2018 IDA Annual Reading, Literacy & Learning Conference
Research Colloquia

Thursday, October 25 
• 10:00 a.m. – 1:00 p.m.

TR1 From Anglo-centric Dyslexia Research to Dyslexia Research in Asian Languages and Effective Therapies
Chair: Taeko Wydell, Ph.D.

This symposium focuses on dyslexia research in four Asian languages (Turkish, Japanese, Korean, and Chinese) and introduces language-appropriate intervention programs. Dyslexia research has been Anglo-centric, and research outcomes have been ill-applied to other languages in developing intervention programs. Therefore, this symposium discusses the characteristics of these Asian orthographies and the associated characteristics of dyslexia and introduces new language-appropriate intervention programs.

TR2 The Virtuous Cycle Between Academic Research and Education Technology
Chair: Jason Yeatman, Ph.D.

Decades of research has led to a deep understanding of the mechanisms underlying children’s struggles in learning to read. However, evidence-based intervention programs remain costly and, in many areas of the country (and world), are not widely available to children with dyslexia. There is great promise that education technology can fill this void by providing broad access to tools for assessment and intervention. This symposium highlights efforts to develop technologies that are grounded in extensive scientific literature on what works for children with dyslexia.

Friday, October 26 
• 8:00 a.m. – 11:00 a.m.

FR1 Early Identification of Dyslexia: Research to Practice
Chair: Hugh Catts, Ph.D.

The early identification of dyslexia can lead to timely and appropriate intervention and prevent or reduce the negative consequences often associated with dyslexia. This symposium considers the challenges faced in early identification and how recent developments in theory and technology have begun to address them. The implications of this work for practice (and policy) in the schools and elsewhere is highlighted.

FR2 Dyslexia Assessment in Multilingual Populations
Chair: Nandini Chatterjee Singh, Ph.D.

In a number of multilingual countries, children are provided literacy instruction in more than one language. In many of these countries, like those in southeastern Asia, languages belong to distinct writing systems. For instance, in India, many children learn to read in Hindi and English; however, Hindi is written in Devnagari, which belongs to the class of akshara writing systems, while English, which is written in the Roman alphabet, belongs to the alphabetic system. In such scenarios, it is crucial that children at risk for dyslexia be assessed in all the languages in which they are instructed. The symposium has three presentations, as described below.

Saturday, October 27 
• 10:45 a.m. – 1:45 p.m.

SR1 Early Screening & Intervention for At-Risk Children: Lessons Learned From the Lab to the Classroom
Chair: Margie G. Gillis, Ed.D., CALT

This symposium presents current findings on how reading develops in the typical brain and factors that contribute to atypical reading development (i.e., developmental dyslexia). Participants learn about the research on longitudinal models of data-driven technologies for early screening of later reading problems. These models support teachers’ use of data for accurate instructional groupings. The third talk describes key elements of an early intervention model that focuses on language-rich learning environments and embedded instruction in early literacy skills. The final talk describes the challenges associated with applying screening and intervention research in a public school setting.

SR2 Modernizing Orton Gillingham Methodologies
Chair: Timothy N. Odegard, Ph.D., CALP

This symposium presents a line of research investigating the modernization of traditional Orton-Gillingham approaches. The first question is the necessity of mastery-based learning for children with dyslexia. Second, is the role of directly teaching a reading concept and the value added by providing opportunities for distributed practice. Third, is the nature and needs of treatment resistors. Finally, the value added by directly teaching comprehension to children with dyslexia is discussed.

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