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.
Educating Professionals in the Field of Learning Differences
The Summer Institute offers a professional development program for teachers, educational therapists, tutors and parents who would like to learn more about dyslexia and other learning differences. CUE credits are available through CSUMB.
- Understanding Dyslexia & the Reading Brain
- Dyslexia Law (2015): AB 1369
- Understanding ADHD & Executive Function Skills
- Learning and the Brain: Stress, Memory & Growth Mindset
- Keys to Literacy: Components of Effective Reading Programs
- IDEA (2004) & Rehabilitation Act (1973): Section 504
About the Presenter:
Gretchen Giuffre, M.A. Ed., has been involved in independent and public sector education since 1999. Specializing in children with learning differences, she is the former Middle School Coordinator at Chartwell. Additional experience includes the following roles: Reading and Math Intervention Coach, Language Arts Educator and Advisor for a Language & Literacy School Reform Initiative.
CEU’s available for $10.00
Presented by: Timothy T. Houge, Ph.D. and Sue Hegland
If you care about literacy, you must have asked yourself this question at times: is it possible to structure literacy instruction to excite, challenge and empower all students, from the dyslexic reader who is struggling to the strong reader who is flying? It is actually possible to do this, and it’s also possible to make sure that each and every student becomes fully literate. But to make these things happen, we must rethink some misunderstandings about the structure and purpose of written English. This presentation will include an overview of the some of the foundational patterns in our completely coherent English writing system, along with examples from dyslexic and non-dyslexic student work. Join us for an introduction to the difference this can make for students at every level.
This talk was previously presented as the keynote at the Oct 4 “Literacy for All: Understanding Language, Learning and Dyslexia” conference in Sioux Falls, SD.
About the Speakers:
Timothy T. Houge, Ph.D. is an associate professor of elementary and secondary reading at Northern State University and the director of a campus one-to-one literacy-tutoring clinic. He has published multiple journal articles and presented his work at national, state, and local conferences. A long-standing advocate for effective reading and spelling education for all children, he has actively promoted the use of research to inform instruction. He has been a classroom teacher and a pull-out reading specialist, removing students from mainstream classrooms for a portion of the day to provide intense specialized reading instruction.
Sue Hegland is trained in the Orton-Gillingham approach and has extensively studied real spelling and Structured Word Inquiry. She is the author of the website LearningAboutSpelling.com. Sue’s mission is sharing information about the coherence and structure of the English language and the fact that spelling always makes sense. She serves on the Board of Directors for the International Dyslexia Association, Upper Midwest Branch, and spent six years on the Board of Education for the Brandon Valley School District. She has served on a dyslexia workgroup for the state of South Dakota, has presented at Special Education and dyslexia conferences, and provides tutoring and training for teachers, private tutors, parents and students. Sue began learning about dyslexia in 2003, as the parent of a dyslexic child.
This webinar will be recorded and available to view on IDA-UMB’s website after the event. If you register, you will be notified when the recording is available.
The Chartwell Way: Structured Literacy Teacher Training Institute
There are two program options available to meet your needs. During the Morning Intensive, Chartwell faculty will train you to implement the successful methods that we have honed during the past three decades.
The Afternoon Practicum presents an opportunity for hands-on experience with struggling readers under the guidance of a Chartwell Master Teacher. Educators enrolled in the Afternoon Practicum will have the unique opportunity to practice their newly-acquired conceptual and foundational knowledge in an actual classroom setting while students will be able to benefit from a one-on-one reading tutorial and significantly increase reading strategies. This approach is known as The Chartwell Way.
You will earn a Chartwell Structured Literacy Certificate and Continuing Education Credits.
For more information on the CEUs available through CSUMB, use this link.
Two duplicate sessions of the morning and afternoon programs will be offered. Session 1 will run June 18-22.
Session 2 will run June 25-29.
Morning Intensive and Afternoon Practicum
8 a.m. to 3:30 p.m.
Monday to Friday (no Practicum on Fridays)
Includes course materials, light breakfast, lunch (M to Th)
Morning Intensive only
8 a.m. to Noon
Monday to Friday
Includes all course materials and light breakfast
For multiple registrations from one school or to request billing via other methods, please contact Katia Stornetta in the Business Office at 831-394-3468 ext. 1028 or email@example.com.
Decoding Dyslexia CA is pleased to announce that dyslexia expert, Dr. Margie Gillis of Literacy How, will be coming to the San Francisco Bay Area this summer to provide a weeklong (30-hour) Structured Literacy training for sixty teachers. DDCA is co-sponsoring this training with San Ramon Valley USD. More information on how teachers can register for this training can be found here. This training will sell out so register early.
Watch the video to learn more about Dr. Gillis’ impressive background and the innovative way she is reinvesting her company’s profits into training teachers in Structured Literacy. Structured Literacy is a research-based approach to providing instruction that benefits, not only students with dyslexia, but all students.
Online Dyslexia Summit
October 18, 2018 | 12ET
Are there students in your district, school, or classroom who are affected by dyslexia? With dyslexia affecting between 10-20% of all students, the likely answer is: yes. To learn how to address the needs of this student population, join us for this live online event! We’ll be bringing the latest research and tips from the top dyslexia experts to you in the comfort of your own home or desk.
*Experts include (see below for more information on each presenter):
- Dr. Mark Seidenberg, Ph.D
- William J. Therrien, Ph.D., BCBA
- Dr. Louise Spear-Swerling Ph.D.
- Madalyne Marie Hymas, Artist
- Scott Mills, MA
- Shantell Berrett, MA; Donell Pons, M.Ed.; and Laura Axtell, M.Ed. (Panel Discussion)
If you can’t make the live event, register to receive email updates as content becomes available for viewing. Know an educator who would appreciate this event, send them this link.
This summit is a free resource. Professional development credits will be available after the event.
*Schedule subject to change.
Please join co-founders Dr. Kelli Sandman-Hurley and Tracy Block-Zaretsky of Dyslexia Training Institute and Decoding Dyslexia CA for a one day Dyslexia Symposium. Kelli and Tracy are the developers of the “Dyslexia for a Day” simulation kit. Attendees will participate in a simulation followed by a discussion on AB 1369 and the new California Dyslexia Guidelines. Kelli and Tracy will be discussing what dyslexia is, its neurobiological origin, structured literacy and appropriate accommodations for students with dyslexia. Kelli was the key dyslexia expert that testified in support of AB 1369. In a powerful TEDEd video Dr. Kelli Sandman-Hurley urges us to think again about dyslexic brain function and to celebrate the neurodiversity of the human brain.
About our speakers:
Kelli Sandman-Hurley, Ed.D. is an author, TEDEd presenter and co-founder of the Dyslexia Training Institute. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is also completing her TESOL certification. Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation and also serves as an expert witness in the area of dyslexia. Dr. Kelli is trained in Structured Word Inquiry, the Orton-Gillingham approach, Lindamood-Bell, RAVE-O and Read Naturally. Dr. Kelli is a Past-President of the San Diego Branch of the International Dyslexia Association. She is a dyslexia consultant working with schools to improve services offered to students with dyslexia and training teachers. She co-created and produced “Dyslexia for a Day: A Simulation of Dyslexia,” and she is a frequent speaker at conferences. She is the author of the well-received book, Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System.
Tracy Block-Zaretsky is the co-founder of the Dyslexia Training Institute. She has provided remediation for children and adults with dyslexia for the past 20 years and has developed and taught workplace and family literacy program. She is a certified Special Education advocate assisting parents and children through the Individual Education Plan (IEP) and 504Plan process. She is a past President of the San Diego Branch of the International Dyslexia Association.Tracy has training in Structured Word Inquiry, the Orton-Gillingham approach, Lindamood-Bell programs, Read Naturally and a variety of reading and writing assessments. She co-created and produced, “Dyslexia for a Day: A Simulation of Dyslexia,” and has provided professional development for educators and training for parents at numerous conferences, private on-site trainings and online courses and webinars. Tracy is also a parent of a child with dyslexia, dysgraphia, ADD and Executive Function Disorder.
IDA’s Annual International Conference is the premier professional development conference dedicated to dyslexia. The conference brings in experts from all over the world to educate attendees on the latest research, remediation, and more.
The Reading, Literacy & Learning Conference is held for both professionals and families and is attended by some 2,500 teachers, educators, and administrators, reading specialists, researchers, university faculty, psychologists, physicians, tutors, and parents.
The four-day conference includes the following:
- Four general sessions with keynote speakers
- Full- and half-day pre-conference symposia
- Over 100 sessions
- Exhibit Hall
- Networking opportunities
- Social events
- Visits to local schools
- And much more!
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.