Folks who are interested in effective teaching for students with Learning Disabilities (and other students as well) can learn a lot at the up-coming conference of the Division for Learning Disabilities in Baltimore (MD, US) later this month. Michael Gerber assembled a fine group of sessions, as shown at the end of this post.
Check out the all-star cast. Note the coverage of relevant topics ranging from RTI to math, primary to adolescent ages (with some adult interests included!), and skills to cognition. On top of the fine content, there will be excellent opportunities to mix and mingle with other people attending the conference as well as presenters and members of DLD’s executive board during social events that include breakfasts, a luncheon, and a reception. Lots of materials are included.
Learn more about the TeachingLD Conference 2010, including how to register on line.
- Using Evidence-Based Interventions to Teach Primary Level Students Early Numeracy Concepts and Skills
—Diane P. Bryant (University of Texas at Austin) & Brian R. Bryant (University of Texas at Austin) - The Math Learning Companion: An Individualized Intervention for Students with Math Learning Disabilities
—Lindy Crawford (University of Colorado at Colorado Springs) & Barbara Freeman (Digital Directions International) - Responsive, Comprehensive, and Intensive Intervention for Older Struggling Readers
—Lynn M. Gelzheiser (University at Albany) & Laura Hallgren Flynn (University at Albany) - Adults with Learning Disabilities: Current Research, Evidence-based Conclusions, and Emerging Directions
—Paul J. Gerber (Virginia Commonwealth University) - Effective Rime-Based Instruction to Improve the Decoding Skills of Students with Learning Disabilities
—Sara J. Hines (Hunter College), Jennifer T. Klein (Hunter College), & Kathleen M. Ryan (The Churchill School) - The Essay Writing Strategy: Helping Students Write More Organized and Complete Responses to Essay Questions and Prompts
—Charles A. Hughes (Penn State University) & Bill Therrien (University of Iowa) - Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities
—Olga Jerman (Frostig Center), Amber Moran (University of California at Santa Barbara), Cathy Lussier (University of California at Riverside), Michael Orosco (University of California at Riverside), Lee Swanson (University of California at Riverside), & Michael Gerber (University of California at Santa Barbara) - The Technology and Pedagogy of Universal Design for Learning
—Peggy King-Sears (George Mason University) - Early Reading Intervention for Struggling Readers
—Jill Marie Leafstedt (CSU Channel Islands) & Catherine Richards-Tutor (CSU Long Beach) - Response to Intervention Screening and Progress-Monitoring Practices in 41 Local Schools
—Daryl F. Mellard (University of Kansas) - Strategic Instruction for Building Vocabulary
—J. Ron Nelson (University of Nebraska, Lincoln) - Beyond Reading Words: Improving Reading Rate, Fluency, and Comprehension
—Rollanda E. O’Connor (University of California at Riverside) - Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners
—Michael J. Orosco (University of California at Riverside), Lee Swanson (University of California at Riverside), Michael Gerber (University of California at Santa Barbara), & Danielle Guzman (University of California at Santa Barbara) - Response to Intervention in Math: An Instructional Focus
—Paul J. Riccomini (The Pennsylvania State University) - Developing Text Level Literacy Skills in Beginning Readers
—Emily J. Solari (University of Texas Health Science Center Houston) & Alexis L. Filippini (San Francisco State University) - Reading Progress Monitoring for Secondary School Students: Reading-Aloud and Maze-Selection Measures
—Renata Ticha (University of Minnesota) & Miya Miura Wayman (University of Minnesota)
Please note that I am compensated by DLD as its executive director so this is, indeed, a shameless promotion!
Sphere: Related Content
Left AND right brain
Teach Effectively pal Dan Willingham’s entry for this week at the Washington Post is about the myth of the left-brain-vs-right-brain dichotomy. He drives a very large convoy of vehicles through the gaping hole in the putative theory, a hole that was reopened by a report published by Arne Dietrich and Riam Kanso in a prestigious Psychological Bulletin article entitled “A Review of EEG, ERP, and Neuroimaging Studies of Creativity and Insight.”
Professors Dietrich and Kanso examined a shipload of studies that used multiple methods to examine the relationships between neurological functions and structures and creative thinking. What they found does not accord with the Pop-Ed views one is likely to hear in what passes as professional development sessions provided by at least some—if not many—schools and teacher education programs.
Sphere: Related ContentContinue reading ‘Left AND right brain’