MARCH 15 - 16, 2013, PROVIDENCE, RI
PROVIDENCE MARRIOTT DOWNTOWN
“ORTON-­‐GILLINGHAM ACROSS THE LIFESPAN:
A MULTI-­‐TIERED INTERVENTION”
LOCAL ARRANGEMENTS: THE MET HIGH SCHOOL
AN INVITATION FROM THE ACADEMY
On behalf of The Academy of Orton-­‐Gillingham Prac88oners and Educators’ Board of Trustees, I am pleased to invite you to our fourteenth annual, spring conference 8tled “Orton-­‐Gillingham Across The Lifespan: A Mul8-­‐Tiered Interven8on.” This spring, we will be in Providence, Rhode Island, and we are hoping that teachers, tutors, administrators, psychologists, speech therapists, parents, or any individuals who are interested in learning more about dyslexia and the Orton-­‐Gillingham Approach will come to enjoy what we believe will be another excellent Academy conference. Our local arrangements school this year is The Met School. We will have many excellent speakers covering a wide range of topics such as assessment, comprehension, math, preschool instruc8on, training in the public schools, metacogni8ve skill development, small OG group instruc8on, working memory, phonemic awareness instruc8on, assis8ve technology, as well as many addi8onal, informa8ve sessions. The Academy is in its eighteenth year, and we con8nue to grow and serve more and more individuals with dyslexia. We hope that you will join us at the MarrioO Providence Downtown Hotel for yet another informa8ve, inspira8onal educa8onal experience. I’m looking forward to seeing you this March!
!
Rosalie Davis President, Board of Trustees
Academy of Orton-­‐Gillingham Prac88oners and Educators
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
[email protected]
K E Y N O T E S P E A K E R S
“The Physician’s PerspecCve of Dyslexia”
Eric Tridas, M.D., FAAP
Dr. Tridas is the Medical Director of the Tridas Center for Child Development. He is a Developmental Pediatrician who specializes in the diagnosis and management of handicapping condi8ons including ADHD, Learning Disabili8es, Au8sm, and other neurodevelopmental and behavioral problems.
Friday March 15, 2013
9:15 AM - 10:30 AM
Dr. Tridas lectures na8onally and interna8onally on topics such as dyslexia, learning disabili8es, ADHD, au8sm spectrum disorders, execu8ve func8ons, and other behavior and developmental pediatrics related subjects. He is the President of the Interna8onal Dyslexia Associa8on. He edited a book for parents 8tled From ABC to ADHD: What Every Parent Should Know About Dyslexia and A@enAon Problems. He is the recipient of the pres8gious U.S. Na8onal Blue Ribbon School Award for Excellence.
“Working Memory and the Dyslexic Learner”
Michele Berg, Ph.D.
Saturday March 16, 2013
9:15 AM - 10:30 AM
Michele Berg, Ph.D. is the Director of the Center for Learning Disorders at the Family Service and Guidance Center in Topeka, Kansas. Dr. Berg formerly founded and directed the Center for Learning Disabilities at the Menninger Clinic and served on the faculty of the Karl Menninger School of Psychiatry for over twenty years. Specializing in the diagnosis and treatment of complex learning disorders in children and adults, Dr. Berg is a frequently invited presenter on the topics of early literacy development, dyslexia, memory disorders, nonverbal learning disorder, and ADHD at the state and national level. She served as the project director for the state of Kansas Attention Deficit Disorder Project, a three year teacher-­‐training grant project, and was the 2010 and 2011 invited Chair of the Scientific Symposium on Working Memory for the International Dyslexia Association. Dr. Berg served as the head of professional development for two Early Reading First grants and was the project coordinator for a Head Start Early Learning Mentor/Coach grant. Dr. Berg is also a consultant to the FSGC Early Childhood Intervention Program. Dr. Berg is a consultant to private schools for students with learning disorders and provides teacher training to public school districts across the country. She was one of the founders of the Kansas/Western Missouri Branch of the International Dyslexia Association and currently is on the advisory board. S U B S C R I B E R C O U R S E
During this conference attendees will be able to join the Academy as a subscriber member after meeting
the following requirements:
1. Attend Keynotes Addresses: Eric Tridas, M.D., FAAP and Michele Berg, Ph.D.
2. Attend 3 required sessions: 1-E or 6-H: Bishop; 2-H: Mann; 4-H: Davis
3. Attend 3 sessions of your choice.
4. Signatures from the speakers will be required as confirmation of your attendance.
5. Dues for the first year of membership are at a discounted rate of $25.
Indicate your interest on the registration form, and more information will be given to you at the conference.
G R A D U A T E C R E D I T S M A Y B E A V A I L A B L E
Please check at registration.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
2
L O G I S T I C S
CONFERENCE LOCATION AND ACCOMMODATIONS
Special Conference rates are available at the following hotel:
Providence Marriott Downtown
1 Orms Street
Providence, RI, 02904
T| 401.272.2400
AOGPE Room Rate: $121/night
Cut off date: February 21, 2013
Transportation to the Hotel
from the Airport
Any reservations requests received after the “Cut off Date” will
be accepted on space and rate availability.
Shuttle: Available at the airport for $11.00
one way
Reservations
Taxi: Available at the airport (~$35 one way)
Group:
aogaoga
By Phone:
866.807.2171
Book Online:
Online Hotel Reservation Link
Airport
T.F. Green Airport (PVD)
The airport is 9 miles (15 minutes) from the
hotel.
www.pvdairport.com
Parking
The hotel has complimentary on-site parking.
R E G I S T R A T I O N I N F O R M A T I O N
REGISTRATION RATES AND DEADLINES
1-Day
2-Day
Academy Member Rate
$145
$240
Non-Member Rate
$175
$270
Registra5on Fee includes light breakfasts, breaks, lunches, and the Friday evening recep5on.
Purchase Orders Welcome
Registra5on Deadline: March 4, 2013
REGISTRATION POLICIES
Attendees may register online (preferred), by fax or mail. Registrations are NOT accepted via telephone.
Confirmation will be sent by email.
All information on the registration form must be complete and accurate for your registration to be processed.
After March 4th, email the office to ensure space availability [email protected].
If you have prepaid and cannot attend, you may send a substitute without penalty.
Refunds (minus a $50 cancellation fee) will be made for prepaid registrants who give written notice by March 8,
2013.
• Refunds will not be given after March 11, 2013.
•
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•
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S C H O L A R S H I P S
1. Ruth Harris Travel Award available to Academy Members. Visit www.ortonacademy.org for the application.
2. Ronald Yoshimoto Scholarship for Public School Teachers. Visit www.ortonacademy.org for more information.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
3
P R O G R A M A G E N D A
FRIDAY MARCH 15, 2013
8:00 AM - 9:00 AM
9:00 AM - 9:15 AM
9:15 AM - 10:30 AM
Registration
Welcome, Rosalie Davis, President, Board of Trustees, Fellow/AOGPE
Keynote Address: Eric Tridas, M.D., FAAP
“The Physician’s Perspective of Dyslexia”
10:30 AM - 10:45 AM
Break
10:45 AM - 12:00 PM
Breakout Session 1
1-A.
1-B.
An Associate Level Training Model in a Public School Setting
Mary Briggs, F/AOGPE and Lisa Brooks, F/AOGPE, Commonwealth Learning Center, Needham, MA
Judith Todd, Director of Special Education, and Erin Perkins, Team Administrator, Quincy Public Schools, MA
Join training Fellows and public school administrators to discuss a successful cohort training model. This
O-G Associate Level training was completed with special education teachers in resource room and
self-contained classroom settings in Quincy Public Schools. The presenters will outline the training
program an practicum experience model and will share participating student growth data.
A.T. Meets O-G: How Assistive Technology Compliments Orton-Gillingham Remediation
Jamie Martin, Kildonan School, Amenia, NY
There is no disputing that Orton-Gillingham remediation has helped many students with dyslexia to
improve their reading and writing skills. It can also be said that in recent years, the accommodations
provided by assistive technology have allowed those students to reach higher levels of academic success
than ever before. On the surface, it may seem that remediation and accommodation are polar opposites.
This presentation will strive to show that they are, in fact, complementary. The first part will center on a
discussion of what types of assistive technology are available to dyslexic students, including the most recent
accessibility features of the iPad. The second part will focus on how students who receive a combination
of Orton-Gillingham tutoring and assistive technology training are often the most successful in school.
1-C.
Helaine Schupack, Founding Fellow/AOGPE
A structured multisensory approach to teach grammar.
1-D.
Early Interventions for Literacy Part 1 (2 parts with 2-D)
1-E.
The Dyslexic Brain
Heidi Bishop, F/AOGPE, Camperdown Academy, Greenville, SC
Dyslexia has a neurological basis, so those who work with dyslexic students need to be familiar with the
structure and function of the various regions of the brain that provide the rationale for multisensory instruction.
This session provides a hands-on, multisensory overview of these structures and functions.
Grammar, ala Orton-Gillingham
Ronald Yoshimoto, M.Ed, M.S.W., F/AOGPE, Resource Teacher Trainer, Department of Education, State of
Hawaii, Director, MSL Centre, Singapore, Director, OG Centre, Hong Kong, Director, OG International
The presenter will discuss the necessity for OG interventions for preschool and kindergarten. He will discuss
the following: strategies, scope and sequence, lesson planning, phonemic awareness, alphabet sequencing,
learned words, and spelling. This double session is hands-on and is a capsule version of the
preschool/kindergarten OG training done in Singapore. Curriculum materials will be provided.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
4
1-F.
An Introduction to the Orton-Gillingham Classroom
David Katz, M.A.T., F/AOGPE
Imagine a classroom where every wall is an interactive learning center that is multisensory. As the student
enters the room he is able to see how language develops from the consonants and vowels all the way to
comprehension and written expression. The O-G Classroom is a completely interactive world of learning and
language that
is created to meet the needs and goals of the children in that particular grouping, based on age
and ability. The classroom integrates the tenets of O-G with the daily goals based on the core curriculum
standards. This session will be an introduction to how such a room can be created with just the materials that
are available in most schools. The participants in this session will come to understand that in order for true
learning and language to be integrated, they must begin to educate themselves in the natural development of
language through the Orton-Gillingham Approach.
1-G.
The Complex Profile of the Dyslexic Learner
Eric Falke, M.D. Director of Research, Carroll School, Lincoln, MA
Steve Wilkins, EdM. Head of School, Carroll School, Lincoln, MA
This workshop presents new ways of looking at the profile of students with dyslexia. While the term dyslexia
seems to describe a relatively homogenous population, new assessment tools are helping define The
underlying cognitive differences that more precisely describe a student who falls within the dyslexia definition.
Once educators have more refined assessments of their students, interventions can be more focused and
effective. The purpose of this workshop is to draw tighter the relationship between cognitive assessment and
educational intervention, amplifying the diagnostic-prescriptive approach to teaching.
1-H.
Reversals
Diana H. King, Founding Fellow/AOGPE, Founder, The Kildonan School, Amenia, NY
Dr. Orton coined the term “strephosymbolia” to describe the phenomenon, and those of us who work with
dyslexic students continue to be fascinated by the way in which our students reverse and transpose when
they speak, read, spell, write, and compute. While brain research has progressed since Dr. Orton’s time,
the phenomenon of reversals and mirror writing (from Leonardo da Vinci to our Delos Smith) remains a
puzzle.
12:00 PM - 1:30 PM
Lunch
1:30 PM - 2:45 PM
Breakout Session 2
2A.
O-G: The Comprehension Connection
Kerri McDonald-Schaub, M.Ed, FIT/AOGPE, Manchester Essex Middle School , MA
The wordlist gives the O-G practitioner the opportunity to teach a variety of concepts that provide a student
with not only decoding practice, but also the opportunity to build vocabulary, which leads to deeper
comprehension of text. This interactive workshop will demonstrate unique ways to “work the wordlist” with
your student.
2-B.
,
2-C.
Oral Reading Fluency: Teaching Fluency in an Orton-Gillingham Lesson
Louise Freese, F/AOGPE, Garside Institute for Teacher Training at the Carroll School, Lincoln, MA
This session will focus on the importance of oral reading fluency as it links efficient single word decoding to
comprehension. Participants will be given practical steps for developing and assessing oral reading fluency.
Multisensory Techniques to Keep Your Lessons Effective and Fun!
Karen Leopold, F/AOGPE
What is multisensory instruction? Why is it a critical component of the Orton-Gillingham Approach? Active,
multisensory techniques for improving recall, decoding, and encoding will be demonstrated. To keep lessons
effective and engaging, the presenter will share innovative ideas, from using paper and pencil, to easily made
games, and even iPad applications.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
5
2-D.
Early Interventions for Literacy Part 2 (2 parts with 1-D)
Ronald Yoshimoto, M.Ed, M.S.W., Fellow/AOGPE, Resource Teacher Trainer, Department of Education,
State of Hawaii, Director, MSL Centre, Singapore, Director, OG Centre, Hong Kong,
Director, OG International
2-E.
Parent Round Table Discussion
2-F.
Developing Games to Enhance Learning
2-G.
Piecing Together Fraction Concepts
C. Wilson Anderson, F/AOGPE and Ann O’Flanagan, F/AOGPE,
Sylvia Richardson, M.D., Honorary Trustee/AOGPE
Meet with leaders in the O-G field and discuss issues and concerns regarding children, dyslexia and the O-G
Approach. This is a wonderful opportunity to have your questions answered.
Elsie Morse, C/AOGPE
Starting with a theoretical defense for the power of games in learning, this session will give examples and
ideas for adapting any area of drill into one of a number of game formats.
2-H.
Carrie Coleman Strasburger, M.A.
In this session, participants will learn how to use manipulatives when teaching the basic fraction concepts of
equivalency, simplifying, mixed numbers, improper fractions, and comparing fractions. Examples of pictorial
follow-up worksheets will also be given. The vocabulary and questioning techniques needed for each lesson
will be included.
Phonology: What You Need to Know Before You Pick Up Those Cards
Marcia Mann, CCC/SLP, Founding Fellow/AOGPE
This session will present information about phonetic and physiologic structure of the language: vowels and
consonants, voiced and voiceless cognates, phonetic environments, and their effect on spelling, reading,
speech and comprehension. (Themes addressed include: Alphabetic Principles/Phonics, Oral Language,
Phonemic/Phonological Awareness, and Spelling.)
2:45 PM - 3:00 PM
Break
3:00 PM - 4:15 PM
Breakout Session 3
3-A.
Developing Metacognitive Skills
Suzanne Carreker, M.S., CALT-QI, Vice President of Program Development at Neuhaus Education Center
Students may experience difficulties with reading comprehension because of inadequate oral language and
vocabulary, insufficient world knowledge, inability to integrate information, poor working memory, lack of
sensitivity to causal structures, or inability to identify semantic relationships. This session will present
evidence-based strategies and activities that span beginning to secondary readers and help all readers
increase their vocabulary and read with deep comprehension. The session will also include informal
assessments to measure the breadth and depth of students’ language comprehension.
3-B.
Testing to Teaching: Linking Assessment to Instruction
Pledger Fedora, Ph.D., Seton Hall University, South Orange, NJ
This session will focus on the interpretation of WISC-IV subtest scores to inform and guide instruction. Links
between low scores and specific reading skills will be provided along with educational implications and
factors that may influence performance.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
6
3-C.
Spelling: Rules and Generalizations
Susan Santora, F/AOGPE, Learning House, Guilford, CT
The distinction between spelling rules and spelling generalizations will be presented along with a teaching
approach for each.
3-D.
O-G Multisensory Math and Manipulatives: Focus on Multiplication and Division Concepts
Marilyn Wardrop, Honorary Fellow/AOGPE, Canadian Academy of Therapeutic Tutors (CATT O-G)
This interactive hands-on session introduces participants to a multisensory approach for achieving mastery of
multiplication and division concepts. The OG interactive, cognitive approach for learning math enables
students to develop more effective ways of thinking about math and applying new skills.
3-E.
Teaching Sentence Patterning: Creating Complex Structure and Meaning
3-F.
Investigate a Book - The Blooming Smart Way
Evelyn Reiss, F/AOPGE, Head, Claremont School, Toronto, Canada
This workshop will demonstrate how complex sentence patterns can be taught without invoking the use of
esoteric grammar terminology. In keeping with the Orton-Gillingham Approach that follows the dictum: teach
from simple to complex, this workshop will show how simple hands-on exercises can build sentences rich in
meaning.
Lynn Kuhn, M.A., CCC-SLP
Participate in learning how questioning plays an important role within the framework of oral and written
language. Developing open-ended questions will lead to improved comprehension and enhance critical
thinking. Questioning is a strategy that can be taught in connection with any subject or text, to students of all
abilities. This session will offer practical tips on how to ask the right questions to stretch your student’s
academic learning.
3-G.
Teaching O-G in an Urban Setting
Deb Foster Morris, F/AOGPE, The Met School, Providence, RI
This session will address O-G teacher training and student services in a public high school.
3-H.
An Introduction to Syllable Types and Syllable Division
Linda Atamian, F/AOGPE
This nuts and bolts workshop presents structural analysis skills that support students to decode unfamiliar
words. It is designed for beginners and parents.
4:30 PM - 6:00 PM
Reception, hosted by AOGPE
with support from the Carroll School
Marquis Ballroom
Marriott Providence Downtown
1 Orms Street
Providence, RI, 02904
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
7
P R O G R A M A G E N D A
SATURDAY MARCH 17, 2013
8:00 AM - 9:00 AM
9:00 AM - 9:15 AM
9:15 AM- 10:30 AM
Registration
Welcome, Rosalie Davis, President, Board of Trustees, Fellow/AOGPE
Keynote Address: Michele Berg, Ph.D.
“Working Memory and the Dyslexic Learner”
10:30 AM - 10:45 AM
Break
10:45 AM - 12:00 PM
Breakout Session 4
4-A.
4-B.
4-C.
Grammar, ala Orton-Gillingham (repeat of 1-C)
Helaine Schupack, Founding Fellow/AOGPE
A structured multisensory approach to teach grammar.
The Reading Brain
Richard Soloman, Ph.D., Clinical Dirctor/Presidient, Delta Consultants, Providence, RI
Dr. Solomon is a clinical psychologist and Clinical Director/President of Delta Consultants, a multi-disciplinary
practice working with children, adolescents and families in Rhode Island. He is a presenter at numerous
conferences in New England and nationally on his work with child maltreatment, learning disabilities and
attention deficit disorder.
Early Interventions for Math Part 1 (2 parts with 5-C)
Ronald Yoshimoto, M.Ed, M.S.W., F/AOGPE, Resource Teacher Trainer, Department of Education,
State of Hawaii, Director, MSL Centre, Singapore, Director OG Centre, Hong Kong, Director, OG International
In this hands-on double session, the presenter will demonstrate strategies for teaching math to preschool/
kindergarten children using manipulatives. He will number sense, patterns, addition with/without regrouping,
subtraction with/without regrouping, beginnings of multiplication and solving for x.
4-D.
Piecing Together Fraction Concepts (repeat of 2-G)
4-E.
What is Orton-Gillingham?
4-F.
Integration of Orton-Gillingham into the Public School Curriculum
Carrie Coleman Strasburger, M.A.
In this session, participants will learn how to use manipulatives when teaching the basic fraction concepts of
equivalency, simplifying, mixed numbers, improper fractions, and comparing fractions. Examples of pictorial
follow-up worksheets will also be given. The vocabulary and questioning techniques needed for each lesson
will be included.
Rosalie Davis, President, Board of Trustees, F/AOGPE
This session will provide a brief history of the work of Dr. Samuel Orton and Anna Gillingham, discussing
each specific component of the Approach.
Ann Edwards, F/AOGPE
This session will address how teacher training is integrating Orton-Gillingham into balanced literacy
curriculums in NYC public schools. The presenter will show how these skills benefit the teacher and how
they impact their regular classroom students along with those students in need of remediation.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
8
4-G.
Dick and Jane Learn Rocket Science: Reading Instruction in America
Trudy Stegleman Odle, F/AOGPE, Head of School, Greengate School, Huntsville, AL
Dick and Jane or Tip and Mitten are iconic figures that have shaped the earliest reading experiences for
decades of children in America. This is a playful, yet serious presentation to address the subject of reading
instruction from the beginning of this country, and especially over the past century. Knowledge of the various
phases (and crazes) of reading methods that we have embraced and heralded over time deepens our
understanding and appreciation of where we now stand and where we are headed.
4-H.
O-G Basics To Go
Carrie Malloy, FIT/AOGPE, Director of Triad Academy at Summit School, Winston-Salem, NC
Amy Lawrence, F/AOGPE, Triad Academy at Summit School, Winston-Salem, NC
Learn new ways to teach beginning, intermediate and advanced syllabication, spelling rules, sounds,
morphology, vocabulary, and handwriting. Discover how to apply the visual, auditory, kinesthetic, and tactile
modalities to better instruct these concepts.
12:00 PM - 1:30 PM
Lunch
1:30 PM - 2:45 PM
Breakout Session 5
5-A.
5-B.
Developing Metacognitive Skills (repeat of 3-A)
Suzanne Carreker, M.S., CALT-QI, Vice President of Program Development at Neuhaus Education Center
Students may experience difficulties with reading comprehension because of inadequate oral language and
vocabulary, insufficient world knowledge, inability to integrate information, poor working memory, lack of
sensitivity to causal structures, or inability to identify semantic relationships. This session will present
evidence-based strategies and activities, that span beginning to secondary readers, and help all readers
increase their vocabulary and read with deep comprehension. The session will also include informal
assessments to measure the breadth and depth of students’ language comprehension.
Psychological Assessment: Identification of Dyslexia and Report Interpretation
Nancy M. Hatcher, Ph.D.
This session is designed to assist parents and educators to become more familiar with the assessment
process and how a thorough assessment can guide focused remediation. Discussion will include
psychological report interpretation and the processing difficulties that often characterize dyslexia.
5-C.
5-D.
Early Interventions for Math Part 2 (2 parts with 4-C)
Ronald Yoshimoto, M.Ed, M.S.W., F/AOGPE, Resource Teacher Trainer, Department of Education,
State of Hawaii, Director, MSL Centre, Singapore, Director OG Centre, Hong Kong, Director, OG International
The Art of Blending - Overview
Beth Moore, F/AOGPE
Successful decoding of words depends upon the student’s efficient use of the sound system of the English
language. Children often do not master this technique well enough, working too laboriously through the letters
and their sounds, omitting sounds in a sequence, or resorting to guessing. The purpose of this presentation
will be to teach the finite steps in the successful blending of sounds into words. Included will be an
understanding of the role of the visual and auditory drills, the nature of consonants and vowels, learning how
to blend through the vowel, familiarity with beginning and ending blends, penciling techniques, and multiple
lateral card flipping drills that help a child develop automatic word recognition. Film clips of students in
various phases of blending will be included. Each attendee will receive a blending kit and have opportunities
to practice techniques during the session.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
9
5-E.
Tips and Tricks for Group Instruction
Jenni Miller, M.Ed., A/AOGPE and Josephine Calamari, A/AOGPE, The Schenck School, Atlanta, GA
How do you captivate the attention of the dyslexic child during group instruction? This session will include
hands on activities, mnemonics, and manipulatives to keep the dyslexic child engaged in a group. Ms.
Calamari and Ms. Miller work at The Schenck School, an Orton-Gillingham school that has been utilizing
group instruction successfully for 52 years. During this session they will also include video clips of their
classes and a discussion of how and why Orton-Gillingham can work in a group.
5-F.
Empowering Older Dyslexic Students
Jean Osman, F/AOGPE and Theresea Petersen, F/AOGPE
Many high school/college students and adults have persistent difficulty mastering the reading and
writing/ spelling skills necessary to complete school and job requirements. These individuals continue to
need direct instruction in written language skills through a cognitive-linguistic Orton-Gillingham approach
applied to multisyllabic words and complex written formats.
5-G.
Teaching Sentence Patterning: Creating Complex Structure and Meaning (repeat of 3-E)
Evelyn Reiss, F/AOPGE, Director, Claremont School
This workshop will demonstrate how complex sentence patterns can be taught without invoking the use of
esoteric grammar terminology. In keeping with the Orton-Gillingham Approach that follows the dictum: teach
from simple to complex, this workshop will show how simple hands-on exercises can build sentences rich in
meaning.
5-H.
Parent Round Table Discussion (repeat of 2-E)
C. Wilson Anderson, F/AOGPE, Ann O’Flanagan, F/AOGPE
Sylvia Richardson, M.D., Honorary Trustee/AOGPE
Meet with leaders in the O-G field and discuss issues and concerns regarding children, dyslexia and the O-G
Approach. This is a wonderful opportunity to have your questions answered.
2:45 PM - 3:00 PM
3:00 PM - 4:15 PM
6-A.
6-B.
Break
Breakou t S es s ion 6
A.T. Meets O-G: How Assistive Technology Compliments Orton-Gillingham Remediation
(repeat of 1-B)
Jamie Martin, Kildonan School, Amenia, NY
There is no disputing that Orton-Gillingham remediation has helped many students with dyslexia to improve
their reading and writing skills. It can also be said that in recent years, the accommodations provided by
assistive technology have allowed those students to reach higher levels of academic success than ever
before. On the surface, it may seem that remediation and accommodation are polar opposites. This
presentation will strive to show that they are, in fact, complimentary. The first part will center on a discussion
of what types of assistive technology are available to dyslexic students, including the most recent accessibility
features of the iPad. The second part will focus on how students who receive a combination of OrtonGillingham tutoring and assistive technology training are often the most successful in school.
Beginning Reading Begins at Birth
Arlene Sonday, Founding Fellow, AOGPE
Connect research to age-appropriate activities and strategies that weave learning into the fabric of play while
providing a roadmap for building the broad foundation that leads to successful readers.
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
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6-C.
O-G Multisensory Math and Manipulatives: Focus on Multiplication and Division Concepts
(repeat of 3-D)
Marilyn Wardrop, Honorary Fellow/AOGPE, Canadian Academy of Therapeutic Tutors (CATT O-G)
This interactive hands-on session introduces participants to a multisensory approach for achieving mastery of
multiplication and division concepts. The OG interactive, cognitive approach for learning math enables
students to develop more effective ways of thinking about math and applying new skills.
6-D.
The Cognitive Shift: Phonemic To Morphemic Awareness
6-E.
An Introduction to the Orton-Gillingham Classroom (repeat of 1-F)
6-F.
The Complex Profile of the Dyslexic Learner
Angela Wilkins, Past President, F/AOGPE
After several years of tutoring in the Orton-Gillingham Approach, “Amber” continues to spell slipt for slipped
and indecks for index. The workshop will provide practical suggestions to help Amber recognize orthographic
patterns and to understand the importance of the cognitive shift as foundational to upper level reading and
spelling.
David Katz, M.A.T., F/AOGPE
Imagine a classroom where every wall is an interactive learning center that is multisensory. As the student
enters the room he is able to see how language develops from the consonants and vowels all the way to
comprehension and written expression. The O-G Classroom is a completely interactive world of learning and
language that is created to meet the needs and goals of the children in that particular grouping, based on age
and ability. The classroom integrates the tenets of O-G with the daily goals based on the core curriculum
standards.This session will be an introduction to how such a room can be created with just the materials that
are available in most schools. The participants in this session will come to understand that in order for true
learning and language to be integrated, they must begin to educate themselves in the natural development of
language through the O-G Approach.
Eric Falke, M.D. Director of Research, Carroll School, Lincoln, MA
Steve Wilkins, EdM. Head of School, Carroll School, Lincoln, MA
This workshop presents new ways of looking at the profile of students with dyslexia. While the term dyslexia
seems to describe a relatively homogenous population, new assessment tools are helping define he
underlying cognitive differences that more precisely describe a student who falls within the dyslexia definition.
Once educators have more refined assessments of their students, interventions can be more focused and
effective. The purpose of this workshop is to draw tighter the relationship between cognitive assessment and
educational intervention, amplifying the diagnostic-prescriptive approach to teaching.
6-G.
Teaching O-G in an Urban Setting (repeat of 3-G)
Deb Foster Morris, F/AOGPE, The Met School, Providence, RI
This session will address O-G teacher training and student services in a public high school.
6-H.
The Dyslexic Brain (repeat of 1-E)
Heidi Bishop, F/AOGPE, Camperdown Academy, Greenville, SC
Dyslexia has a neurological basis, so those who work with dyslexic students need to be familiar with the
structure and function of the various regions of the brain that provide the rationale for multisensory instruction.
This session provides a hands-on, multisensory overview of these structures and functions.
4:15 PM - 4:45 PM
Annual Membership Meeting
Conference Adjourns
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
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A B O U T
T H E
A C A D E M Y
The Academy of Orton-Gillingham Practitioners and Educators is the only organization expressly
established and authorized to set standards for the practice of the Orton-Gillingham Approach, to certify
teachers, and to accredit instructional programs that meet these standards. Incorporated in 1995, the
Academy derives its authority from action taken by the Board of Regents of The University of the State of
New York and operates under New York State Education Law. The Academy establishes and maintains
professional and ethical standards for practitioners and educators of the Orton-Gillingham Approach to
address the language-based learning difficulties associated with dyslexia; certifies individuals who have
demonstrated competence as practitioners and educators of the Orton-Gillingham Approach; accredits
programs in schools and clinics that meet Academy standards; sponsors and promotes research relevant
to Orton-Gillingham instruction; disseminates the results of such research to professional educators and to
the public at large; and promotes public awareness of the needs of children and adults with dyslexia and of
the Orton-Gillingham Approach. An elected Board of Trustees composed of distinguished Orton-Gillingham
practitioners and educators governs the Academy. The objectives and tasks of the organization are
accomplished by working committees composed of trustees and other dedicated Academy members.
Currently, the Academy has over 1,000 national and international members who have met its standards.
A S S I S T I N G
!
O R G A N I Z A T I O N S
!
R E C E P T I O N S U P P O RT P R O V I D E D B Y
TO REGISTER ONLINE GO TO www.regonline.com/aogpe2013 or VISIT www.ortonacademy.org
AOGPE, PO Box 234, Amenia, NY 12501
T| 845.373.8919 F| 845.373.8925
E| [email protected]
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