lack of quality, evidence-based reading instruction.
Can’t make the live webinar? No problem! Go ahead and register and we’ll send you an email the day after the webinar with a link to the recording.
Learn how educators around the world use inquiry into English spelling as a means of enriching vocabulary, reading and spelling — and to leverage learning in any subject area. Bowers brought SWI to the Bay Area and the world. He was a visiting scholar at the Nueva School (2015-2016). His research has been published in prestigious journals and his
workshops are highly sought after around the world.
What is Structured Word Inquiry (SWI)?
“Structured word inquiry” Bowers and Kirby (2010) is word- level literacy instruction that engages learners of all ages and abilities by making sense of our surprisingly logical spelling system through scientific word investigation.
See an interview with Dr. Bowers on SWI HERE.
- Full day workshop Sat. Feb. 29 ($200) 9:30 am – 3:30 pm
- Full day workshop Feb. 29 plus the Fri. Feb 28 in-school workshop (8:30 am – 3:30 pm).
The Friday session includes 3 model lessons in classrooms followed by debriefing sessions with teachers.
(Total for 2 days $375)
Limited space for In-school sessions
• Feb 28 in-school session only open to those who also attend the Feb 29 full day workshop.
• Feb 29 Saturday workshop open to all.
Location: Presidio Knolls School
• 250 10th St, San Francisco, CA 94103 (Map HERE) • Tel: (415) 202-0770
Making Math Real: The Clinically Prescriptive Methodology for Students with Math LD — A Workshop for Educators & Parents
Research over the last 40 years has repeatedly indicated all students benefit most from direct and explicit instruction, especially those with math LD. Now, more than ever before, with the profusion of discovery methods in public and private school math classrooms, students with math-LD need and deserve direct and explicit simultaneous multisensory structured teaching to provide them with the math development they require now and into their futures. This 1-day seminar will provide the research basis from neurobiology and cognitive science and the foundational developmental structures, content, and methods that empower educators to be clinically prescriptive for all students with math LD.
Presentation by David Berg, E.T.
Creator of the Making Math Real Simultaneous Multisensory Structured Methods; Founder & Director of the Making Math Real Institute
Sponsored by the Northern California Branch of the International Dyslexia Association (NCBIDA)
Hosted by North Bridge Academy
Workshop: 8:30am – 4:00pm
Q&A: 4:00pm – 4:30pm