Events

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.

Aug
6
Mon
2018 Orton-Gillingham Approach: Teacher/Tutor Training for Dyslexia and Literacy Instruction @ Frostig School , Pasadena
Aug 6 @ 8:30 am – Aug 10 @ 5:00 pm

2018 Orton-Gillingham Approach:  Teacher/Tutor Training for Dyslexia and Literacy Instruction

Hosted by Academy of Orton-Gillingham Practitioner and Educators / Instructor: Nancy Redding, Fellow in Training.  For course details, view the course flyer.

The OG Approach is for implementation in a classroom, or in small group or individual tutoring. All coursework needed to achieve Classroom Educator certification, for those working in a school, will be taught in a 40 hour course from August 6 – 10.

For those desiring to be certified at the Associates Level, appropriate for 1–1 tutoring, this course will fulfill 40 of the 60 required hours of classroom instruction. The additional 20 hours will be taught November 18 – 21, 2018, at the same location for an additional cost.

Participants in this 40-hour course will be eligible for Classroom Educator Level certification from the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). This course is a pre-requisite to the Associate Level Course (an additional 20 hours of instruction), which will be offered in November. Certification (at either level) requires a practicum, which may be arranged with instructor, if desired.

More information about these levels of OG training can be found at: www.ortonacademy.org or by contacting Nancy Redding at nancy.c.redding@gmail.com

 

Wilson Reading System Introductory Workshop @ Courtyard Marriott, Sherman Oaks
Aug 6 @ 9:00 am – Aug 8 @ 3:30 pm

Wilson Reading System Introductory Workshop

August 6-8, 2018

Duration 3 consecutive days

Time 9:00am – 3:30pm

This three day (15-hour) workshop provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.

The Wilson Reading System® is an intensive (Tier 3) program for students in grade 2 and beyond who have a language-based learning disability, such as dyslexia, or who have not internalized the sound-symbol system for reading and spelling. Based on scientific reading research and Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the English language. (One graduate credit, optional, is available through Fitchburg State University, Fitchburg, MA.)

Upon completion of the workshop, participants will be able to:

  • Define dyslexia, and describe common characteristics.
  • Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
  • Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
  • Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
  • Prepare a 10-part WRS Lesson plan.
Aug
7
Tue
Wilson Reading System Introductory Workshop @ Marriott Riverside at Convention Center
Aug 7 @ 9:00 am – Aug 9 @ 3:30 pm

Wilson Reading System Introductory Workshop

This three day (15-hour) workshop, co-sponsored by IDA Southern California Tri-Counties Branch, provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.

The Wilson Reading System® is an intensive (Tier 3) program for students in grade 2 and beyond who have a language-based learning disability, such as dyslexia, or who have not internalized the sound-symbol system for reading and spelling. Based on scientific reading research and Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the English language. (One graduate credit, optional, is available through Fitchburg State University, Fitchburg, MA.)

Upon completion of the workshop, participants will be able to:

  • Define dyslexia, and describe common characteristics.
  • Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
  • Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
  • Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
  • Prepare a 10-part WRS Lesson plan.
Aug
15
Wed
Wilson Reading System Introductory Workshop @ CHC, Palo Alto
Aug 15 @ 9:00 am – Aug 17 @ 3:30 pm

This three day (15-hour) workshop provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.

This workshop is co-sponsored by the IDA Northern CA Branch

Upon completion of the workshop, participants will be able to:

  • Define dyslexia, and describe common characteristics.
  • Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
  • Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
  • Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
  • Prepare a 10-part WRS Lesson plan.
Aug
21
Tue
Wilson Reading System Advanced Strategies for Multisensory Structured Language Group Instruction Workshop @ CHC, Palo Alto
Aug 21 @ 9:00 am – Aug 23 @ 3:30 pm

Wilson Reading System 

Advanced Strategies for Multisensory Structured Language Group Instruction Workshop

August 21 – 23, 2018

Duration 3 consecutive days

Time 9:00am – 3:30pm

Prerequisite

  • WRS Level 1 Certification
  • Bachelor’s Degree in Education or a related field

This three-day (15-hour) workshop delves into essential techniques and strategies to improve all aspects of Wilson Reading System® (WRS) group instruction through hands-on practice and discussion, and prepares participants for the Group Mastery Practicum. The workshop examines the specifics of each WRS Block, with an increased focus on vocabulary, comprehension, and fluency instruction. At the completion of the workshop, participants will be able to:

  • Identify factors for successful WRS group instruction.
  • Review the planning for and execution of WRS Lesson Blocks 1, 2, and 3 for maximum group success.
  • Develop a word-conscious lesson.
  • Understand the role of spelling in writing fluency.
  • Determine how to incorporate complex text, both literary and informational text structures.
  • Understand and practice important aspects of fluency instruction with Wilson Fluency®/Basic.
Sep
20
Thu
Structured Word Inquiry @ Marina Village Conference Center
Sep 20 @ 9:00 am – Sep 21 @ 3:30 pm

Both days will draw on classroom/tutoring lessons across the grades to help teachers/tutors make sense of English spelling and ways to bring that understanding in their own educational contexts. Both days will be driven by the participants questions and both will have investigations teachers will engage in, but there will be more time for digging into activities on Day 2 with the basics in place. The basic story will be something like this:

Day 1: 
– A general introduction to the big picture of English orthography and SWI
– Working with word morphological and etymological word families
– Making sense the interrelation of morphology, etymology and phonology by working with matrices, word sums (spelling-out-loud and writing-out-loud), grapheme-phoneme correspondents and synchronic and diachronic etymology
– How to draw on SWI in the process of reading instruction, and to deepen understanding of key concepts and terms in any subject area. 
– Brief description of the research

Day 2:
– A revisiting of the key concepts of Day 1, but now with much more time for activities. 
– More time for activities
– much more time for the details of “writing-out-loud” and “spelling-out-loud”, bigger investigations 
– more time learning how to work with Etymonline to inform SWI investigations
– more practice on grapheme-phoneme-correspondences and the interrelation with morphology and phonology
– a more detailed account of the research
The point is that people can get an introduction on Day 1 if they can only commit to one day. Day 2 is hugely valuable to have time to process the concepts and terms of Day 1 and to refine understanding.

Flyer

Sep
29
Sat
Structured Word Inquiry @ Athena Academy
Sep 29 @ 9:30 am – 3:30 pm

Register for the class directly through the instructor:  peterbowers1@mac.com

Full day workshop!  Who is this workshop for?

This workshop is appropriate for teachers and tutors new to SWI and those who have attended workshops and worked with SWI for some time.  Those who have attended Pete’s workshops multiple times know that revisiting these introductory sessions is particularly rich for deepening understanding and confidence in their instructional practice.  The content addresses instruction of children of all ages and abilities.

Download the Flyer for more information

Aug
12
Mon
2019 Structured Literacy™ Series with Literacy How – San Mateo @ San Mateo County Office of Education
Aug 12 @ 9:00 am – Aug 16 @ 3:30 pm

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.

Downloadable flyer

Sep
14
Sat
Students with Dyslexia: Essentials of Assessment @ California State University, East Bay - Valley Business and Technology Center - 124
Sep 14 @ 8:00 am – 12:30 pm

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.

Oct
17
Thu
The Third Annual Conference of The Reading League @ THE ONCENTER CONVENTION CENTER
Oct 17 @ 7:00 am – Oct 18 @ 4:00 pm
Each year, The Reading League gathers experts from around the globe to share their research, knowledge, and experiences in an effort to further our mission of advancing the awareness, understanding, and use of the scientific evidence base in practice. Teachers, administrators, and educators of all kinds join together to elevate their learning about reading, writing, and related topics.

$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
mstorie@gmail.com