2013-2014 Support Group Sessions
Informational Meetings for Parents & Educators
May 7, 2014
Topic: "Obtaining Accommodations and Preparing for the ACT and SAT"
Presenter: Gerri Walsh, M.A.,
Educational Services Program Coordinator at St. Ursula Academy for 34 years
2014 OVB/IDA Spring Conference
Critical Instructional Components for Teaching Vocabulary,
Spelling and Reading Comprehension
EXPLICIT, SYSTEMATIC DECODING STRATEGIES: A Necessary Stop on the Road to Fluent Text Reading. This presentation will include a discussion of the tools of English: consonant graphemes, vowel graphemes, syllable types, syllabication generalizations, accent hints (including schwa), and morphemes. Strategies for learning to decode simple to complex words in a logical, systematic sequence will be demonstrated and practiced.
FLUENCY: Related to Prosody but MUCH More than Speed. Fluent reading is a combination of accuracy, automaticity, and prosody that facilitates reading comprehension. Fluency is demonstrated during oral reading through ease of word recognition, appropriate pacing, chunking of words into meaningful phrases, and intonation. Excessive focus on rate can interfere with, rather than augment, comprehension. A slower reading rate is sometimes necessary to support the construction of meaning. Fluency is a factor in both oral and silent reading that can limit or support comprehension.
WORDS WITH SPELLING CONNECTIONS HAVE MEANING CONNECTIONS: Phonology + Phonics + Morphology + Etymology = Orthography. “Four Converging Paths En Route to Automatic Word Recognition and Spelling” Analysis of word structure—including morphology—supports learning to read, spell, and comprehend. Words with spelling connections 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 -->conscience). Explicit instruction in orthography (spelling) that integrates phonology, phonics, morphology, and etymology is also effective for teaching word identification, vocabulary, content knowledge, and reading comprehension.
See Conference Flyer for Additional Conference Details
and Speaker Information.
12th Annual Teddy Bear 5K Run/Walk
April 13, 2014
The Teddy Bear 5K supports Children’s Dyslexia Centers of Cincinnati, a 501(c)(3) non-profit that operates campuses in Cincinnati and Norwood, Ohio.
Click here to follow the Teddy Bear 5K on Facebook.
Click here to follow Children’s Dyslexia Centers of Cincinnati on Facebook.
Tutoring, testing, and other referral information can be obtained by calling our Branch at (513) 651-4747. We have Parent Support Groups, as well. Many of our 220-230 members are actively involved in the treatment and remediation of dyslexia. Our members are educators, psychologists, physicians, individuals with dyslexia, and parents. We represent a network of parents and professionals who have dealt with learning disability issues on an individual basis with local public and private schools. One of IDA's most important objectives is to educate the educators and raise their awareness of dyslexia in order to increase early intervention in the schools.