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Conference Guide

President Judith Birsh, Ed.D. has created a helpful guide to the 2013 conference.  View our listing by theme to see what sessions meet your needs and interests and register online today.  Early bird rates apply through February 15 and group rates available for 5 or more. Contact us to learn more.

Featured Presenters – March Conference

      

Monday, March 18, 2013
10:30 AM – 12:30 PM

Hyla Rubin, Ph.D., Associate Professor, Early Childhood Special Education
College of New Rochelle, New Rochelle, NY
Dr. Rubin’s research has examined the relationship of oral language development, reading, spelling, and written expression abilities. She studies early predictors of reading and writing achievement, and designs classroom intervention programs to help young children develop those abilities effectively. Her publications can be found in a variety of peer-reviewed journals and current books.

Implementing RTI Effectively for Struggling Young Readers
This session offers strategies for using RTI to incorporate decodable texts and syllable type training throughout the instructional day, using oral reading and writing samples to monitor progress.


Tuesday, March 19, 2013
10:30 AM – 12:30 PM

William Van Cleave, Teacher Trainer and Educational Consultant
Greenville, SC

Mr. Van Cleave’s presents on his professional interest in the Orton-Gillingham Method, written expression, morphology, and spelling strategies. He is the author of Everything You Want To Know & Exactly Where To Find It (VC Consulting, 2004), a reference manual for Orton-Gillingham teachers and tutors and numerous multisensory teaching materials.

Developing Sentence Skills in Students Who Struggle
Participants in this interactive session will learn key components of a writing lesson, develop their knowledge of parts of speech and sentence parts and explore effective methods of instruction.

 

Amazon Kindle e-readers distributed to schools despite being inaccessible for students with print disabilities

Everyone Reading, a founding member of the Reading Rights Coalition, protests  Amazon widespread distribution of Kindle e-books to K-12 schools because of the absence of text-to-speech technology that would make the e-readers accessibile to students with print disabilities. School districts have an obligation under federal law to purchase or deploy only accessible technology and content, Amazon must either make Kindle e-books accessible or cease and desist from its efforts to have them used in the classroom.

The National Federation of the Blind is holding an informational picket at Amazon’s headquarters in Seattle, WA, today, December 12th, and you can raise your voice too in the following ways:

  • Tweet your dissent and include the following hashtags:  #KindleBooks4All, #Amazon #AmazonKindle #ebooks and Twitter handles: @Amazon, @AmazonKindle

Learn more about the actions being taken to give equal access to e-reader technology to people with print disabilities.

Read the Department of Education’s FAQ on the prohibition of purchasing inaccessible technology.

Featured Presenters – 2013 Conference, March 18 & 19, NYU Kimmel Center

Monday, March 18: 10:30 AM-12:30 PM
            

Jan Wasowicz, Ph.D., CCC-SLP
President, Learning By Design, LLC
Evanston, IL

Author and inventor of Earobics® Software, Dr. Wasowicz specializes in evaluating and teaching students and on best practices for literacy assessment and instruction.

Spelling Instruction: Best Practices for Word Study
In this session, participants will increase their understanding of spelling and word-level reading as multi-linguistic skills and learn to use word study instruction to get students thinking and talking about the sounds, letters and meanings of words.

Joanna Uhry, Ph.D.
Professor, Literacy Education
Fordham University, New York, NY

Dr. Uhry’s research interests are focused on connections between reading and writing, early literacy, learning differences, students who are at-risk, and teacher preparation.

Phonemic Awareness and Beginning Reading
This session examines the relationship between phonemic awareness and other precursors of beginning reading (e.g., invented spelling, finger-point reading), and discusses current research and its implications for effective instruction.

Poor Schools Struggling to Meet State Standards, Years After Critical Ruling

A report released by Teachers College at Columbia University shows that schools in low income and poor districts lack basic resources and in many cases could not afford enough staff members to meet standards in core subjects or in services like extra help for struggling students, the Times reports: http://nyti.ms/UOUFJW

 

Dyslexia to remain as diagnostic term in DSM V

The public has spoken and dyslexia remains a diagnostic term in the DSM V code book.

Read the NBC News article

UPDATE ON MAY 25th Post recapped below:

Psychologists use DSM codes to diagnose conditions.The upcoming version of the code book, DSM-5, had changed the definition and title of 315.00 Reading Disorder to 315.00 Dyslexia but within the last month, they changed it so that dyslexia no longer has a diagnostic code of its own.

The description will read as follows:
Learning Disorder has been changed to Specific Learning Disorder and the previous types of Learning Disorder (Dyslexia, Dyscalculia, and Disorder of Written Expression) are no longer being recommended.

DSM-5 is open for public comment and feedback from now until June 15.  Send an email today to DSM5@psych.org insisting they change 315.00 to Dyslexia as they had it listed in the fall.

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Everyone Reading made the 2012 Top-Rated Nonprofits List

Everyone Reading is proud to be named on the the GreatNonprofits.org Top-Rated Nonprofits list for the second year in a row.

Read all about it

Insideschools picks for Special Education Programs in NYC

“If you’re looking for a new school for your child, this is a place to start.
If your child is already enrolled, you can use these examples to lobby for
better programs in your own school.”

The staff of Insideschools has identified 59 schools that they believe do a particularly good job helping children with special needs reach their potential.

Insideschools consulted with experts who offered their thoughts on outstanding programs. They relied on observations during school visits, looked at the percent of students with Individualized Education Plans, their test scores and graduation rates. Attention was paid to principals with a commitment to addressing the needs of all students, notably those with disabilities.

Visit insideschools.org to read tips for evaluating your neighborhood schools and to learn what special education services may be available.

Class of 2012 Summer Tutoring Program

Congratulations to the 39 students and 13 teachers who successfully completed the Summer Tutoring Program at the Dream Charter School in Harlem and Everyone Reading offices.

For the sixth straight year, teachers at each site used the Wilson® Reading System to provide intensive, one-on-one support to students who need extra help. The response from families has been quite strong.

I am amazed by the positive impact the program has had on my daughter. She was resistant to tutoring at the start of the summer but now loves to go to her tutoring. She is excited to read and really believes in herself and that she can do it. My other daughter (a past participant) still remembers how helpful it was for her spelling. -Parent

An hour a day of multisensory instruction, five days a week for four weeks, boosts students’ reading and writing skills and increases their understanding of letter sounds and spelling rules. “Students develop skills and strategies to help them become fluent, independent readers,” Wilson® Trainer, Amy Barnett, explains.

Meanwhile, the teacher-tutors get intensive training in the Wilson® Reading System and work towards completing their Level 1 Certification. One tutor describes the program as having taught her things about the English language that she never realized, “seeing it through the eyes of my students has been an amazing experience.”

Students make great strides each summer.

95% of students improved their reading skills.

40% gained two years or more in reading.

What a wonderful program! Thanks to Everyone Reading my child has gained much confidence in reading. I feel this is one of the very first steps that have given her such a boost. It is organizations such as yours that are making a difference in our children’s education. -Parent

Join us in wishing the students and teachers of the 2012 Summer Tutoring Program a happy and successful school year and lots more to come.

Best of all, beginning this fall, Everyone Reading will offer after-school and weekend tutoring programs to help even more kids read with confidence and learn to love to read.

 

Introduction to PAF (Preventing Academic Failure) Workshop

October 19, 2012 9:30 AM – 3:30 PM

An Introduction to PAF (Preventing Academic Failure)

PAF is a comprehensive program for teaching reading, writing and spelling in the primary grades using Orton-Gillingham based techniques. PAF is designed to prevent reading failure in children with learning disabilities, and it can also be used remedially in a variety of settings. This workshop will include an overview of the components of the program, the sequence of a daily lesson and the ongoing assessments.
Audience: Teachers and Administrators, Grades 1-5
email admin@everyonereading.org for registration information.

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