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SUMMARY:3173\, CODE\, IDA\, Better Interventions for Children with Reading 
 Disabilities (2017)
DESCRIPTION:
 
 
 
 Format:  CODE
 
 
 Audience:  Teachers
 
 

  
 
 Area:  ELA\, Dyslexia
 
 
 Grade Span:   K - 12
 
 
 
 

  Location: Online
 
 
 Sponsor:  IDA
 
 
 
 
 Presenter:  Mauree
 n Lovett
 
 
 Contact hours:  
 
 
 
 
             
                  
  
  
  This was copied and paste
 d directly from the youtube link:  \"From Dr. Lovett:
 This lecture atte
 mpts to explore some of the opportunities that accrue when practitioners a
 nd researchers enter one another’s worlds to engage in meaningful dialog
 ue that can reshape the practices of all for the better. Since IDA was for
 med in the 1920s\, there has been great progress in our understanding of d
 yslexia and reading disorders\, and IDA has led many initiatives to facili
 tate the development of sound assessment and teaching practices. Of great 
 importance\, throughout its history\, IDA has fostered an enthusiastic all
 iance between research and practice. Despite the progress\, as teachers\, 
 clinicians\, and scientists\, we have many unanswered questions about dysl
 exia and other reading disabilities—what causes them? How early can they
  be predicted? Can prediction lead to prevention? How can we describe the 
 important differences among individuals with reading disorders? What makes
  for effective intervention at different ages and stages of reading develo
 pment or for children with different profiles of comorbidity? This present
 ation shares a story of my own career journey in reading-intervention rese
 arch\, a story that spans more than 35 years and started with a basic ques
 tion articulated by a pediatric neurologist: Was it even possible to condu
 ct rigorous research on the treatment of learning disabilities? Why was th
 ere not scientific literature to consult on effective treatment for these 
 children? Closely working with valued colleagues and team members to creat
 e\, evaluate\, and refine approaches to teaching children with severe read
 ing disabilities\, we have met with both success and failure in our effort
 s. But we have always learned new lessons about reading disorders and been
  able to pose better questions at the end of each intervention study. Less
 ons learned from our own research findings\, along with research evidence 
 on the nature and course of reading disabilities and what a reading brain 
 looks like\, can inspire refined interventions. This body of evidence has 
 led us to develop a set of research-based intervention programs for childr
 en\, teens\, and adults with reading problems. This presentation examines 
 some of the principles underlying these programs and the lessons learned f
 rom their evaluation. I also raise emerging questions to help us consider 
 new ways to improve interventions to facilitate the many people around the
  world\, children\, teens\, and adults\, still struggling to attain basic 
 literacy skills.\" After registering\, you will receive a link to the yout
 ube video.
LOCATION:Online
DTSTART:20230711T040000Z
DTEND:20270630T040000Z
DTSTAMP:20230712T015434Z
ORGANIZER;CN=HGRESA Registration:MAILTO:eventbooking@hgresa.org
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