ONBIDA newsletter fall 2008

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ONBIDA newsletter fall 2008 Powered By Docstoc
					                                                                                                             FALL    2008

Dimensions of Dyslexia — A letter from the editor
                              effort to help our planet      You will be reading more
Welcome!                      by reducing the amount         about the conference in
We hope that you enjoy        of paper generated and         the newsletter. Along
the new look and format       to reach a wider audience      with the conference re-
of our newsletter. The        we are changing to an e-       views we are also able to
newsletter committee          newsletter format. We          present a profile of a
has been working hard         will send you an e-mail        young song writer with
to bring the look of the      message when the next          dyslexia, a review of a
newsletter in-line with       newsletter is available so     Mel Levine workshop and
                                                                                                   In This Issue
the look of our website.      you can go to our website      reviews of the free
I would like to acknowl-      and download the publi-        speaker series which is
                                                                                           1. Message From President
edge Liisa Freure, who        cation. Newsletters will       presented by ONBIDA.
has been spearheading         be archived.                   We hope each of you           3. 4th Annual Conference
this initiative and has                                      finds some time to sit           Dimensions of Dyslexia review
                              This newsletter, Dimen-
been the one to get this                                     down and really peruse
                              sions of Dyslexia, is ap-                                    5 . Save the Date ! for 5th
under way. We are also                                       this edition of the news-
                              propriately titled after the                                     Annual Conference
excited that this is our                                     letter.
                              2008 ONBIDA conference.
first online issue. In an                                                                  6. Mel Levine Conference review
                                                                                           7. French Corner – translation of
                                                                                              Mel Levine conference review
Message from the President — Sally Shearman
                                                                                           8. Profile of a Songwriter

At the time that I am writ-   able. Please plan on join-     At the AGM, we honoured       9. 2007-08 Speaker Review
ing this message, it is       ing us next year!              three board members              Mathematics Disability
precisely one week after                                     finishing their terms: Lisa   11. 2007-08 Speaker Review
                              As you will read else-
our fourth annual confer-                                    Jeremic, Eleanor                   Identifying Dyslexia in ESL
                              where in this newsletter,
ence, Dimensions of Dys-                                     Collins, and Michael               Students
                              the conference was a re-
lexia. This year, we tried                                   Sproule. We had the
                              sounding success and the                                     13. 2008-09 Speaker Series
something new. The                                           distinct pleasure of elect-
                              caliber of our speakers                                          Line-up
Friday night before the                                      ing three new board
                              was excellent. Unfortu-
conference we invited                                        members: Kevin Bur-
                              nately we had some
members to attend a                                          gess, who will chair our
                              glitches with facility ar-
workshop, our Annual                                         Fundraising Committee;
                              rangements. Although
General Meeting and a                                        Jan MacLean, who will
                              we had booked sufficient                                     We are changing to an
networking reception,                                        chair our Training Com-
                              space for lunch, there                                       “e-newsletter” format!
which was generously                                         mittee; and Valerie Fish,
                              was an error on the part
sponsored by Michael                                         who will eventually take
                              of the hosting facility, and                                 Make sure your name is
and Naneve Hawke.                                            on the role of Secretary
                              we were somewhat                                             on our e-mail list to
Microcomputer Science                                        when our present secre-
                              cramped for space to eat!
Inc. provided the work-                                      tary completes her sec-       ensure that you receive
                              Eating lunch on your lap
shop on assistive tech-                                      ond term at the end of        the next edition.
                              is not the most enjoyable
nology. This proved to                                       2008. We have a diverse       Go to idaontario.com.
                              eating experience. We
be our best attended                                         set of skills in our board
                              apologize for this, and
AGM to date, and the                                         members, and it is inspir-
                              will do everything possi-                                    * If you would like to continue
opportunity to meet                                          ing to think of what we
                              ble to ensure that this                                      to receive a paper copy of our
some of our members at                                       will be able to accom-
                              does not happen again.                                       newsletter please let us know
the reception was invalu-                                    plish together as a team.     by returning the enclosed form.
Page 2
                                       President’s message continues ...

                                       This year, our board focus is very           Our audited Financial Statements
Ontario Branch of the                  much on fundraising. In order to             for 2007 are also available upon
                                       expand our outreach programs and             request. We now have the capacity
International Dyslexia                 services, it is essential that we se-        to accept online donations on our
Association                            cure more funding. I have com-               website donations page. We are
                                       pleted an online fundraising course          also registered with the United
                                       for non-profit board members with            Way, so that you may choose ON-
                                       Altruvest (BoardMatch), attended a           BIDA as your designated charity.
Officers:                              workshop on writing grant propos-            Our charitable registration number
                                       als at the IDA Spring Leadership             is on our website donations page.
President: Sally Shearman
                                       meeting in Baltimore, and have
                                                                                    Finally, I am delighted to tell you
Vice President: Roby Hochman           begun to provide orientation and
                                                                                    about our Parent Support Group
                                       training in fundraising to the board
Secretary: Sonia Reichman                                                           facilitated by Sue Barr, a dedicated
                                       at each board meeting. The fund-
                                                                                    ONBIDA volunteer and parent of
                                       raising plan for 2008 was devel-
Treasurer: Cathi Fynn                                                               children with dyslexia. The first
                                       oped collaboratively with the en-
                                                                                    meeting drew only a handful of par-
                                       tire board, as every board member
Directors:                             is a member of the fundraising
                                                                                    ents, but the word is spreading rap-
                                                                                    idly, and Sue has collected a list of
                                       committee. We will be seeking
Kevin Burgess                                                                       names and email addresses for in-
                                       funding from foundations, corpora-
                                                                                    forming parents of meeting topics,
Donald Fick                            tions, and individuals. Roby
                                                                                    and issues that may be of interest to
                                       Hochman and I will be working
                                                                                    parents. Information about this
Valerie Fish                           very closely with our part-time Ex-
                                                                                    group is posted on our website, in
                                       ecutive Director, Michelle Halsey, to
Liisa Freure                                                                        the Event Calendar section. We
                                       write grant proposals. Please con-
                                                                                    will continue to seek to expand out-
Karen Ghelani                          sider making a personal donation
                                                                                    reach to parents, through the York
                                       to ONBIDA to enable us to continue
                                                                                    Region Parent Support Group, our
Kira Hensley                           to expand our programs. Our An-
                                                                                    dedicated email distribution list,
                                       nual Report details how we have
Deborah Lamb                                                                        and the parent-focused workshops
                                       helped individuals and families,
                                                                                    at our annual conference.
                                       and the educational programs we
Jan MacLean
                                       have provided. Please email us if
Cheze Morgan                           you would like a copy of this re-
                                       port.(info@idaontario.com).                                     Sally Shearman

                         Becoming a Board Member
Tell us what you
think of this           Did You Know…
publication. We
                        ONBIDA is always looking for potential Board Members. The role of the
are always              Nominating Committee is to look for prospective candidates to fill the
looking for fresh       positions of board members who have finished their term. We are always
and innovative          looking for a diverse array of candidates that bring with them skills to
ideas that can be       enable us to fulfill the IDA mission.
incorporated into       Candidate names are brought forward to the Nominating Committee who         Sally Shearman
the newsletter.         then meet to discuss the needs of the board. A member of the                presents the keynote
                        Nominating Committee will contact prospective board members to              speaker at the 2008
                        determine interest, and discuss relevant experience, areas of expertise     ONBIDA conference.
E-mail us at:           and other volunteer commitments.
                                                                                          VOLUME 5, ISSUE 1
                                                                                                                   Page 3

Fourth Annual ONBIDA conference
The annual 2008 conference,      the reading brain and its        portance of rapid naming
Dimensions of Dyslexia,          implications for teaching        ability and how this is re-                    Proper
was another huge success.        children with dyslexia. Dr.      lated to fluency. Children                   reading
Every year ONBIDA goes to        Wolf started off by stating      with dyslexia often show
                                                                  poor naming speed skills in
great lengths to provide its     that the brain is not natu-
conference delegates with        rally geared for reading.        addition to deficiencies in                allows the
informative, relevant and        There is no specific gene        phonemic awareness. .                          reader
research based sessions          that dictates reading devel-     Deficits in single-word de-                 “time to
given by respected and           opment. As you have read         coding have proven to be
knowledgeable presenters.        before in this newsletter
                                                                  much easier to remediate
ONBIDA’s conference com-         and probably elsewhere,          than the problems associ-
mittee succeeded yet again       research on Dyslexia typi-       ated with reading fluency.
in putting together a confer-    cally points to a core deficit   So, after children learn how
ence of the highest quality.     in phonological awareness.       to read a word how do they
                                 Training phonemic aware-         then shift into text reading
The keynote speaker was
                                 ness is an imperative ele-       and read with ease?
Dr. Maryanne Wolf, the
                                 ment to remedial programs
Director of the Centre for                                        They need to improve their
                                 for developing decoding
Reading and Language Re-                                          reading rate. In order for
                                 skills. However, decoding
search at Tufts University                                        children to comprehend
                                 skills alone are not enough
and a Professor of Child                                          what it is that they are read-
                                 for independent text read-
Development in the Eliot-                                         ing they need to be able to
                                 ing. Dr. Wolf went on to
Pearson Department of                                             read the information in the
                                 ask the question ‘What is
Child Development. She is                                         text with relative speed in
                                 the end goal of reading?’
also the author of Proust and                                     order for the information to
                                 Comprehension of course.
the Squid: The Story and                                          make sense and to remem-
                                 In text reading, compre-
Science of the Reading                                            ber it. Dr. Wolf discussed       Dr. Wolf signing copies
                                 hension is undermined by
Brain.                                                            the importance perceptual,       of her book Proust and
                                 poor reading fluency. It is
Listening to Dr. Wolf was an     not enough to be able to         orthographic, morphologi-        the Squid: The Story
absolute treat. As I write       decode the words in the          cal, semantic and syntactic      and Science of the
this I keep trying to refer to   text but individuals must        processes. She went on to        Reading Brain after the
my non-existent notes. I         also be able to read with        encourage the teaching of        keynote address.
was so rapt by the speaker       fluency and to use correct       words’ multiple meanings
that I forgot to write any-      prosody. When all this is        (e.g., tip of a pen and tip
thing down. Dr. Wolf’s           working in synchronicity,        that you leave a waitress)
presentation was captivat-       Dr. Wolf states that the         stating that the more that
ing, filled with information     reader then has “time to         words have rich “semantic
and interwoven with hu-          think.” This allows for          neighborhoods” the easier
mour, personal stories and       deep comprehension.              they are to retrieve. Add-
audience participation.          Alas, lack of fluency often      ing imagery to these mean-
Three hours flew by.             gets in the way of a dys-        ings also aids word re-
                                 lexic individual’s having        trieval which in turn should
Dr. Wolf’s goal for the key-     this “time to think.” Dr.        improve fluency and over-
note address was to look at      Wolf also spoke of the im-       all comprehension.

       ONBIDA offers board members:
                                                                                                          “We can
       •      the opportunity to use their talents on one of our committees
       •      interesting challenges and learning experiences,
                                                                                                   make a difference
                                                                                                    to the education of
       •      a feeling of worth and pride in serving our mission
                                                                                                      individuals with
       •      the opportunity to network with board and international members.
       •      the opportunity to make a difference...                                                   in Ontario.”
 Page 4
                                ONBIDA conference continues
Dr. Wolf feels that the Pho-    There were sessions on          go beyond their weak-
nological deficits associ-      attention and how it affects    nesses. Geared mostly             The more that
ated with poor reading are      learning and intervention,      toward parents of children
                                                                with dyslexia, this highly
                                                                                                words have rich
well addressed in current       written expression, assis-
interventions but that more     tive technology, the role of    interactive session showed            “semantic
attention needs to be fo-       an SLP in the diagnosis of      participants first hand how     neighborhoods”
cused on automaticity, flu-     Dyslexia, leveraging your       to identify strengths and
                                                                how powerful it is for chil-
                                                                                                 the easier they
ency and comprehension.         child’s strengths to go be-
She presented RAVE-O, a         yond their weaknesses and       dren to know their own           are to retrieve.
program, collaboratively        a presentation from the         strengths. This session was
with other researchers that     EMPOWERTM program.              based on the work of Dr.
addresses these neglected       Sessions are run in smaller     Mel Levine. I would say
areas. RAVE-O teaches           groups (about 40 people)        that the only drawback to
word Retrieval, Automatic-      and the atmosphere is less      this session was that it
ity, Vocabulary, Engage-        formal and more intimate.       needed another hour. Peo-
                                                                ple were so engaged and          CONFERENCE
ment with language and
Orthography. Dr. Wolf
                                The session I attended on       ready to participate that       DOOR PRIZES!!!
                                Written Expression was          many of us felt we could
states “The goal of RAVE-O                                                                       Thank you to our
                                highly informative. It out-     have gotten even more out
is to stimulate in our teach-                                                                  Contributors for adding
                                lined the development/          of a session like this given
ing what the brain does                                                                          to the conference
                                stages of writing, the con-     more time.
when it reads a single                                                                               experience
                                straints on the brain during
word, a paragraph and a                                         As someone who has at-
                                writing acquisition as well                                     Canadian Skill Builders
text.” Dr. Wolf did not go                                      tended all of ONBIDA’s
                                as the effect of attention
into great detail about pro-                                    four annual conferences, I
                                problems when learning to                                      Dyslexia Resource Centre
gram, perhaps out of time                                       can say that they continue               Inc.
                                write. It also outlined a
constraints but she left us                                     to meet the high standards
                                research study being done                                         J’s Learning Tools
with a website address for                                      that I have come to expect.
                                with adolescents to identify
more information                                                The organization, dedica-        Marathon Learning
                                some of the processes that
ase.tufts.edu/crlr/.                                            tion and time put into them       Materials Ltd.
                                affect their achievement.
This is a brief synopsis of a   The session was finished by     are evident. If you have not
                                                                                                Microcomputer Science
very detailed and enriching     discussing some implica-        yet been to an ONBIDA
                                                                                                     Centre Inc.
keynote address. More           tions for intervention.         conference I would highly
information can be found in                                     recommend that you mark              Parentbooks
                                The second session I at-        your calendar now for May
her book “Proust and the                                                                         Psycan Corporation,
                                tended was probably the         2nd , 2009, when ONBIDA
                                best session to go to late on   presents: Reading Com-          Spectrum Educational
In the afternoon, the confer-   a Saturday afternoon after      prehension: A Complex,              Supplies Ltd.
ence was broken down into       having sat inside all day. I    Multidimensional Construct
several small breakout ses-     attended the session on                                             Star Academy
                                                                This conference promises
sions, all of which were well   leveraging your child’s         to be another educationally     TVOntario/Sick Kids
received.                       strengths to allow them to      packed experience.

Conference Acknowledgements
We are enormously          our board of directors, con-         Liisa Freure, Cathi Fynn,
grateful to all the people ference registrar Michelle           Elaine Ecclestone, Andrew
who gave their time to          Halsey, and our volunteers      Fynn, Kira Hensley, Lisa
make the 2008 ONBIDA            all deserve much thanks for     Jeremic, Martha Kovack,
Conference a success.           a job well done.                Deborah Lamb, Arlene La-
Karen Ghelani and Roby                                          powich, Laurie Leason,
Hochman as Conference           Thank you to Ritu Bedi,         Cheze Moran, Pearl Levey,
Co-Chairs, the conference       Jill Clements-Baartman, Don     MaryAnn Lysons, Jason
committee, Kira Hensley         Fick, Eleanor Collins,          Manett, Denise Murnaghan,
and Deborah Lamb for            Gladys Cook, Mary               Sonia Reichman, Sally
Publicity and Media,            Damianakis, Valerie Fish,       Shearman, and Kathy
                                                                Vander Zwaag.
                                                                                             VOLUME 5, ISSUE 1
                                                                                                                     Page 5

                                   May 2, 2009                           8:30 am to 5:00 pm
                                   International Dyslexia Association, Ontario Branch

                                           5th ANNUAL CONFERENCE

                                   Keynote Speaker: Nancy Hennessey
                                  Reading Comprehension:
                             A Complex Multidimensional Construct
Understanding the complex nature of the comprehension construct is critical to informed decisions regarding
the design and delivery of instruction for all readers, but particularly for those who struggle. This session will
debunk the misconception that comprehension is a unitary construct by exploring its multi-dimensional nature
from three perspectives; contributory factors, assessment and instruction. An examination of the literature,
collective knowledge base and current practice will surface many key concepts but also those questions yet to
be fully answered.

Nancy Hennessy, M.Ed., is the president of The Consulting Network, and serves as a Lead Trainer for Wilson Language Sys-
tems and a National Trainer for LETRS (Language Essentials for Teachers of Reading and Spelling). Nancy has also served in
various positions for the International Dyslexia Association and is the immediate Past President. Nancy is an experienced
general and special education teacher, diagnostician, administrator, and consultant. She holds an undergraduate degree in
psychology, a graduate degree in special education, and has completed advanced studies in administration.

               Registration and Program details available after February 1, 2009
                                 www.idaontario.com or call 416-716-9296.
             Seminars filled up early last year, so register early to get your 1st choice.
                         Location: 89 Chestnut Street, Toronto, Ontario
                      Exhibitors: Please contact the exhibit coordinator Roby Hochman
                            at 905-764-0838 or by email at rhochman1@rogers.com.

We would like to congratulate the successful recipients:         Applications for the 2009 Elie Roth Scholarship
                                                                  will be available after February 1, 2009 and are
                 2008 Conference
                                                                                due by April 1, 2009.
          Elie Roth Scholarship                            They can be downloaded from the Annual Conference section
     for Personal and Professional Development                                   on our website at:
                       S. Bauer                                                  www.idaontario.com
                     W. Bauman
                      L. DeJong                              Scholarships are granted to applicants to assist attendance at
                     C. Robinson                             conferences or workshops that will further their knowledge of
                      M. Wright                            evidence-based assessment and intervention approaches for dyslexia.
 Page 6

                           Dr. Mel Levine Conference

“what is the               Review by Marian Mainland         fundamental constructs          needs and determine what
missing skill                                                need to be considered. He       neurodevelopmental func-
interfering with              Struggling                     has organized these con-        tions they need to use i.e. to
                                                             structs, which he refers to     study for this history exam,
this child’s                   Students:                     as Neurodevelopmental           I need to …….
ability to write,
read, complete              Understanding                    Constructs, as follows: At-
                                                             tention, Temporal-
math word                   and Managing                     Sequential Ordering, Spa-       Dr. Levine added that
problems, etc?”                  Their                       tial Ordering, Memory,          every child comes to school
                                                             Language, Neuromotor,           each day with a “current
                             Differences                     Social Cognition and            developmental profile” and
                                                             Higher Order Cognition.         then needs to see how
Mel D. Levine M.D.,        On April 1, 2008, the Learn-      Under each construct, Dr.       good a fit this profile is with
Professor of Pediatrics    ing Disability Association of     Levine listed the related       what is being taught and
and Director of the        Kitchener-Waterloo (LDA-          functions. For example,         expected that day. He sug-
Clinical Centre for the    KW) hosted a conference           under the Social Cognition      gested that the best treat-
Study of Development       featuring Dr. Mel Levine.         construct, the following        ment for LD kids is to “help
and Learning Univer-       Over 300 delegates at-            functions are listed: Verbal    them find their niche or
sity of North Carolina     tended.                           Pragmatics, Nonverbal           affinity”: an area of content
School of Medicine,                                          Pragmatics and Verbal-          that really interests the
Chapel Hill, N.C                                             Nonverbal Integration.          child i.e. horses, science
                           Dr. Levine was able to draw       These functions each in-        fiction, etc. We then need
Mel D. Levine, M.D. is
                           on his love for “the goose”       volve more specific factors.    to “feed this interest” with
an esteemed authority
                           at several points during his      Each participant at the con-    magazines and books, so
on disorders of child-
                           lecture. He lives on a farm       ference was provided with       that they can develop a
hood such as AD/HD
                           in North Carolina and ex-         a “placemat” describing         “passion” for something.
and is a well known
                           plained that he started out       these constructs and func-      As professionals, we need
author and a gifted
                           having an “affinity” for the      tions.                          to make sure we are diag-
                           goose, which eventually                                           nosing and managing the
His major research         became a passion. It is                                           child’s strengths because
interests are focused      obvious that he has several       Dr. Levine explained that       their strengths will get
on learning processes      different passions in his life,   different brain functions       them through life. He
and the specific dys-      one being a lifetime com-         have to come together for       added the suggestion that
functions that impede      mitment to understanding          the neurodevelopmental          every IEP should include a
the education of many      why some children face            constructs to work. He sug-     section called “Asset Man-
children and adoles-       significant struggles with        gested that, for every aca-     agement”.
cents.                     the learning process. Dr.         demic process, we need to
                           Levine travels around the         identify “what is the miss-
He is the founder and                                                                        Dr. Levine concluded with
                           world sharing his experi-         ing skill that is interfering
co-chairman of All                                                                           the suggestion that we all
                           ences in an effort to plant       with this child’s ability to
Kinds of Minds, a non-                                                                       go back to our perspective
                           seeds of understanding            write, read, complete math
profit institute for the                                                                     agencies or schools and
                           among professionals and           word problems, etc?” We
understanding of dif-                                                                        share some of the informa-
                           parents.                          need to first understand
ferences in learning,                                                                        tion he presented. In his
                                                             which functions are re-
and the author of                                                                            words “There is only one
                                                             quired for individual aca-
many books including                                                                         way this workshop will have
                           The focus of Dr. Levine’s         demic processes so that we
Ready or Not Here                                                                            an impact—if there is some
                           presentation was how to           can then focus on helping
Life Comes, A Mind at                                                                        type of follow-up. At each
                           develop a phenomenologi-          the child to strengthen the
a Time, and The Myth                                                                         school, meet and review the
                           cal framework for children        related neurodevelopmen-
of Laziness.                                                                                 placemat and discuss the
                           with learning problems and        tal functions. Subsequently
He and his wife,           how to build a model for          we need to teach the child,     recommended interven-
Bambi, live on             this phenomenon using a           themselves, how to under-       tions.”
Sanctuary Farm in          common language. In or-           stand what process is
North Carolina.            der to do, he stated that we      breaking down so they can
                           need to determine what            continue to express their
                                                                                        VOLUME 5, ISSUE 1
                                                                                                                 Page 7
French Corner-Dr. Mel Levine Traduction
   Par: Marian Mainland         mène en utilisant un langa-      même, à comprendre quel
                                                                                                          « quelle est
                                ge compréhensible. Pour          processus fait défaut afin
  Traduit par: Dominique        ce faire, il a dit que nous      qu’il continue à exprimer                  l’habileté
          Gagnon                avons besoin de détermi-         ses besoins et déterminer           manquante qui
                                ner quels constructs fonda-      quelles fonctions de crois-           interfère avec
                                mentaux doivent être consi-      sance neuronal il a besoin             l’habileté de
  Étudiants en                  dérés. Il a organisé ces         d’utiliser, comme pour étu-
                                constructs qu’il réfère à «      dier un examen d’histoire         l’enfant à écrire,
   difficulté :                 Neurodevelopmental Cons-         par exemple, j’ai besoin            lire, compléter
 Comprendre et                  tructs » comme suit : l’At-      de….                                des problèmes
                                tention, l’Ordre Temporel-                                                          de
                                                                 Dr Levine a ajouté que cha-
   gérer leurs                  Séquentiel, l’Ordre Spatial,
                                                                 que enfant arrive à l’école        mathématiques,
                                la Mémoire, le langage, le
  différences                   Neuromoteur, la Cognition
                                                                 chaque jour avec un « profil                   etc.? »
                                                                 de développement disponi-
                                Sociale et un Haut Niveau
                                                                 ble » et il a besoin de savoir
Le 1er avril 2008, l’Associa-   de Cognition. Sous chaque
                                                                 comment ce profil va s’a-        Mel D. Levine, M.D.,
tion des Troubles de l’Ap-      construct, Dr. Levine a énu-
                                                                 juster avec ce qui lui est       Professeur de Pédia-
prentissage de Kitchener-       méré les fonctions qui lui
                                                                 enseigné et exiger cette         trie et Directeur de la
Waterloo était l’hôte d’une     sont reliées. Par exemple,
                                                                 journée là. Il a suggéré que     Clinique pour l’étude
conférence présentée par        sous le construct Cognition
                                                                 le meilleur traitement pour      du développement et
le Dr. Mel Levine. Plus de      social les fonctions suivan-
                                                                 les enfants avec des Trou-       de l’apprentissage de
300 délégués y ont assisté.     tes sont énumérées : les
                                                                 bles de l’Apprentissage est      l’École de Médecine
                                Pragmatiques verbales, les
                                                                 « de les aider à trouver leur    de l’Université de la
                                Pragmatiques Non Verba-
                                                                 niche ou “affinité” » : un       Caroline du Nord,
                                les et l’Intégration Verbale-
À plusieurs reprises, le Dr.                                     domaine qui intéresse vrai-      Chapel Hill, N.C.
                                Non-verbale. Chacune de
Levine a ramené sur le su-                                       ment l’enfant tel que : les
                                ces fonctions impliquent                                          Mel D. Levine est une
jet son amour pour l’oie.                                        chevaux, la science-fiction,
                                des facteurs plus spécifi-                                        autorité respectée des
Étant donné qu’il demeure                                        etc. Nous avons, dès lors,
                                ques. Chaque participant à                                        troubles de l’enfance
sur une ferme en Caroline                                        besoin « d’alimenter cet
                                la conférence s’est vu re-                                        tels que le TA/TH. Il
du Nord, il a expliqué qu’il                                     intérêt » avec des magazi-
                                mettre un « napperon »                                            est aussi un très bon
a commencé par avoir une                                         nes et des livres afin qu’il
                                décrivant ces constructs et                                       conférencier et un
certaine affinité avec l’oie                                     développe une « passion »
                                leurs fonctions.                                                  auteur reconnu. Ses
qui s’est développée ulté-                                       pour quelque chose. Com-
rieurement par une pas-                                                                           recherches s’orientent
                                Dr. Levine a expliqué que        me professionnel, nous
sion. Dans sa vie, il a eu                                                                        principalement sur les
                                différentes parties du cer-      avons besoin de poser un
plusieurs passions, une                                                                           dysfonctionnements
                                veau doivent agir ensemble       diagnostic et ainsi gérer les
étant l’engagement de tou-                                                                        qui entravent l’éduca-
                                afin que les constructs de       forces de l’enfant parce
te une vie à comprendre                                                                           tion de plusieurs en-
                                croissance neuronale puis-       que c’est avec ces forces
pourquoi certains enfants                                                                         fants et adolescents. Il
                                sent travailler ensemble. Il     qu’il va passer à travers la
font face à d’énormes diffi-                                                                      est le fondateur et le
                                a suggéré que pour le pro-       vie. Il a suggéré que cha-
cultés avec le processus                                                                          coprésident de « All
                                cessus didactique, nous          que PEI devrait inclure une
d’apprentissage. Dr. Levine                                                                       Kinds of Minds », un
                                avons besoin d’identifier «      section nommée « Gérance
voyage à travers le monde,                                                                        institut à but non lu-
                                quelle est l’habileté man-       d’Actif ».
partageant ses expériences                                                                        cratif pour la compré-
                                quante qui interfère avec
dans le but de développer                                         Dr levine a conclut avec la     hension des différen-
                                l’habileté de l’enfant à écri-
une compréhension entre                                          suggestion que nous de-          ces dans l’apprentis-
                                re, lire, compléter des pro-
les professionnels et les                                        vrions tous retournés à nos      sage et l’auteur de
                                blèmes de mathématiques,
parents.                                                         écoles ou agences respecti-      plusieurs livres in-
                                etc.? » Nous avons besoin
                                                                 ves et partager les informa-     cluant : « Ready or Not
                                de comprendre première-
                                                                 tions présentées. Dans ses       Here Life Comes », « A
                                ment quelles fonctions sont
                                                                 mots « Il y a seulement une      Mind at a Time », «
La présentation du Dr. Levi-    requises pour les processus
                                                                 façon d’avoir un impact          The Myth of Laziness
ne fut essentiellement axée     didactiques individuels et
                                                                 avec cet atelier – s’il y a un   ». Lui et sa femme,
sur comment développer          ainsi nous pourrons nous
                                                                 suivi. À chaque école, utili-    Bambi, demeurent sur
un cadre phénoménologi-         concentrer à aider l’enfant
                                                                 ser et réviser le napperon       un ferme sanctuaire
que pour les enfants avec       à renforcer ses fonctions de
                                                                 et discuter des interven-        en Caroline du Nord.
des problèmes d’apprentis-      croissance neuronal. Sub-
                                                                 tions recommandées. »
sage et comment construire      séquemment, nous devons
un modèle pour ce phéno-        enseigner à l’enfant, lui-
Page 8
                           Profile of a Songwriter                                 Gordon Marshall

                        Eleven-year-old, Gordon Marshall, a young song-               Q and A with Gordon
                        writer with dyslexia, wrote this song in November
                        2007, when he was in grade six.                            Q. Why did you write the song/
                                                                                   what inspired you?
                                Just Because I’m Different
                                                                                   A. I wrote the song about my
                                                                                   feelings when I first moved to a
                  Waking down the hallway with my friends                          special education class and felt
                  A new school year has just begun                                 very sad being removed from
                  Summer is done. School starts.                                   my regular class. I realized
This is the       I say goodbye before I go into class, there’s only 6 kids        other kids felt that way as well. I
first time that   The school bell rings. I knew what this meant.                   think it is really important for
                                                                                   kids in special education to be
we have           Just because I’m different doesn’t mean that I’m strange.        included with kids in their
published a       Just because I’m different doesn’t mean I’m not in your grade.   grade. I felt much better when I
profile of an     Just because I’m different doesn’t mean I don’t care             was able to participate in sub-
individual        But then again……                                                 jects with the regular classes
with dyslexia.                                                                     and be included in school ac-
We hope to        I look for you after school everyday.                            tivities.
make this a       I look for you, but you are always away.
regular fea-      I wait for you after class.
                                                                                   Q. When/how did you learn
ture.             I’m looking for you.
                                                                                   that you have dyslexia?
                  Where are you?
If you know
someone who       But when I get into the class I understand what this meant.      A. I knew I had trouble reading
should be         They are gone.                                                   and writing when I was in grade
featured,                                                                          one and two. No one talked to
e-mail us at :    Just because I’m different doesn’t mean that I’m strange.        me about dyslexia until I started
                  Just because I’m different doesn’t mean I’m not in your grade.   working with a Speech and Lan-
                  Just because I’m different doesn’t mean I don’t care             guage Pathologist who is an
liisa.freure@                                                                      expert working with kids with
idaontario.com    But then again……
                                                                                   dyslexia. I was in grade 4 when
                  Now I wander through the halls alone.                            she helped me understand
                  No one by my side, I’m all alone                                 about dyslexia. Teachers don't
                  Kids run by me every single day.                                 use the term much.
                  I’m sad to think of things this way.
                                                                                   Q. What things are difficult for
                                                                                   you because of dyslexia?
                  But when I get into the class. I look all around,
                  I knew how they felt.
                                                                                   A. I am a slow reader and I
                  Just because I’m different doesn’t mean that I’m strange.        really have trouble spelling and
“Just                                                                              writing.
                  Just because I’m different doesn’t mean I’m not in your grade.
because           Just because I’m different doesn’t mean I don’t care
I’m                                                                                Q. What are your strengths?
                  But then again….
different                                                                          A. I love to sing, act and play
                  Just because I’m different doesn’t mean I don’t care about
doesn’t           anything.                                                        the guitar and trumpet. I also
mean              Just because I’m different doesn’t mean it doesn’t hurt way      sing with the Canadian Chil-
                  down there.                                                      dren's Opera Company. I love
that                                                                               lots of sports including basket-
I’m                                                                                ball, soccer, baseball and run-
strange”          Just because I’m different doesn’t mean that I’m strange.        ning. I have made it to the City
                  Just because I’m different doesn’t mean I’m not in your grade.   Finals for 400 meters and relay
                  Just because I’m different doesn’t mean I don’t care             races most years. When I am
                  But then again……                                                 doing these activities I am just
                                                                                   like any other kid.
                                                                                        VOLUME 5, ISSUE 1
                                                                                                             Page 9
                       Profile of a Songwriter continued

                       Q. How might being dys-         I just can’t write it down or
                       lexic have a positive effect    read it too fast. I love books      With the help of his guitar
                       on your life?                   and wish I could read and           teacher, Roger Gibbs,
                                                       write like other kids in my         Gordon recorded his
                       A. I think that I have          grade. I think schools need         song.
                       strengths that other people     to find ways to help kids to
                       might not have and I really     learn differently. I have just      A CD of the song is
                       work on these strengths. I      gotten a computer and I use
                       try to be nice to kids with     it for taking                       available for $5.00.
      I wrote the      differences and challenges      tests and for completing
song about my          and stand up for others         assignments. It has made a          Contact ONBIDA
  feelings when        when they are being             huge difference for me.             info@idaontario.com
I first moved to       bullied.                                                            if you would like a copy
                                                       Q. What do you think you            of the CD.
        a special
                       Q. What would you like          might like to do when you
       education       other people to understand      get older?
   class and felt      about what it is like to                                            Gordon is generously
very sad being         have dyslexia?                  A. I would love to have a
                                                                                           donating proceeds to
 removed from                                          career in music as a song
                       A. People with dyslexia are     writer and singer. I                ONBIDA.
     my regular        not dumb, they just learn       also wouldn't mind playing
           class.      differently. I can learn and    with the Raptors.
                       remember things very well,

                       Speaker series Reviews
Review by
Deborah Lamb           Mathematics Disabilities– Speaker: Dr. Marcia Barnes

                       Dr. Barnes was drawn to the      and productivity for men           fractions, the foundation for
Dr Marcia Barnes       study of Mathematics dis-        and women. Canadian and            higher math.
                       abilities only after studying    U.S. findings show job
served on the Min-                                                                         Internationally, Canadians
                       reading disabilities for         growth in the math -
istry of Education’s                                    intensive science and engi-        test better for reading, than
                       many years. She found
expert panel on                                         neering workforce outstrips        math. Canada isn’t even
                       math disabilities to be a
literacy and nu-       much newer field, not get-       overall job growth by a            on the list for highest per-
meracy for chil-                                        factor of 3 to 1. Dr. Barnes       forming math countries,
                       ting near the same attention
dren with special                                       refers to math as the “new         which include Singapore,
                       as reading disabilities.
education needs,                                        literacy” and suggests that        Japan, Korea, and Hong
                       Reading studies outnumber
                                                        not only is reading literacy       Kong.
that produced the      math studies 20:1. Also in
document.              math, unlike reading, there      a public health issue but          The neuroscience of math
                       is still no overarching          numeracy literacy as well.
Education for All.                                                                         skills, particularly in chil-
                       model about typical devel-       In Canada, there are nu-           dren, is a vast and under
                       opment, math learning dis-       meracy problems through-           researched field. But in
Dr. Barnes is the
                       abilities (LD) and what in-      out all levels of society.         comparing math and read-
coauthor of a new      terventions are needed.          There are demands for re-          ing, studies have shown
book called,           Yet math disability (MD) is                                         that 40-50 percent of chil-
                                                        medial math even at the
Learning Dis-          as common as reading dis-                                           dren with RD also have MD
                                                        University level. Adult lit-
abilities: From        ability (RD)                     eracy surveys show many            and there is a lot of overlap
Identification To                                       adults in most provinces fall      between reading and math
                       Dr. Barnes says these facts
Intervention.          are surprising given that        below acceptable levels of         ability and disability in ge-
                                                        numeracy literacy. Studies         netic studies. Also, prob-
                       math counts for so much in
                                                        show many children and             lems in math and attention
                       everyday life. It predicts
                                                        adults have difficulties with      often co-occur and certain
                       employment status, wages
Page 10
                  Mathematics Disabilites– Speaker: Dr. Marcia Barnes continued

                 neurodevelopmental disor-       and a baby’s ability to rec-      Whether those difficulties
                 ders affect math more than      ognize the difference be-         are the cause or merely a
                 reading. These include          tween two and three ob-           symptom of math disabilities
                 Spina Bifida, Fragile X and     jects. Slightly older chil-       is up for debate. Dr David
                 Turner Syndrome.                dren can sense changing           Geary has a different theory:
                                                 number patterns. This is          he believes the origins of
                 As with reading disabilities,
                                                 important to know because         math disabilities are poor
                 it’s important to know there
                                                 some people have claimed          working memory skills.
  Children       is little evidence for using
                                                 that these kinds of abilities     Working memory in math is
  with math      IQ achievement discrepan-
                                                 represent what we call the        the ability to hold onto infor-
                 cies to diagnose a math
  disabilities                                   “infant starter kit” for math.    mation and manipulate it and
                 disability. Whether you
                                                 Disabilities could perhaps        a deficit in that area gets in
  are less       have an IQ of160 or 100, a
                                                 arise from deficits in this       the way of developing flu-
  accurate,      good quality math program
                                                 “starter kit.” But we have        ency in number combina-
                 can make a big difference
  slower, and                                    no longitudinal studies from      tions. According to this the-
                 in learning outcomes.
                                                 infancy through school age        ory children with low math
  make                                           to support this.                  achievement may be distin-
                 Dr. Barnes has several
  greater use    strongly held beliefs about                                       guished from those with math
                                                 What we do know about
  of back up     Math and disabilities. She
                                                 children at risk for math
                                                                                   disabilities because of work-
                 believes all children can                                         ing memory status.
  counting.                                      disabilities is that they are
                 learn. She says practices
                                                 less adept than their peers       What is certain is that fluency
                 should focus on effort, in-
                                                 at counting objects and           in single digit arithmetic is a
                 stead of the idea that some
                                                 comparing magnitude of            really important predictor of
                 people are born good at
                                                 sets and we see this as           math ability because it frees
                 math. Effort pays off more
                                                 early as 36 months of age.        cognitive resources to learn
                 in improved outcomes.
                                                 By age four, children al-         more complex math. This
  Dr.            Dr. Barnes also believes        ready have counting strate-       fluency in single digit arith-
  Barnes         that prevention and early       gies for objects. They’ll         metic may be a sensitive
  refers to      intervention strategies can     hold up their fingers or use      marker of the child’s deep
                 significantly reduce the        objects to count. Counting        number knowledge.
  math as        rate of LD’s in general edu-    is in fact the cornerstone of
  the “new                                       math knowledge and leads          Children with math disabili-
                 cation. But a small number
                                                 to arithmetic. For exam-          ties will have difficulty with
  literacy”      of children will require in-
                                                 ple, if you start with the        multi-digit arithmetic, word
                 tensive small group or tuto-
                                                 problem of adding four            problems, (regardless of
                 rial instruction.
                                                 balls plus three balls, it is     reading ability) and fractions
                 There are many specific         more sophisticated to start       and decimals.
                 things that children need to    counting from the number 4        Dr Barnes emphasized that
                 learn and know about num-       instead of going all the way      unless MD students receive
                 bers to succeed in math,.       back to counting from one.        educational programming
                 What researchers are look-
                                                 Yet children with learning        based on research-supported
                 ing for now is a sort of
                                                 disabilities are slow to in-      instruction, they show a sig-
                 “magic bullet” for math just
                                                 vent these strategies and         nificant lack of progress.
                 like phonological aware-
                 ness is the “magic bullet”      move on to higher level           She spoke about the recent
                 for reading, It tells us how    strategies. These early           work by colleague Lynn
                 easily youngsters will ac-      difficulties in strategy use      Fuchs who studied 133 third
                 quire reading skills.           and fluency with number           graders to compare two re-
                                                 combinations characterize         search based interventions:
                 In math, people refer to this   school age children with
                 magic bullet as number          math disabilities. These          One program was Math
                 sense, which is difficult to    children are less accurate,       Flash, used to remediate fact
                 define yet easy to recog-       slower and make greater           retrieval deficits, and the
                 nize. We all know students      use of back-up counting           other was Pirate Math, for
                 who are good with num-          strategies. These difficul-       remediating word problem
                 bers.                           ties are considered the sig-      skill deficits. Math Flash is
                                                 nature deficit of math disabil-   based on the idea that num-
                 The concept of number
                                                 ity.                              ber retrieval is at the base of
                 sense starts with newborns
                                                                                      VOLUME 5, ISSUE 1
                                                                                                        Page 11
Mathematics Disabilites– Speaker: Dr. Marcia Barnes continued

math difficulties so children     fact retrieval they also im-    She emphasized the need
spend extensive time learn-       proved in both number           for explicit and well organ-
ing 200 number combina-           combinations and multi          ized instruction with oppor-
tions from 0 to 9 .               digit arithmetic. They also     tunities for practice and       … emphasized
Pirate math uses different
                                  showed improved ability to      cumulative review. Self           the need for
                                  solve word problems and         regulation strategies, Peer
units to teach word problems
                                  algebraic problems. The         mediation and skills based
                                                                                                     explicit and
about total numbers, differ-                                                                      well organized
                                  word based program pro-         instruction integrated with
ence in numbers and change
in numbers, Children are
                                  duced better outcomes.          higher level math skills are   instruction with
                                  Also it made a difference       also key. She stressed that
taught very explicit problem
                                  for kids with co-occurring      gains in numeracy are spe-
solving strategies.                                                                                  for practice
                                  math and reading disabili-      cific to instruction in nu-
With math flash they im-          ties.                           meracy. Finally, other LD’s    and cumulative
proved in both number com-                                        as well as attention disor-
                                  In conclusion, Dr. Barnes
                                                                  ders need to be taken into
binations and multi digit
                                  outlined a list of general
arithmetic. With pirate math                                      account and special educa-
                                  instructional practices for
even though students did                                          tion and general education
                                  children with math disabili-
fewer minutes a day on math                                       need better integration.
                                  ties (or any LD) .

Identifying Dyslexia in ESL Students –Speaker: Dr. Esther Geva
Dr. Geva began her talk by        -in order to diagnose a        ond language learners who
discussing some of the mis-       reading disability reliably    are at risk for having read-    Review by
taken beliefs about ESL chil-     you must assess in the stu-    ing or language difficulties
dren with reading difficulties.   dent’s home language.          and examining patterns in
                                                                                                 Deborah Lamb
Many people incorrectly as-                                      both their first and second
                                  In addition to her own lab
sume that:                                                       languages.
                                  research, Dr. Geva con-
-children experience difficul-    ducted an extensive study      In one study looking at
ties in reading in their sec-     of available research in       how teachers identify at-
ond language because their        this area involving hun-       risk readers, the teachers           Address by
oral language isn’t proficient.   dreds of studies, through      were asked to rate grade 2            Dr. Esther
-in order to diagnose reading
                                  the National Literacy Panel.   children as to learning                   Geva,
                                                                 difficulties. They identified       Department
disabilities reliably you must    In examinations of real
                                                                 students as either first lan-
wait until proficiency has        word reading, the research
                                                                 guage (L1) students, or
                                                                                                       of Human
developed in the second           demonstrated that the pro-                                        Development
                                                                 second language learners
language.                         file of individuals who are
                                                                 (L2). They often explained          and Applied
                                  ESL and learning disabled
-poor phonological process-                                      away the L2 learners’ diffi-        Technology,
                                  is not that different from
ing skills may contribute to                                     culties as being a result of
                                  monolingual learning dis-                                                 OISE,
poor word recognition in                                         having to acquire a new
monolinguals, but are less
                                  abled. Dr Geva advises
                                                                 language.                           University of
                                  that if we could only test                                            Toronto,
informative when oral lan-
                                  for one variable in ESL        Another large study
guage proficiency is still de-
                                  learners …it would be for      looked at differences in
                                                                                                   to ONBIDA on
veloping.                                                                                           February 27,
                                  phonemic awareness and         skills between ESL and L1
-processes driving reading        she went on to explain         learners. It involved 12                   2008
development in first and sec-     why.                           schools and approximately
ond languages are somehow                                        300 children, grades 1-6 in
                                  Dr. Geva conducts a re-
different.                                                       four different Boards of
                                  search program on lan-
                                                                 Education over four years.
-the relationship between         guage and literacy in bilin-
                                                                 It looked at literacy com-
word processes and reading        gual/ESL students. The
                                                                 ponents for word level and
comprehension is different in     objectives of the program
                                                                 text level as well as vo-
students learning English as      include characterizing nor-
                                                                 cabulary development in
a second language.                mal development in sec-
                                                                 ESL and L1 students.
 Page 12
                           Identifying Dyslexia in ESL Students – continued

The studies showed, not un-     Dr. Geva then turned to          peers. These differences
expectedly, that there can      research on ESL in her own       are apparent at the onset of
be large gaps in oral profi-    lab and to a 2000 study pro-
                                                                                                        When it comes
                                                                 Grade one but quite clear
ciency between the two          filing at risk and not-at-risk   for ESL children by the be-             to phonemic
groups, that persist from       Grade 2 students looking at      ginning of Grade 2.                        awareness
early grades through grade      both English as a first lan-
six, and that ESL children      guage and ESL students.          What can we learn from this                    there is
are less knowledgeable          Measures included non-           research? That a similar                  virtually no
                                                                 proportion of ESL and L1
about higher level academic     verbal, expressive vocabu-
                                                                 kids are dyslexic. That the
words, than other children      lary, phonemic awareness,
over time.                      rapid naming, and word           overall profile of ESL and L1           between ESL
                                recognition. In all meas-        dyslexics is similar (but L1             and English
However, many of the other                                       children have better oral
findings were surprising.
                                ures the at-risk students
                                                                 language skills), that L1
                                had similar difficulties re-
For example, when it comes                                       and ESL’s classified as hav-
                                gardless of whether they
to phonemic awareness,                                           ing difficulties in word level
                                were ESL or English as a
there is virtually no differ-                                    skills all have difficulties
                                first language students.
ence even at the grade one                                       with processing factors
                                Overall, the not-at-risk stu-
level between ESL and Eng-                                       such as phonological
                                dents compared favorably
lish students. The same is                                       awareness, RAN, memory,
                                to the at-risk students re-
true for rapid automatized                                       auditory discrimination and
                                gardless of whether they
naming (RAN). Then re-                                           fluent reading and writing
                                were ESL or first language
searchers looked at the de-                                      and reading comprehen-
velopment of word level                                          sion.
reading skills in ESL as com-   Teachers need to attend to
pared to L1 and found that      development of auditory          Also important to under-
word identification and         discrimination in English        stand is that on word based
pseudoword decoding abili-      and ESL learners for signs       skills, ESL’s resemble L1
ties were virtually identical   of trouble. ESL children         students. Some ESL’s are
as well.                        who start Grade 1 with their     well below average on                           You can
                                English language peers           word and non word read-              participate on our
Further tests showed that                                        ing. Profiles of below av-
ESL students can actually
                                usually catch up in terms of                                                       online
                                auditory phonemic dis-           erage ESL’s resemble be-
perform better on reading                                        low average L1’s and fi-                    discussion
                                crimination by the end of
word fluency and equally on
                                Grade 2. English and ESL         nally, that poor phonologi-                      forum.
narrative fluency compared                                       cal awareness and rapid               Excellent posts to
                                students who are at risk are
to their English counter-                                        automatized naming are
                                having the same amount of                                             read and answer.
parts. Once again studies                                        related to difficulties in
                                difficulty on average, and
confirmed that phonemic                                          word based skills in both
                                are equally significantly                                         http://idaontario.com/
awareness and RAN best                                           groups.
                                below their non at-risk                                           dyslexia_ONBIDA_bbs.html
predict reading fluency.

                            to our newest members of IDA
                          Ellen Shifrin, Arlene Travis, Valerie Fish, Jason Manett, Mary Jane Morgan, Jill
                      Clements-Baartman, Deborah Lamb, Andrew Fynn, Todd Cunningham, Dianne Thornton,
                Mary-Martha Starkman, , Heather Chitty, Lindsay Taggart, Shirley Underhill, Rhona Wulfsohn,
           Caitlin Lawrence, Dr. Raegan Mighton, Deedee Dowling, Dr. Brenda Miles, Kate Gammal, Joanne
     Smyth, Colleen Campbell, Peter Jenkins, Sioban Karman, Andrea Sheppard, Karrie Leach, Darlene Peel,
 Scottish Rite Charitable Foundation Learning Centre- London, Steven Revoy, Kevin Burgess, Laura Kesicki, Jen-
 nifer Harrison, Sabina Goawala

                    Consider the benefits of becoming a member!
                                        The International Dyslexia Association
   ONBIDA 2008-09 Lecture Series       Ontario Branch                promoting literacy through research, education, and advocacy


                                   What is the connection between Dyslexia and SLI?
                                                                By: Marc Joanisse, Ph.D.
                                       Associate Professor, Department of Psychology, University of Western Ontario
                                                               Date: October 22nd, 2008
                                   Recent theories have suggested that dyslexia and Specific Language Impairment (SLI) are caused
                                   by similar underlying deficits in phonological and speech processing. Research in Dr. Joanisse’s lab
                                   seeks to address these theories by examining the nature, prevalence and co-occurrence of these two
                                   disorders in school age children. In this session, Dr. Joanisse will present the results of a number of
                                   studies examining dyslexia and SLI using a range of techniques including neuroimaging. The data sug-
                                   gest that although the two disorders are similar, there are important differences between them that
                                   impact identification and treatment.

                                                                    Karen Ghelani, Ph.D.
                                              Clinical Research Project Manager YEARS Hospital for Sick Children
                                                               and Maggie Toplak, Ph.D.
                                                 Assistant Professor, Department of Psychology, York University
                                                         Diagnosis and Remediation of
                                                         Written Language Difficulties
                                                              Rhonda Martinussen, Ph.D.
                                                Assistant Professor, Institute of Child Study, University of Toronto
                                                   Location: University of Toronto Campus
                                                   Time:     6:30 – 7:00 refreshments & networking
                                                                     7:00 – 8:15 lecture
                                                                     8:15 – 8:30 Q & A

                                                  For more information and to register online
                                                                   (beginning September 2nd, 2008)
                                     go to www.idaontario.com or call 416-716-9296 to reserve your seat*

                                                           FREE to Members and Public
                                                                       * Limited spaces available.

The voice recording on the information line (416-716-9296) will be updated in case of cancellation due to inclement weather or speaker illness.

   Promoting literacy through research, education and advocacy

           ONBIDA                                          ONBIDA gratefully acknowledges the following
         104 Loraview Lane                                   Individuals, Companies and Organizations
            Aurora, ON,
              L4G 6N5                        for their kind and generous contributions to the 2008 Annual Conference.

       Phone: 416 716-9296
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