Friday, November 3, 2023
7:30am - 9:00am / 9:15am - 10:45am PT

Evidence-Based Reading Instruction: A Powerful Force for Effective Teaching

Nancy Mather, PhD

This session will focus on reading and spelling development and how instructional methods must align with recommendations from research in the context of the student’s specific developmental level. Examples of instructional methods designed to help students improve phonological awareness skills, reading decoding, spelling, and reading fluency will be presented. In addition, the session will provide resources for technology applications that facilitate reading instruction. A key takeaway – the importance of enhancing classroom teacher knowledge of evidence-based reading instruction.

Saturday, November 4, 2023
7:30am - 9:00am / 9:15am - 10:45am PT

Dysgraphia, Dyslexia, and Oral and Written Language Learning Disability: Evidence-Based Diagnosis and Treatment

Virginia Berninger, PhD

Four decades of research provide a foundation for understanding three language-based specific learning disabilities (SLDs): dysgraphia (impaired letter production), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD, impaired listening comprehension, oral expression, reading comprehension, written expression/composition). This presentation will examine definitions, diagnostic profiles, and differentiated instruction for each profile.

Each of these language-based SLDs can co-occur with dyscalculia; therefore, specialized instruction in mathematics for students diagnosed with dysgraphia, dyslexia, or OWL LD will also be presented. A discussion of screen-intervene procedures for preventing the three language-based SLDs will also be offered. Participants will receive a list of evidence-based assessments and instructional resources.

Sunday, November 5, 2023
7:30am - 9:00am / 9:15am - 10:45am PT

Supporting Neurodiverse Math Students with a Student-Specific Diagnostic/Prescriptive Model

Christopher Woodin, EdM

Neurodiverse students who fail to thrive within traditional classroom settings can reach their potential when provided with an individualized math program that is tailored to their unique learning needs. Yet, tutorials or small homogeneously grouped classes that provide the same traditional content to a smaller audience are not the solution. Individualized instruction should respond to neurodiversity by diagnosing and acknowledging skill set, as well as cognitive strengths and weaknesses when fabricating a prescriptive course of action.

Landmark School's Six Teaching Principles™ create the conditions that students with language-based learning disabilities (LBLD) need to succeed. Students with LBLD make stunning progress with targeted, multimodal, intensive, skills-based instruction. The implementation of these principles will be presented using WoodinMath-based examples and videos of their application within a language-based math class. The same diagnostic/prescriptive model can be used to create an effective plan of action to support all students with a neurodiverse cognitive signature.