ditin ccre g Q u A a li a t The i y IMSLEC Record x P e

l

r

s o 15720 Hillcrest Road • Dallas, Texas

f

y IMSLEC e

s D

s

n i

i

o www.imslec.org

n

n

a

o

l

i

t P a r r e a p Volume IX Number 2 October 2016

THE PURPOSE of IMSLEC Research and the Importance of Handwriting is to accredit training courses for Beverly Wolf the professional preparation of the Slingerland® Institute for Literacy Multisensory Structured Language Despite increasing reliance on electronic communication, Education specialist. IMSLEC is committed legible handwriting is still a necessary communication and edu- to quality training of MSLE clinicians cational skill, storing information and enhancing literacy. Once and teachers, establishing standards and children have been introduced to letter formation, they must learn criteria of excellence for the programs it to retrieve and produce letters automatically. accredits. Even though the computer is a tool for writers that facili- tates the act of writing and increases the volume of written ma- 2015-2016 Board of Directors terial, it is not a substitute for kinesthetic reinforcement provided Kay Allen by manual writing when learning to read. The act of producing a Karen Avrit letter aids in perception of the letter which, in turn affects read- Sandra Dillon Sandy Donah ing. NICHD-funded research on writing showed that children write Mary Farrell more, write faster, and express more ideas when composing by Carin Illig pen than keyboard in grades 2 to 6. Maureen K. Martin Kay Peterson, President Furthermore, with the advent of high- Jeanine Phillips, Treasurer Joyce S. Pickering stakes testing, the quality and utility of ac- Kathleen N. Rose cessible and legible handwriting skills have Marjory Roth Rai Thompson become more essential. Students with writing Karen S. Vickery difficulties are much more likely to stand out. Laurie Wagner Nancy Cushen White, Secretary Both manuscript printing and cursive writing have advantages. Printing transfers to the kinds of letters in books and on moni- tors, aiding in early reading. Cursive writing Past Presidents Mary Farrell 2013-2015 can increase speed and reduce reversals. It Karen Vickery 2011– 2013 provides more consistency for those unsure Maureen Martin 2009–2011 Phyllis Meisel 2007–2009 about where to start a letter. Printing, cur- Valerie Tucker 2005–2007 sive, and keyboarding should all be taught to Joyce Pickering 1997–2005 all children so they can become bilingual by Bonita Colony 1995–1997 hand in the information age.

Handwriting cont. on page 10 Page 2 October 2016 IMSLEC COUNCIL MEMBERS Karen Avrit Mary Farrell Tara Cevallos Sandy Schwarz Texas Scottish Rite Hospital for Fairleigh Dickenson University Dyslexia Center of Austin Windward Teacher Training Inst Children Teaneck, NJ Austin, TX White Plains, NY Dallas, TX [email protected] [email protected] [email protected]. [email protected] Lynne Fitzhugh Maureen Martin Rai Thompson Pam Bazis Colorado Literacy and Learning University of Southern MS Neuhaus Education Center McKinney Christian Academy Center DuBard Association Method ® Bellaire, TX McKinney, TX Colorado Springs, CO Hattiesburg, MS [email protected] [email protected] [email protected] [email protected] Rebecca Tolson Chris Bedenbaugh Janet Flory Sonia Milrod Keystone Literacy, LLC Shelton Academic Language Scottish Rite Learning Ctr of South TX Mayerson Academy North Canton, OH Approach (SALA) San Antonio, TX Cincinnati, OH [email protected] Dallas, TX [email protected] [email protected] [email protected] Heidi Turchan Catherine Ghassemi Ellen O’Neil Phonics Fundamentals Natalia Canto LITERACY through Multisensory Atlantic Seaboard Dyslexia Kalamazoo, MI Multisensory Reading Centers of Teaching Education Center [email protected] PR Lynbrook, NY Rockville, MD San Juan, Puerto Rico [email protected] [email protected] Karen Vickery [email protected] Southern Methodist University Lynn Hoover Kay Peterson Dallas, TX Janie Carnal Rawson Saunders Institute LEAD [email protected] The Spalding Method Austin, TX Dallas, TX Phoenix, AZ [email protected] [email protected] Laurie Wagner [email protected] Reading and Language Arts Patricia Hardman Kay Peterson Centers Mary Ann Cochran The Hardman Technique Mississippi College Bloomfield Hills, MI JPW Learning Center Tallahassee, FL Clinton, MS [email protected] San Angelo, TX [email protected] [email protected] [email protected] Nancy Cushen White Sara Gray Horne Jeanine Phillips Slingerland® Multisensory Nancy Coffman Hill Center Professional Education FUNdamental Learning Center Approach for Language Arts Shelton Academic Reading Program Wichita, KS Bellevue, WA Approach (SARA) Durham, NC [email protected] [email protected] Dallas, TX [email protected] [email protected] Joyce Pickering Rosemary Williams Tammy Hayes Shelton MSL Training Course Simultaneous Multisensory Insti- Sandra Dillon Compass Reading Center Dallas, TX tute of Language Arts (SMILA) Multisensory Language Training Erie, PA [email protected] Memphis, TN Institute of New Mexico [email protected] [email protected] Albuquerque, NM Sue Rodgers [email protected] Carin Illig Scottish Rite Learning Center of Concha Wyatt Children’s Dyslexia Centers, Inc. West Texas Carolina Day School Sandra Donah Lexington, MA Lubbock, TX Asheville, NC Western Massachusetts Learning [email protected] [email protected] [email protected] Centers for Children Holyoke, MA Ginny Little Kathleen N. Rose Kay Allen [email protected] Payne Education Center The Gow School Public Member Oklahoma City, OK South Wales, NY Deb Dwyers [email protected] [email protected] Marty Cooley Orton Gillingham of Minnesota Executive Director Edina, MN Helen Mannion Marjory Roth [email protected] Delaware Valley Teacher Training Greenhills School Martha Haun Paoli, PA Winston-Salem, NC Parliamentarian [email protected] [email protected] The IMSLEC Record Page 3 ALTA Celebrates 30th Anniversary

The Academic Language Therapy Association cele- “ALTA has never wavered from its founders’ original brated its 30th anniversary at the 2016 annual spring mission, and now we are reaping the well-deserved re- conference, “Pearls of Wisdom.” The conference, ward of a highly respected national organization with chaired by Suzanne Crawford, featured speakers an excellent reputation,” added Mathis. “Parents and Judith Birsh, Marcia Henry, Reid Lyon, Nancy Cushen educators can turn to ALTA knowing they will receive White, Margaret Smith, and Tincy Miller. A surprise high quality services based on a tried and true history visit from Anna Gillingham, engagingly portrayed by of maintaining professional standards with integrity.” Tammy Deicken, and the release of a video featuring ALTA members added to the celebration of ALTA’s Members from ALTA chapters located across the U.S. rich history. were invited by Mathis to the first ALTA “Meet and Greet” to kick off the conference. During the confer- “ALTA was honored to hear from some of the leaders ence, ALTA approved the establishment of a Virginia in our field whose collective wisdom has guided us chapter. Currently, ALTA is represented by over 2,000 in the realms of science, education, and legislative members in 45 states, 5 countries, and 7 chapters, efforts throughout the years,” commented former including 4 regional councils. ALTA president Marilyn Mathis. “We are proud of our members who continue to carry on the mission estab- “The informal gathering was an exciting addition to lished by ALTA Founders thirty years ago.” the conference,” Mathis reported. “It was inspiring to see our members network and spread the enthusiasm 2016 ALTA Award Recipients included Madeline we all share for ALTA and our profession.” Crouch - Jamie G. Williams Founders Award, Mela- nie Royal - Aylett R. Cox ALTA Educator Award, and The 2017 ALTA Spring Conference will be held on Nancy Cushen White - Luke Waites ALTA Award of May 5-6, 2017, once again at the Renaissance Dallas Service. Additionally, over 90 ALTA members were Richardson Hotel. The conference, chaired by ALTA recognized for membership of 25 or more years in VP Dr. Tim Odegard, will focus on a comprehensive ALTA. look into “Comprehension.” Details will be available soon on the ALTA website, www.ALTARead.org.

ALTA is a professional membership organization founded in 1985 to establish, maintain and promote standards of education, practice, and professional conduct for Certified Academic Language Therapists and Certified Academic Language Practitioners. ALTA was the first national group established solely for highly qualified written-language professionals with verified training and knowledge necessary to teach students with dyslexia and/or related disorders.

It is the intent of the Academic Language Therapy Association that Certified Academic Language Thera- pists and Certified Academic Language Practitioners be universally recognized as highly qualified special- ists who have met uniform standards of professional post-baccalaureate education, and that the creden- Judith Birsh, Marilyn Mathis, Marcia Henry, Anna tials conferred by ALTA will assure the public and Gillingham (aka Tammy Deicken) other professionals of the competence, integrity, and professionalism of these members. Page 4 October 2016

Literacy Specialist Series and ALTA Certification Services Literacy Audit Services for Schools and Districts

COURSES INCLUDE Essentials of Literacy Instruction and Assessment Intro and Advanced Phonics for Intervention Specialists Adolescent Literacy Instruction for Grades 6-12 Leading Literacy Change for Administrators Testing and Evaluation for Dyslexia NEW: Remediation Services for Students - Multisensory Language Instruction The Literacy Series at Keystone Literacy is accredited for its Teaching and Instructor of Teaching levels by the International Multisensory Structured Language Education Council (IMSLEC). All IMSLEC-accredited training programs have been recognized by the International Dyslexia Association for meeting IDA’s Knowledge and Practice Standards.

Rebecca J. Tolson M. Ed., CALT, QI www.keystoneliteracy.com | [email protected] | 330.705.6342 Based in Northeast Ohio – Serving Schools and Districts in Ohio & Beyond

We empower parents & educat ors to help kids to overcome reading, writing & spelling difficulties.

OUR SERVICES INCLUDE...

CALT Training & Certification Teacher Training Workshops & Courses (Distance Learning Available!) NEW! Take Flight Training Course Dyslexia screenings Rolph Literacy Academy for dyslexics

Visit us online or call for more information.

funlearn.org Together, we can 316-684-READ (7323)

2220 E. 21st St. N., untangle dyslexia Opportunity Dr. We are Fundamental Learning Center. Wichita, KS 67214 The IMSLEC Record Page 5

OG CARD DECK APP IS AMONG BEST APPS FOR LITERACY

Come to Booth #502 in the IDA Conference Exhibit Hall for a Demonstration BY SONIA MILROD

In the summer 2016 Examiner E-Newsletter published by the International Dyslexia Association, Mayerson Academy’s OG Card Deck app was featured among the best apps for literacy by Dr. Elaine Cheeseman. In her column, Dr. Cheeseman’s App Chat, she reviews “mobile apps that support many of the early literacy skills and instructional practices identified by the Report of the National Early Literacy Panel (NELP, 2002).”

Mayerson Academy’s OG Card Deck App is downloadable free (with no ads) from both iTunes and Google Play – search for Mayerson Academy.

This simple and effective Orton-Gillingham electronic card deck enhances understanding of over 80 common grapheme-phoneme correspondences that form the building blocks for reading and spelling. The OG app is relevant to teaching decoding to both beginning and older students who are struggling with phoneme articulation and is also ideal for teacher-training.

Each grapheme card on the App offers the user the multisensory experience of:

• Hearing the corresponding phoneme and key word • Watching a video clip modeling the proper articulation of the phoneme • Practicing the phoneme with a voice recording/playback option

In addition, the menu provides an Auditory (Phoneme-Grapheme) Drill through which students can practice the multiple ways to spell phonemes in English. The student clicks to play the video and then writes down the grapheme(s) that spell the sound and then can check the answer

The OG app menu also allows the user to select one or more categories for practice: consonants, single vowels, consonant digraphs, vowel teams, vowel + r, short vowel signals, VCe, and common suffixes. Page 6 October 2016

The Windward School Vocabulary Program: A Research-Based Approach By Betsy MacDermott-Duffy, M.S. Ed. Director of Language Arts and Instruction at The Windward School

“The more words you know, the more clearly and that exposes students powerfully you will think ... and the more ideas you to a variety of topics, will invite into your mind.” vocabulary, and con- cepts (Cunningham & ~Wilfred Funk, President of Funk & Wagnalls Stanovich, 2001; Stahl, 1999; Nagy & Herman, 1985). In a later work by Ann E. Cunningham (2005), it was further noted that structured read-alouds, discussion Just as there is a need for a revolution in writing sessions, and independent reading experiences, both instruction, there is also an urgent need for more at school and home, encourage vocabulary growth systematic, intensive, and effective vocabulary in- in students. Just as important, however, is the fact struction grounded in research-based strategies. The that explicitly teaching certain words, morphology, American Educator (2003) published the article “The and word origins should be an essential part of any Early Catastrophe: The 30 Million Word Gap by Age vocabulary program (Beck, McKeown & Kucan, 2002; 3.” This summary of research by University of Kansas Blachowicz & Fisher; Juel & Deffes, 2004). The Wind- scientists Betty Hart and Todd R. Risley alerted pro- ward School vocabulary program incorporates all fessionals to the fact that early language experiences these important research-based features for robust in low socioeconomic environments can have lasting vocabulary learning through multi- faceted instruc- effects on a child’s academic performance later in tion. life. Students who enter school with language impair- ments are also known to be at high risk for literacy The language-based curriculum at The Windward deficits. A strong, positive, reciprocal relationship be- School provides carefully planned content informa- tween word knowledge and reading comprehension tion presented to facilitate learning and enrich the is indicated in the research on reading and vocabu- language experiences of the students through read- lary. The National Reading Panel identifies vocabulary ing, writing, and discussions. Teachers examine every as one of five major components of reading and links lesson in order to identify hidden language demands its importance specifically to reading comprehension that may pose challenges for students. Teachers and to overall school success. Additionally, the Com- annotate text and designate a range of questions and mon Core State Standards (CCSS), a set of national comments to be used during the lesson, identifying benchmarks to ensure college and career readiness, crucial vocabulary. For readings, teachers plan and places an emphasis on vocabulary throughout the provide student-friendly definitions for unfamiliar reading, writing, language, speaking and listening words that may present comprehension difficulties for strands. students. Research studies have shown significant stu- dent vocabulary gains from readings with brief teach- In order to address vocabulary growth in schools, it is er explanations of words; therefore, providing a quick necessary to understand how to create effective word explanation of unknown terms is important (Johnson learning environments. Early word learning takes & Yeates, 2007). Teachers also utilize a planning tool place through oral contexts, and language- rich en- called a 4-square to carefully create a balance of sim- vironments clearly play a role in vocabulary develop- ple to complex comments and questions based on ment throughout life. However, the research indicates Bloom’s Taxonomy, a hierarchy of question terms that that once children learn to decode, most words are teachers use to guide students through a learning learned indirectly through wide reading, i.e., reading process. Then, teachers present content starting with

Windward cont. on page 8 The IMSLEC Record Page 7

What is the Difference Between Certification and Accreditation? Organizations are accredited. People are certified. The terms “accreditation” and “certification” have been used interchangeably over many editin ccr g Q A u years, causing tremendous confusion in the field of multisensory structured language a li a t i y

x education. P e

l r

s IMSLEC o

f y

e

D

s

s

n

i

i o

n

n

a

o

i l

t

P a r r e a Accreditation is a process of external review to examine an organization for quality as- p surance and quality improvement. Accreditation is important to schools, hospitals and independent training courses so that teachers and parents can have some measure of confidence in the quality of the training being offered.

For the same reason, certification is important to individuals who successfully complete the many hours of coursework and supervised practicum. The certificate will assure parents and employers that the indi- vidual has been trained according to the highest standards currently required for multisensory structured language therapists and practitioners.

IMSLEC accredits training courses located schools, colleges and universities, hospital clinics, and independent training sites.

Children’s Hospital Dyslexia Specialist Training Course Multisensory Structured Language Training Dyslexia Therapy Course at a College or University Course within a School or Independent Site

IMSLEC-accredited training courses may certify individuals who successfully complete the course and practicum.

Graduates of these courses are eligible to take the Alliance National Registration Exam at the teaching (practitioner) or Therapist level. Upon passing the exam, they are eligible to join the Academic Language Therapy Association (ALTA). Page 8 October 2016 Windward cont. from page 6 physics, critical thinking, critical care, critical acclaim, a review of prior knowledge of skills and concepts in critical wartime specialties, to be critical. Although an organized and sequential manner while continually the model calls for brief lessons in direct vocabulary assessing understanding. This approach to planning instruction, the lessons are well-designed, embed- and teaching promotes language engagement and ded in rich contexts, and highly engaging. Using the comprehension of important vocabulary words and Beck Model, teachers carefully choose Tier 2 words, concepts during lessons. and the students are provided multiple opportunities Another integral part of The Windward School curric- to practice the words from many perspectives. This ulum is Read-Alouds, which serve multiple purposes. strategy affords students chances to learn new vo- In grades one through four a designated 15-minute cabulary, practice pronouncing the words, generalize Read-Aloud period is scheduled four times per week. word learning strategies, and develop an interest In addition both fiction and non-fiction Read-Alouds in and an appreciation for words. Students at The are incorporated in the language arts classes as well Windward School truly enjoy learning vocabulary by as science, math, social studies, and library periods. participating in this very interactive group experience. As students advance to middle school, teachers con- In contrast, Tier 3 words are highly specialized, con- tinue to use a wide range of Read-Aloud materials. tent-specific words with precise meanings such as Books and articles are read to students in classes as colonists, isotope, and peninsula. These words are stimuli for discussion and writing assignments. Read- comprehensively taught in the content areas. If the ing aloud to students also helps develop thinking word peninsula were to appear in a current events skills, vocabulary, a love of reading, and back- ground article read in a language arts class, the teacher knowledge, in addition to providing motivation for would quickly define it as “a piece of land that is curriculum topics. bordered by water on three sides” and possibly point Since the research supports some explicit instruction to Florida on a map for clarification. This would not of vocabulary words, stressing the importance of rep- be an example of deep teaching a word, but rather etition and multiple exposures to words, the School a carefully constructed first exposure to the term. In uses a carefully designed vocabulary model based on order to deep teach Tier 3 words in social studies the work of Isabel Beck (2002). Beck’s work is wide- and science classes, teachers guide students in the ly cited throughout years of research on vocabulary creation of concept cards that go beyond the simple acquisition, specifically in the National Reading Panel definitional knowledge of flashcards. Students create Report and in the appendices of the CCSS. Beck their own concept sentences by answering question and her colleagues created a three-tiered system for words, using phonological and morphological in- selecting target words to deep teach. Tier 1 words formation about the word, and deciding on related include basic, concrete words that children generally terms. This strategic model helps students focus on know and don’t have to be taught, unless they are key components of the concept term, use individual- English language learners. These include words such ly designed drawings to represent the concept, and as walk, store, and baby. associate related words and prior knowledge. The model for the card is based on 25 years of research Tier 2 words are more abstract, general academic that came out of The University of Kansas Center for words that can be used across content areas. They Research on Learning and research from best practic- are often encountered in written language more than es in language development. Beyond careful lesson in oral language and have high utility for usage. Tier planning, the Beck Model and concept cards, vocab- 2 words are generally taught within the language ulary development is enhanced through advanced arts lessons. These include words such as ludicrous, work in multisyllable words, spelling patterns, a study neutral, and critical. Consider the word critical, and of Greek and Latin roots, and higher level work in think about its high utility usage in various contexts. morphology. Examples would be a critical debate, critical mass in Windward cont. on page 9 The IMSLEC Record Page 9 Windward cont. from page 8.

The vocabulary program at The Windward School Blachowicz, Camille L. Z., and Peter Fisher. “Vocabu- has continued to develop over the past several years. lary Lessons.” Educational Leadership (March 2004): From testing results on the vocabulary subtest of 66-69. the Stanford 10 Achievement Test, the trend since 2010 has been a statistically significant increase in Cunningham, A. E. (2005). Vocabulary growth the average mean of students’ vocabulary scores. through independent reading and reading aloud to This appears to be a direct result of the program’s children. In E.H. Hiebert & M. Kamil (Eds.), Bringing impact and the manner in which faculty and students Scientific Research to Practice: Vocabulary (pp. 45- embrace it as an important component of the curric- 68). Mahwah, N.J.: Erlbaum. ulum. Cunningham, A., & Stanovich, K. (2001). What read- Reading widely, writing about expository topics, and ing does for the mind. Journal of Direct Instruction, explicitly teaching carefully selected words, word 1(2), 137–149. learning strategies, morphology, and word origins Hart, B. & Risley, T.R. “The Early Catastrophe: The 30 are all important components in any vocabulary Million Word Gap by Age 3.” (2003, spring). Ameri- learning program. These are the constituents of The can Educator, pp.4-9 Windward School vocabulary program that improve students’ vocabulary, develop word consciousness, Johnson, C. J., & Yeates, E. (2007). Evidence-Based provide rich and varied language experiences and, Vocabulary Instruction for Elementary Students Via most importantly, foster a love of learning words! Storybook Reading. EBP Briefs, 1, 25-40

References Juel, C. & Deffes, R. (2004). Making words stick. Educational Leadership: What Research Says about Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Reading. 61 (6), 30-34. Bringing words to life: Robust vocabulary instruction. New York: Guilford Press Nagy, W., Herman, P., and Anderson, R. 1985. Learn- ing words from context. Reading Research Quar- WindWard Teacher Training insTiTuTe terly 17: 233-255. Be Informed. Be Inspired. Transform Lives. Stahl, S.A. (1999). Vo- The 2016-2017 academic year is an incredibly cabulary development. exciting time for Windward Teacher Training Institute Cambridge, MA: Brook- (WTTI). While WTTI will continue to maintain line. headquarters at the The Windward School campus in Westchester, we are delighted to announce our second This article was origi- location at the new Windward Manhattan. nally published in the The Institute provides professional development Fall 2015 issue of The based on scientifically validated research in child Beacon, The Windward development, learning theory and pedagogy, offering School Newsletter for national certification for Teaching and Instructor of Teaching levels in Multisensory Structured Language Educators and Parents. Education. Please join the professional conversation with Used with permission. educators from around the world by becoming a WTTI participant. To view more issues of The Beacon, go For further information: www.thewindwardschool.org/tti to http://www.thew- [email protected] (914) 949-6968, ext. 1270 Facebook Windward TTI indwardschool.org/ advancement/publica- tions-advancement. Page 10 October 2016 Handwriting cont. from pg 1 “may contribute valuably toward the develop- Recent studies by Wolf, Abbott, and Ber- ment of those fine motor skills that determine ninger (2016) examined the effects of cursive and the willingness as well as the ability to write” manuscript instruction on second grade students and help in “developing necessary skills for in general education classrooms. All groups reading as well as writing” (Adams 1990, p. received daily handwriting instruction using the 357) Slingerland® Adaptation of the Orton Gilling- ham Approach coupling handwriting instruction, • A close relationship exists between letter pro- practice, and review with spelling and written duction and letter perception—both motor language tasks. Two groups received either a and visual regions are involved in handwrit- second year of manuscript writing or introduction ing, and handwriting may enhance visual per- to cursive (joined) instruction in second grade ception (James & Gauthier, 2006; Longcamp embedded in the Slingerland literacy program. et al. 2003). Comparison showed that those who received a • Automaticity is also a strong predictor of the second year of manuscript handwriting instruc- quality of composition in typically develop- tion improved more on sustained handwriting ing writers and writers with disabilities (Ber- than those who had had only 1 year of man- ninger, 1999). Automaticity and fluency in uscript instruction. Both groups improved in handwriting are also important because they spelling and composing. Both groups showed give individuals the freedom to concentrate progress in written language, but those that had on accurate spelling, higher level thought received two years of instruction with manuscript processes, and written expression. The more wrote more and with less effort than those who fluent and automatic handwriting is, the more were in their first year of cursive writing, indicat- working memory is available for higher level ing that two or more years of instruction in one composing processes. Fewer brain regions form lead to greater fluency and automaticity. may be activated for familiar, practiced let- Results indicate value to mastering one hand- ter forms than for novel letter forms that are writing format before introducing another format being learned thus safeguarding its limited at a higher grade level and always embedding energy resources. If letter production is au- handwriting instruction in writing and reading tomatic, memory space is freed up for higher instruction aimed at all levels of language. level composing processes, such as deciding Research tells us: what to write about, what to say and how to say it. • Handwriting does not stand alone. It is not merely a motor act: “It is a written language The executive juggling act of writing may act that taps the processes of creating letter place greater demands on internal working representations in memory and then retriev- memory than reading does, but writing external- ing them” (Berninger 1998, p. 47). izes cognition making thought visible via written language to become an object for reflection and • Graham, et al (1997) found that legible letter repair. (Berninger & Winn, 2006; Fayol, 1999). writing and automatic letter writing contribute As a result, writers gain conscious access via to the amount and quality of written composi- writing to what they are thinking in unconscious tion in Grades 1 – 6. implicit memory (Hayes & Flowers, 1980). • Kinesthetic memory, the earliest, strongest, The goal of handwriting instruction is to and most reliable form of memory, may aid provide an automatic, legible tool that enhances spellers in remembering orthographic pat- all aspects of language and to strengthen or- terns. thographic associations for reading and spelling. • The activities of letter tracing and copying References. on page 11. The IMSLEC Record Page 11

References Wolf, B., Abbott, R., and Berninger, V. (2016) Adams, M.J. (1990). Beginning to read: Thinking Effective beginning handwriting instruction: and learning about print. Cambridge, MA: The multimodal, consistent format for 2 years, and MIT Press. linked to spelling and composing: Reading and Writing An Interdisciplinary Journal, Springer Berninger, V. (1998). Guides for intervention. San Science+Business Media Dordrecht 2016 Antonio, TX: Harcourt Assessment. Berninger, V. (1999). The “write stuff” for pre- venting and treating writing disabilities. Perspec- tives, 25(2), 20-22. Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Lin, C. et al. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing. An Interdisciplinary Jour- nal, 21, 95-129. Printed Springer On Line. May Many Thanks 15, 2007. To Our Berninger, V. & Richards, T. (2002) Brain literacy 2015 - 2016 for educators and psychologists. New York: Aca- IMSLEC Supporters! demic Press Ginny Little Berninger, V. & Wolf, B. (2009) Teaching students Colorado Literacy & Learning with dyslexia and dysgraphia: lessons from teach- Compass Reading Center ing and science Baltimore, MD: Brookes Publish- The Hill Center ing Co. Rawson Saunders Berninger, V., & Fayol, M. (2008). Why spelling is Kay Allen important and how to teach it effectively. Ency- Jean Colner clopedia of Language and Literacy Development Kay Allen (pp. 1-13). London, Marilyn Mathis Arlene Sonday Blalock, J.W. (1985, November 13). Oral lan- Christine Bedenbaugh guage problems of learning-disabled adoles- Sari Lynn Hoover cents and adults. Paper presented at the 36th Carin Illig annual conference of The Orton Dyslexia Society, Karen Avrit Chicago. Maureen Martin Graham, S., & Weintraub, N. (1996). A review of Rai Thompson handwriting research: Progress and prospects G-g Shryer from 1980 to 1994. Educational Psychology Re- Kathleen Rose view, 8, 7-87. Joyce Pickering Hayes, J. & Flower, L. (1980) “Identifying the Jeanine Phillips organization of Writing Processes” in Greg & Steinberg (eds) Cognitive Process in Writing, pp 3 – 30 Hillsdale, NJ: Laurence Eribaum. Page 12 October 2016

SMU Learning Therapy Center

♦ CEU Courses available ♦ Dyslexia Practitioner/Teaching Level ♦ Dyslexia Therapist Level Specialization ♦ Learning Therapy Instructor programs

214/SMU-READ (768-7323) www.smu.edu/LearningTherapy Email: [email protected] 6401 Airline Road, Suite 301, Dallas, TX 75205

IMSLEC 2016 ANNUAL MEETING

ORLANDO WORLD CENTER MARRIOTT

MONDAY, OCTOBER 24, 2016* Executive Committee Meeting 4:00 pm

Accreditation Committee 6:00 pm

*Locations to be assigned

TUESDAY, OCTOBER 24, 2016 Board Meeting 9:00 am Breakfast Buffet Crystal Ballroom L

Annual Council Meeting 12:00 pm Lunch Served Crystal Ballroom M - N 1:00 pm Meeting Begins

Board Meeting 4:00 pm Newly-elected board members will have a short meeting. The IMSLEC Record Page 13 Page 14 October 2016

IMSLEC Representatives Speak at IDA Conference

T1 Phonology + Phonics + Morphology + Etymology = Orthograph Nancy Cushen White, Ed.D., BCET, CALT-QI, LDT The analysis of word structure — including morphology — supports learning how to read, spell, and comprehend. Words with spelling connections often have meaning connections. Related words are activated in memory when they have meaningful connections and share structural elements at the morpheme level, especially when spelling reveals the connections (define-definition; science-con- science). Explicit instruction in orthography (spelling) that integrates phonology, phonics, morpholo- gy, and etymology is also effective for teaching word identification, vocabulary, content knowledge, and reading comprehension.

T20 Teaching the Teachers: Effective Models for Colleges and Universities Maureen Martin, Ph.D., CCC-SLP, CALT, QI Kay Peterson, M.S., LDT, CALT, QI Karen S. Vickery, Ed.D., LDT, CALT, QI Mary Farrell, Ph.D. This panel presentation will provide information on four university or college settings that provide course instruction in phonetic, multisensory, structured language strategies. College and university staff can learn to encourage, support, and integrate MSL training into an established core curriculum.

T21 Implementation Science in Public Schools Using the IDA Knowledge and Practice Standards Rebecca Tolson, M.Ed., CALT, QI This session features a panel of public school district representatives from Ohio that have participated in literacy profes- sional development and certifications that focuses on the content of the IDA Knowledge and Practice Standards. Top- ics include RTI, dyslexia training and certification, coaching, legislation and literacy audits. Facilitators, ALTA Qualified Instructors from Keystone Literacy, LLC, share promising approaches to district and statewide implementation of the IDA Knowledge and Practice Standards for Teachers of Reading.

T33 Ongoing Research on a Multilingual Online Screener for Dyslexia Nancy Cushen White, Ed.D., BCET, CALT-QI, LDT Co-presenters are Luz Rello, Ph.D. and Jeffrey P. Bigham, Ph.D. We designed a browser-based screener, Dytective, to detect risk of dyslexia across different alphabetic languages. Dytective consists of a variety of linguistic exercises based on analysis of a large corpus of errors made by people with dyslexia. Results of two studies of Dytective, one with English-speaking children and the other with Spanish-speaking children, demonstrated significant differences on measures of rate and number of errors between children with and without diagnosed dyslexia for both languages. Using the data collected in these studies, we implemented a statistical model that is able to predict whether or not a child has a diagnosis of dyslexia with 85.85% accuracy.

T37 Positive Outcomes: Success for Students With Dyslexia and Coexisting Conditions Missy Schraeder, M.S., CCC-SLP, CALT, QI Maureen Martin, Ph.D., CCC-SLP, CALT, QI As many as 50% of students with dyslexia have additional learning problems, including oral language disorder, speech sound disorders, and more. These comorbid conditions make remediation of dyslexia even more problematic. The use of a phonetic, multisensory structured language-education program that has strong orthographic support and specif- ic techniques for remediation of memory deficits is an effective methodology for intervention for these students. This methodology will be described with clinical outcomes presented for students with dyslexia who present with additional learning challenges. The IMSLEC Record Page 15

T38 Mathematical Literacy: NO FEAR FRACTIONS-Instructional Language Holds the Key! Marilyn Zecher, M.A., CALT “Ours not to reason why, just invert and multiply.” Today’s standards- based math curriculum is not your father’s Oldsmo- bile. Students need to not only understand what they are doing but to explain the how and why of their solutions. Using a structured literacy approach, learn how to reason with fraction concepts and operations and then link them to decimals and percents using multiple representations and explicit instructional language. This workshop will include friendly frac- tion manipulatives for all. Get your “handy dandy decimal fraction creator” today

F20 Exlore Hot topics in Dyslexia Through the Lens of IDA Publications Nancy Cushen White, Ed.D., BCET, CALT-QI, LDT Co-presenters are Elsa Cárdenas-Hagan, Ed.D., CCC/SLP, CALT, Denise Douce, M.S., Patricia Mathes, Ph.D., Linda Siegel, Ph.D., . Carolyn Cowen, M.Ed., Sandi L. Soper, M.S.E. IDA’s editors present a range of important topics as covered in recent IDA publications (Annals, Perspectives, Fact Sheets, Examiner, and Dyslexia Connection). Learn about these publications while exploring topics and trends—from research to practical matters—that affect the lives of children and families struggling with dyslexia, the efforts of profes- sionals working on their behalf, and future directions in the dyslexia-literacy field. (We will include tips for authors who may wish to contribute to IDA publications.)

F33 Progress Monitoring- What Is It Good For? Absolutely Everything! Sandy Donah, Ed.D With numerous states passing dyslexia laws, more and more teachers who instruct students with dyslexia are required to document progress on goals and objectives in their IEPs. This session will be a hands-on demonstration of how to prog- ress monitor when instructing students in Orton-Gillingham in the five areas of reading. Every child deserves a well-trained teacher

® Slingerland Multisensory Structured Structured Language Training provides systematic, sequential instructional strategies Classroom Teaching Materials available for purchase online! Find the Advantages Key Training Elements Options MagMag cc Documented Success Oral Language Development Comprehensive Courses Early Identification Phonological Awareness (with practicum*) O-G Classroom Adaptation Encoding Certification at theTeaching Level* of Cost Effective Decoding Short Courses, In-Service Integrates with any Reading or Written Language *Accredited by IMSLEC Language Arts curriculum Reading Comprehension at Teaching and Instructor of Slingerland and Fluency Teaching levels 12729 Northup Way, Ste 1 ▪ Bellevue, WA 98005 ▪ Ph 425-453-1190 ▪ Fax 425-635-7762 ▪ [email protected] ▪ www.slingerland.org Page 16 October 2016 DUBARD SCHOOL LANGUAGE DISORDERS forAT THE UNIVERSITY OF SOUTHERN MISSISSIPPI HELPING YOU TAKE YOUR SKILLS TO THE NEXT LEVEL

Master of Education in Language Enhancement and Dyslexia Therapy Achievement Program (LEAP) Graduates are eligible for Mississippi Department of Program is designed for students who struggle with Education Educator Licensure endorsement #203 for written language (dyslexia) or who exhibit difficulty dyslexia therapy. rhyming, sounding out words, and blending sounds into words. Graduates are eligible to sit for the Alliance for Accreditation and Certification national exam to become Highly specialized curriculum allows students to quickly a Certified Academic Language Therapist (CALT). progress through sound-symbol associations and key skills. Thirty-semester-hour hybrid program is built around a Program is sold digitally so it can be used for working professional’s schedule. multiple students.

Professional Development Opportunities You are the key to your students’ success - DuBard School offerings focus on intensive professional training. DuBard Association Method® is a research-based, phonetic, multisensory, structured teaching-learning strategy with a 50+ year history. Professionals in more than 30 states across the country have received training from the DuBard School. Training is available throughout the year in Hattiesburg, Miss., or we can bring a custom program to your site.

editin ccr g Q A u a li a t i y

x

P e

l r

s IMSLEC o

f y

e

D

s

s

n

i

i o

n

n

a

o

i l

t

P a r r e a p

® CONTACT US TODAY TO LEARN MORE. WWW.USM.EDU/DUBARD AA/EOE/ADAI The IMSLEC Record Page 17

The country’s first course-specific, online tutoring program for college students with learning disabilities.

Open to freshmen and continuing college students nationwide, starting Fall 2016.

LDvirtualtutoring.fdu.edu

A 30-year record of helping LD students succeed academically

LD students attending any college in the Learn More country can now have access to expert tutoring Contact Sharon Fleischer, M.A., LDT/C Director, LD Virtual Tutoring Program and learning strategies — in the specific courses PHONE: 201-692-2298 they find most challenging. EMAIL: [email protected] PROGRAM HIGHLIGHTS WEB: LDvirtualtutoring.fdu.edu • Weekly 45-minute tutoring sessions are offered using one-to-one videoconferencing Mary Lupiani Farrell, Ph.D. University Director • Tutoring is based on the actual course syllabus for the class William N. Presutti, M.S., LDT/C Executive Director • Support is provided in virtually every major, basic or advanced coursework, by a skilled learning specialist with subject expertise

Follow us on

21420 IMSLAC Ad v3.indd 1 8/26/16 11:09 AM Page 18 October 2016

The mission of Rawson Saunders Institute is to serve as a valuable resource for Central Texas educators and to fully and effectively prepare educators to provide a proven, research-based, multisensory approach for teaching the basic language skills of reading, writing, and spelling to all students, including those students with language-learning difficulties, especially dyslexia.

The IMSLEC Record Page 19

ALTA invites everyone

who successfully

completes the Alliance

Exam to make ALTA

ALTA is the only national group organized his or her national solely for written-language professionals. ALTA promotes high standards of education, practice professional certifying and conduct for professionals providing Multisensory organization. Structured Language Education (MSLE). ALTA offers four levels of membership: Associate Academic Language Teacher (AALT), Instructor of Associate Academic Language Teacher (IAALT), Academic Language Therapist For more information, (CALT), and Qualified Instructor. visit www.ALTAread.org ALTA offers a variety of services to its members and the community, including continuing education opportunities, or call 1-972-233-9107, a national directory, website, newsletter, referral helpline and a national conference. ext. 226 ALTA seeks and supports opportunities for state licensure.

Take Flight Intro Course January 3-7; January 9-14, 2017 - McKinney, TX June 5-9; June 12-16, 2017 - Creede, Colorado June 19-23; June 26-30, 2017 - McKinney, TX Take Flight Advanced Course

MCKINNEY CHRISTIAN ACADEMY June 19-23, 2017; June 26-30 - McKinney, TX

Multisensory Math June 7-9, 2017 - McKinney, TX Continuing Ed Units - See website to register *Dyslexia Laws and Being Dyslexic September 17, 2016 *Study Skills May 5, 2017 Guest Speaker - Dr. Ken Wilgus

ALTA EXAM January 28, 2017 June 17, 2017 Page 20 October 2016

An Invitation to Alliance Members

Please come to the Alliance Booth #120 Wednesday, October 26, 2016 for Exhibit Hall Opening Night

Join us as we welcome new members!

Register to win a SMART Pen Drawing Wednesday at 8:00 pm

Please stop by to pick up your membership ribbons

Additional drawings on Thursday and Friday at 6:00 pm

See you in Orlando! Alliance Board of Directors