Date: October 17, 2023 at 7pm-8pm ET
Guest Panelist: Nanci Bell, Co-Founder of Lindamood-Bell Learning Processes
Title: The Science of Reading: How Parents and Educators Can Support Kids
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85th Annual NASDSE Conference
Date: Sunday, October 29 – Tuesday, October 31, 2023
Location: New Orleans, Louisiana
Presenters: Dave Kiyvyra, Director of Development for Lindamood-Bell for schools and Dr. Bob Pasternack, former assistant secretary of education for special education and rehabilitative services
Title: The Impact of State Reading Legislation: The Good, The Bad, and The Ugly
Description:
As new reading legislation rapidly sweeps across the country, the interpretation of the Science of Reading (SOR) continues to evolve. In many instances, the perception of the science of reading remains static, and also misunderstood as a specific reading program, resulting in legislation and state policy mandates that may lock districts into practices that do not actually align with the evolving consensus around reading-related science. This presentation highlights strengths and limitations of the current Science of Reading trend while offering further evidence of the cognitive science underlying reading that is largely ignored in reading initiatives. The presentation will highlight potential policy challenges to implementing sound reading instruction for all students, particularly special education students. We will also provide examples of high-impact intervention models from multiple states, and show the relationship to exiting students from special education.
2023 Annual CASE Conference
Date: November 8, 2023 at 10AM in Room 305
Location: Pittsburgh, Pennsylvania
Presenter: Dave Kiyvyra, Director of Development for Lindamood-Bell for Schools
Session title: Effective Models of Dyslexia Intervention from Districts in Multiple States
Session description:
This presentation will examine the strengths and limitations of the Science of Reading along with current efforts to implement a structured literacy approach, particularly in response to the increase in referrals to special education following the pandemic.
Topics include discussions of the reciprocal relationship of phonemic awareness and phonics, visual processing and orthography, and the cognitive science of learning for decoding and language comprehension, beyond the Simple View of Reading.
The presentation will highlight implementation models and evidence of effectiveness from reading interventions in response to legislation in Arkansas, Georgia, and Florida. Data will be provided on student exits from special education following intensive reading intervention.
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