IDA-NNEA
serving the dyslexic community
in Maine, New Hampshire, and Vermont
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Spring 2023 Newsletter -- Edited by N. Kring-Burns, D. Dorfman, E. Miskinis, K. Reilly
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I hope February has been a peaceful and productive month for all of you.
I’d like to introduce myself as the new President of IDA-NNEA. My name is Susan Hourihan and I am proud to be a part of this amazing branch. The role seemed intimidating until I got to know the wonderfully talented people that I am blessed to work with. I live with my husband and we have three adult children all living in Southern Maine. I began my structured literacy training at the Children’s Dyslexia Center in Rochester, NH in 2006 where I completed the initial and advanced level of training then went on to become a supervisor and a trainer. Currently I am putting the final touches on my therapy level training. This opportunity has been challenging, enlightening, and continues to educate me on new things about literacy on a daily basis. Working with this highly active board has helped me connect with other professionals and organizations that share my beliefs and passion for meeting the literacy needs of many children and adults.
The IDA-NNEA branch has been abuzz with the premiere showing of The Truth About Reading: The Invisible Crisis Hiding In Plain Sight. This is a film from John Corcoran and Nick Nanton. According to the producers, this documentary is meant to connect us together as Americans, as humans, to help each other reach our greatest potential. The purpose is to spread the word, not just that illiteracy and sub-literacy in America are having a detrimental effect on our society and economy, but that there are proven and effective solutions already available. We can stand up together and make what seems impossible-possible! This will be an opportunity for the department of education, parent groups, IDA-NNEA, and Lexia to pool our resources and start the conversation about instituting change in our literacy education and improve reading scores. After refreshments and the movie, we will have a chance for a panel discussion to discuss ideas and what our next steps will be.
There will be at least one premiere showing in each of our three states at the following locations with limited seating:
University of Southern Maine- February 11
Southern New Hampshire University- February 18
Norwich University- March 11
Keene New Hampshire- March 25
Many of you have had the opportunity to attend some of our READ for Parents events which stands for Research, Education, and Advocacy of Dyslexia for Parents. These are held every other month on the second Wednesday at 7:00-8:30 PM with leaders in the field sharing their expertise on one of the IDA Fact Sheets. We have Lucy Hart Paulson scheduled to teach us more about phonological awareness and Dyslexia 101 will be presented later in the year to give a clear and concise understanding of the signs of dyslexia, assessments, and treatment to maximize reading success. Please feel free to reach out to us at info.nh@dyslexiaida.org if there is something you would like to hear about.
Last year's annual IDA-NNEA conference was overwhelmingly successful and provided the opportunity to share critical information with all who attended. The speakers were amazing and brought their specific expertise and talents to help move our literacy mission in a positive trajectory. We have just determined when we will hold our 2023 conference, so save the dates for Thursday and Friday, October, 26 and 27. Stay tuned for more information to come. It is sure to be inspiring and valuable information.
I am honored to hold the position as President of this impressive board with so many ideas and the motivation to bring them to reality. At IDA-NNEA we are dedicated to the diagnosis, treatment and research of dyslexia and work diligently to ensure that every child learns to read. If you want to help in this mission, please let us know and we will welcome your support. Together we can achieve great things.
Sincerely,
Susan Hourihan, ICALP
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The Truth About Reading documentary film
is being shown near you!
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The Truth About Reading
The Literacy Crisis in America- A film series presented by The International Dyslexia Association - Northern New England Alliance
by Jennifer Cyr
Recent releases of podcasts, print articles, and documentary films have
brought the need for evidenced-based instruction to the forefront of the
American consciousness. The IDA-NNEA, in cooperation with its sponsors, is
proud to present a series of films to audiences in Maine, New Hampshire, and
Vermont.
The first private screenings will be of the film, The Truth About Reading. This
documentary, produced by the John Corcoran Foundation, explores the costly
effects of illiteracy in the US. It also proposes solutions to move forward, out of
the reading wars and into a place where all stakeholders can agree to make
decisions that are in the best interests of our children.
Each screening will be followed by a brief panel discussion and a Zoom
Interview featuring a few people featured in the film. The Truth About Reading
will be sponsored by Lexia Learning, who have generously covered the costs of
the screening and venue space.
The Truth About Reading screenings are slated for February 11 in Portland,
Maine, February 18 in Manchester, NH, and March 11 in Northfield, Vermont.
There will be limited seats available to the general public. You can reserve your
ticket through the links that will be posted on the IDA-NNEA website and
Facebook page. There will be no charge for tickets, but the IDA-NNEA respectfully
asks for donations to help us make these events truly special.
Saturday, February 11 6pm Hannaford Hall, University of Southern Maine, Portland, Maine
Saturday, February 18th 6pm Robert Frost Hall, Southern New Hampshire University, Manchester, New Hampshire
Saturday, March 11, 2023 5:30pm Mack Hall, Norwich University, Northfield, Vermont
Saturday, March 25, 2023, Keene NH
The IDA-NNEA is currently planning future screenings of The Right to Read
movie and Hopeville, USA. Our hope is to host these at venues across our states,
so that more people can participate. Our ultimate goal is to bring literacy
stakeholders together in an effort to become a force for positive change in the
way we teach literacy in our state.
For more information or to schedule an interview with the event organizer please contact Jennifer Cyr, secretary, IDA-NNEA at nhida.jcyr@gmail.com
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Save the Date
October 26 & 27, 2023
IDA-NNEA Annual Virtual Conference
Look for more information coming soon!
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Hello parents! IDA-NNEA is happy to continue a program we began in December 2020 called READ for Parents. READ stands for Research, Education, and Advocacy on Dyslexia.
We host free 1.5 hour Zoom webinars for parents and educators every other month focusing on a topic from the IDA Dyslexia Fact Sheets.
If you're not familiar with the fact sheets, be sure to check them out, they are current, relevant, and full of great information.
In addition to our board member panelists, each session includes a guest speaker with deep knowledge of the topic. See below to register for upcoming free zoom webinars.
FREE Webinar
Wednesday, April 12, 2023
7:00-8:30 PM EST
TBD
Wednesday, June 14, 2023
Dyslexia 101
Wednesday, August 9, 2023 Lucy Hart Paulson
Phonological Awareness
Wednesday, October 11, 2023
TBD
REGISTRATION LINK WILL OPEN SHORTLY
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Why Early Readers Need Access
to Decodable Text
When looking for information about the "whys" of using decodable books with children learning to read, Wiley Blevins is someone you will want to look up. Listen to Choosing and Using Decodable Text to hear all about this important topic. Reading text with decodable words as well as the most common words is a very high impact way to increase a student’s reading progress.
If students REALLY read decodable text, when they read:
5 minutes per day = 25 minutes/ week=900 minutes/school year=15 hours/year are spent reading.
If students REALLY read decodable text, when they read:
15 minutes per day= 75 min/week=2700 min/year = 45 hours/year spent reading.
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READING, WRITING, AND MENTAL HEALTH:
THE RESEARCH BEHIND THE REALITY
Read the third installment, Reading Interventions as Part of Comprehensive Mental-Health Care, about two older teens, one a mother and the other a college dropout, who share common experiences of struggling with reading in the primary grades and with mental health in high school. Research on the prevalence of these comorbidities and best practices for reading instruction are discussed at length, interspersed with the young women's stories of reflection, perseverance, and hope.
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Helpful Resources from The Reading League
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Learn about using decodable and leveled readers appropriately. Watch the Wisconsin Reading League with Linda Farrell video here.
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The Reading Buddies is an engaging TV series geared towards kids PreK - 3, emphasizing phonological awareness, letter names, and sound blending. An excellent resource for parents and classrooms! Watch here.
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For the adults, The Reading League offers podcasts and journal articles to increase knowledge of the science of reading. Check them out here.
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The Stern Center for Language and Learning |
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Have you heard about the Stern Center for Language and Learning? Located in the Green Mountain State near Lake Champlain and Burlington Vermont, the Stern Center for Language and Learning has been providing services to help children and adults reach their full potential, through high-quality, research-based direct service and professional learning for educators since 1983.
Recently we sat down with Dr. Laurie Quinn for a brief overview of the many services and opportunities the Stern Center provides to the surrounding Vermont community and nationwide. According to Dr. Quinn, the Stern Center has four major initiatives.
- Professional Development
- Direct Instruction
- Social Learning and Communication Services
- Evaluation
Professional Development. Held virtually with education professionals attending from 40 states, the Stern Center provides instruction in structured literacy and the Science of Reading, as well as assessment and trauma-informed practices. As Vermont’s only accredited Orton-Gillingham Institute, the Stern Center provides instruction and coursework opportunities toward three certifications: OG Classroom Educator, OG Associate Level, and OG Certified Level. The Stern Center is also a Wilson Reading System® partner. Over the past five years, a cohort model is in place to aid education professionals in fulfilling the coursework and practicum requirements. Local school districts can take advantage of a hybrid approach in which Stern Center professionals attend the local school districts to support educational profession training. IDA-NNEA supports our members in acquiring and participating in ongoing professional development. The Stern Center provides the opportunity to acquire the training.
Direct Instruction. Provided in person and virtually, the Stern Center provides direct explicit instruction designed to meet student needs. Instruction is provided both at the Stern Center and at local educational facilities as part of a student’s individualized education program.
Social Learning Groups. Social and communication services are provided in individualized and small groups. Students with autism, social anxiety, and speech and communication needs attend groups facilitated by highly qualified speech language pathologists and other personnel trained in programs such as the Social Thinking® curriculum. Additionally, the Stern Center provides Speech-Language services, trains local professionals and hosts social learning groups as part of a student’s educational plan.
Evaluations. For over 40 years, the Stern Center has provided multidisciplinary holistic evaluations for students and families designed to meet student needs. Psychologists, speech language pathologists,, and other professionals certified and licensed to administer evaluations provide an in depth look at each student’s learning profile. These evaluations, highly regarded, provide immensely valuable information about a student’s strengths and opportunities, and can provide actionable steps, a road map as to how to support the student going forward.
Providing services since 1983, the Stern Center for Language and Learning continues to work with learners to help them reach their academic, social-emotional, and professional goals through direct services. Through research-based learning evaluations, customized instruction, and social learning and communication services, the Stern Center can support the needs of students with learning disabilities, dyslexia, language disorders, social learning challenges, autism, attention deficit disorders and learning differences.
The Stern Center also provides professional development to education professionals, meeting their needs, whether training in structured literacy through the Orton-Gillingham Institute or other courses grounded in neuroscience and based on a deep understanding of how our language works and designed by leading researchers in the literacy education field.
Some additional links to explore the Stern Center for Language and Learning
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College Corner
Elaine Miskinis
SAT vs ACT
As we head into SAT/ACT season let’s take a minute to address some of the common questions that arise regarding these kinds of standardized tests as they impact dyslexic students.
What are the SAT and ACT exams and which is better for dyslexic learners?
According to the Princeton Review, “The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The SAT is a multiple-choice, pencil-and-paper test created and administered by the College Board. The purpose of the SAT is to measure a high school student's readiness for college, and provide colleges with one common data point that can be used to compare all applicants.”
Some Pros and Cons of the SATs:
Pros: Many high schools provide SAT preparation work as part of the regular coursework and many schools offer the PSATs to students in lower grades (sometimes as early as 8th grade). As a result the test is often more familiar to students by the time they take the exam as part of the college admissions process. Also, free specialized SAT preparation is easy to find (For example, Kahn Academy links results of the PSAT and SAT to individual student accounts and then individualizes instruction for students based on their results). Also, the SATs are often offered during school hours and the “school day SAT” is often free for students.
Cons: The SAT can be challenging for students with dyslexia because of the complexity of the questions themselves as well as the focus on language, diction and grammar. The questions are designed to be confusing and most questions include a “distractor” that is very close to the correct answer and designed to throw off students who aren’t able to hone in on the correct answer easily and quickly. Extra time on the SATs can be incredibly helpful for dyslexic students because it can provide more time to read and process each question but even with accommodations it is a challenging test.
Some pros and cons of the ACTs:
The ACT is similar to the SATs in many ways but it includes a science section and the questions are designed to be more aligned with what students learn in their high school classes (so some people feel that the ACT exam requires less direct preparation).
Pros: The ACT is a more straightforward, problem solving test. It does not attempt to trick students by using confusing wording or “distractors”. It is designed to gauge a student’s ability to interpret questions and solve problems. The ACT is designed to assess a student’s real world understanding of material so it’s less reliant on preparation materials and courses. Also the ACT offers four sections: Science, Mathematics, English and Reading (Writing is optional), which can benefit certain kinds of learners.
Cons: The ACT is a less common test in the United States so most students don’t have as solid an understanding of the test compared to the SATs and they may be less familiar with the format and content of the test. In addition, the ACT tests are rarely offered in school which means scheduling and paying for the test falls on the family.
Many students take both the SAT and ACT exams and colleges accept either or both. The best way to determine which test is the best fit is to take a full length practice test and then look at the results.
What is “Superscoring” and do the SATs and ACTs both Superscore?
Superscoring involves taking the highest score from each section and sending the highest score to colleges. So, for example, if a student takes the SATs twice and the first time scores well on the English section but not as well on the math, but the second time scores higher on the math section, the best scores from each test will be sent.
Both the SATs and ACTs “Superscore”.
Do dyslexic students qualify for accommodations on the SAT and/or ACT exam?
Both the SAT and the ACT exam provide accommodations for students with documented disabilities, including dyslexia. Students should reach out to their high school directly to start the process of requesting accommodations since the deadline to make requests falls well before the test date itself (generally 6-8 weeks or more). Homeschool students should reach out to the College Board directly regarding the SATs. The ACT is a separate exam and it is not run by the College Board so accommodations for the ACT exam must be applied for separately through ACT.
What kind of accommodations are offered on the SATs and ACT exams?
The most common accommodations are extra time, a separate, smaller testing location and more frequent breaks during the test. There are sometimes other accommodations that are available depending on the specific needs of the student.
Should dyslexic students even take the SAT/ACT exam?
Many colleges and universities, including some of the most competitive, have moved to “test optional”, meaning that while students are invited to provide test scores they are not required to submit them. However, some schools still require either the SAT or ACT for admission, so it is important to check before making a decision regarding forgoing the test.
With appropriate accommodations, students with dyslexia can be successful on standardized tests like the SATs and ACTs.
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IDA Dyslexia Digital Library |
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The IDA Dyslexia Digital Library provides a wealth of information on science of reading resources
https://dyslexialibrary.org/
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Now Enrolling - FREE
FREE
Dyslexia Practitioner Training Level 1 Certification
Rochester, New Hampshire
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IDA-NNEA is a Proud Co-Sponsor of the following upcoming Wilson Language Trainings |
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Fundations® Level K Virtual Launch Workshop (Instructor-Led): Date TBD
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Fundations® Level 3 Virtual Launch Workshop (Instructor-Led): Date TBD
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Fundations® Level 2 Virtual Launch Workshop (Instructor-Led): Date TBD
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Fundations® Level 1 Virtual Launch Workshop (Instructor-Led): Date TBD
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Just Words ® Virtual Launch Workshop (Instructor-Led):
- Date TBD
- WRS Introductory Course (Virtual, Instructor-Led): Date TBD
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is an active volunteer board of 17 members from Maine, New Hampshire, and Vermont. If you're interested in joining the board and making a difference, contact us at info.nh@dyslexiaida.org. In your email, specify which state you are from, and we will direct you to the correct member of the nominating committee.
Welcome to our newest Board Members!
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John Alexander
I have spent all thirty-five years of my professional career in the field of literacy instruction. During that time, I was a reading teacher, a graduate student at Harvard University, and then headed schools for dyslexic students in Vermont, California, and Minnesota. I am passionate about democratizing evidence-based literacy instruction for all students. In July 2019, I left school administration to create an educational consulting business that focuses on literacy instruction. I work with individual families and schools bringing a wide and deep experience in assessment, curriculum design and implementation, creating and delivering literacy professional development workshops for teachers and administrators, and teacher coaching.
I received my master’s degree in education from Harvard University, specializing in reading and language-based learning disabilities.
I have taught graduate-level classes in the structures of language and in diagnostic-prescriptive teaching and have presented at local, state, and national conferences on the identification of learning disabilities and ADHD and proper forms of intervention.
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Nicole Chick M.S.Ed, CAS Remedial Reading, AIT/OGA began her teaching career in 2005 as a first grade teacher after receiving her bachelor’s and master’s degrees from the UCONN NEAG School of Education.
Nicole most recently has taught Kindergarten and is a Literacy Specialist with her certificate of advanced study in Remedial Reading and Reading Consultancy. During her tenure as a public educator she has also taught at the university level and has supervised and mentored student teachers.
She has completed the Orton-Gillingham Associate Level Training through the Orton-Gillingham Academy and is currently completing her practicum. She has now stepped away from the classroom and has founded Early Literacy Labs, a private literacy instruction and consulting company located in Waitsfield, Vermont. She is passionate about dyslexia awareness and supporting teachers who are making the shift toward the science of reading and structured literacy instruction.
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Dr. Jacqui Kelleher (she/her) is Executive Director of Vermont Family Network (VFN) whose mission is to empower and support all Vermont children, youth, and families, especially those with disabilities, and special health needs. VFN is also the federally designated Parent Training Information Center, a requirement of the IDEA Part D.
Dr. Kelleher also worked as the State Director of Special Education with the Vermont Agency of Education where she oversaw the implementation of special education policies, practices, and procedures with federal and state laws for districts in the state.
She is the parent of four adult children with disabilities, including disabilities that impact reading, writing, and math. Jacqui recently collaborated with Vermont Public as a panelist, with her twin autistic children, on Building Supportive Communities: https://www.youtube.com/watch?v=gCwhEaW9-Ywo
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Announcing
Structured Literacy Certification Scholarship
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The IDA -NNEA Board is pleased to announce the Elysian Technology Structured Literacy Scholarship, established by IDA-NNEA past president, Audrey Burke for full tuition and materials related to the enrollment in and completion of a structured literacy practitioner training that results in a certification. The certification program must include a classroom portion and a supervised practicum (65-hour minimum) based on the Orton-Gillingham approach and be completed in one calendar year.
If you are interested in learning more and receiving the application please click the button below and indicate your interest today!
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SAVE the DATE!
2023 IDA National Conference
October 12- 14, 2023 | Columbus, Ohio
More info is coming soon!
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Resources about Dyslexia
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Are you a teacher, parent, individual with dyslexia, professional, school, or other organization?
Become a member of IDA today!
The benefits of membership vary
according to membership level,
Are you a service provider?
Become a member at the professional level and have your name/business included in IDA NNEA's provider list.
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Orton Oak status is conferred upon
individuals who have been IDA members
for 25 years or longer.
IDA-NNEA is grateful to its Orton Oaks and these other long-term members for their steadfast commitment to the organization.
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2023 IDA-NNEA BOARD OF DIRECTORS
IDA NNEA's Board of Directors consists of up to 17 individuals who serve on a volunteer basis for 2 or 3-year terms. Members of the Board are guided and assisted in their work by former Directors who serve on the Advisory Board.
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2023 Board Officers:
President Susan Hourihan, South Berwick, ME
Immediate Past President Brenda Peters, Londonderry, NH
Vice President Kristine Reilly, Nashua, NH
Treasurer Karyn Hubbard, Acton, ME
Secretary Jen Cry, Sanford ME
2023 Members at Large:
Heidi Zollman, Strafford, NH
Brittany Lovejoy, Enosburg, VT
Nancy Kring-Burns, Hollis, NH
Elaine Miskinis, Epping, NH
Andrea Pollock, Merrimack, NH
Dorinne Dorfman, Waterbury Center, VT
Cheryl Neiverth, York, Maine
Abby Roy, Essex Junction, Vermont
Nicole Chick, VT
John Alexander, ME
Jacqui Kelleher, VT
Amy Catling, York, Maine Business Manager
Advisory Board:
Beth McClure, Canterbury, NH
Caryl Patten, Feeding Hills, MA
Michael Patten, Feeding Hills, MA
Melissa Farrall, St. Albans, VT
Claudia Golda-Dominguez, Hudson, NH
Sue Morbey, Amherst, NH
Shannon Dixon-Yandow, Essex Junction, VT
Dale Vincent, Concord, NH
Jayne Beaton, Amherst, NH
Aileen Cormier, Milford NH
IDA-NNEA
P.O. Box 1934, Rochester, NH 03866
(603) 229-7355 (to leave a message)
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