The Joseph James Morelli Legacy Foundation supports high school and college students with dyslexia who wish to pursue a degree in a Science, Technology, Engineering or Mathematics (STEM) field. Joseph James Morelli was a young man, diagnosed with severe dyslexia as a freshman in high school, who graduated from Park City High School and was pursuing a degree in Mechanical Engineering at Montana State University, when he was tragically killed in a car accident in 2014. Our mission is to honor Joseph’s spirit. Through the awarding of scholarships, we recognize students, who like Joseph struggle with dyslexia, and empower them to believe in themselves.
Shelton is a unique organization focused on improving the education of those individuals with learning differences:
- The School
1,000 students in a day school program through a customized curriculum delivered by experienced educators with expertise in learning differences. - Evaluation Center
provides comprehensive assessments for clients (age PreK through adult) that result in a roadmap for success - Teacher Training Program
provides instructional training for educators, parents and the community who educate and interact with individuals who learn differently
Reading Horizons empowers educators to eradicate illiteracy with effective, tech-enabled foundational reading instruction that helps all students achieve reading proficiency. For 40 years, Reading Horizons has continuously aligned its simple instructional method with advancements in the science of reading. We have supported educators and students with ongoing, synergistic partnerships, serving as a trusted, innovative foundational literacy partner. Adopted by over 50,000 educators, our proven method for teaching foundational literacy prevents and remediates reading difficulties, supporting our mission to ensure students reach reading proficiency by the end of third grade. Reading momentum begins at Reading Horizons.
The McGillis School is an independent private school serving Kindergarten through 8th Grade in Salt Lake City. We are rooted in Jewish values and traditions and are open to all children. Our mission is to instill in our students a love of learning and the abilities to think critically, live ethically, and appreciate the value of each individual. In Fall of 2020, The Learning Center (TLC) at McGillis opened its doors for students in grades 2 through 8 with language-based learning differences (dyslexia, dysgraphia, and dyscalculia). We embrace these students with highly individualized, multisensory instruction in our school-within-a-school model—the only one of its kind in Utah. Within this model, we meet all of our students’ needs. They experience a grade-level homeroom class, where they receive instruction for their core academics (our ratio is between 3 and 8 students per teacher). They then integrate with the rest of their grade-level peers for specialties, lunch, recess, all-school events, and class trips. At the TLC, we strive to close the gap between academic performance and student potential. Our highly skilled teachers are trained in Orton Gillingham practices, such as Wilson, Lindamood-Bell, and Multisensory Math. They maintain a diagnostic/prescriptive approach in all of their instruction, tailoring their lessons to meet the needs of each student. We also teach our students the strategies to become independent, responsible learners. Nothing is more important to us than providing them with the skills, strategies, and independence they need to advocate for themselves and soar in future learning environments. The TLC’s safe, nurturing, and respectful learning environment allows them to do just that!
Wilson® programs are aligned to Orton-Gillingham (O-G) principles of instruction and a wide body of research in reading instruction and acquisition. Our approach helps to ensure the success of educators using Wilson programs to teach individuals with diverse learning abilities to read. The Fundations® program for K–3 students is designed to prevent reading failure and identifies those students who would benefit from intervention support early. The Wilson Reading System® (WRS) is an O-G based program for students in grades 2 and higher who have been unable to learn with other teaching strategies and require intensive Structured Literacy (SL) instruction due to a language-based learning disability like dyslexia.
With the passage of Senate Bill 127, Early Literacy Outcomes Improvement, Utah’s educators are working together to improve student reading achievement. Over the last decade, less than 50% of students were reading on grade level by the end of grade three. To aggressively address this unacceptable outcome, the Utah legislature passed SB127 in the 2022 General Session to provide comprehensive support with expectations to improve the quality of science of reading instruction in Utah’s schools to increase student learning outcomes.
Everyone concerned with dyslexia should know certain things. This session will review ten aspects of dyslexia that need to be considered, acknowledged, and addressed by parents, teachers, and related professionals. Examples include: the importance of early identification, the necessity of systematic reading and spelling instruction with highly trained teachers, the reality of comorbidity, the impact of dyslexia on self-esteem, and the importance of nurturing strengths. This session will also include a few other things.
The purpose of this session is to discuss how difficulties mastering English orthography impact both reading and spelling development. The presenter will: (a) clarify terminology related to orthography, (b) review the characteristics of poor orthographic processing, (c) review past and current ways to assess orthography, and (d) discuss appropriate accommodations and interventions for students who have this difficulty. Participants will understand how orthographic knowledge is related to dyslexia and why it is so difficult for some children to learn how to read and spell. Student writing samples will be used to illustrate problems in the mastery of orthography. Difficulty developing reading and spelling skills involves more than just phonological awareness!
In this presentation, we’ll dive into the brain basis of dyslexia by gaining an understanding of the reading brain as well as the critical role of executive function networks in building literacy. We’ll review definitions and diagnostic markers of dyslexia, common comorbidities, and signs of dyslexia through early childhood into adolescence. We’ll review what measures a comprehensive diagnostic dyslexia assessment should include, the concept of neuroplasticity, and the importance of early intervention.
In this interactive presentation, Anna McFadden shares the insights she has learned as a parent and educator of children with learning disabilities. With a discussion of the laws in Utah (SB 127 Early Literacy Outcomes) and federal laws (IDEA of 2004 and Section 504), she highlights how to recognize signs of learning disabilities, how to start intervention, and where to go in the community for additional help and support for dyslexia, ADHD, dysgraphia, dyscalculia, or other conditions that may require an IEP or 504.
In this presentation, participants will explore the critical role of close reading in enhancing mathematical understanding. They will learn about a straightforward protocol that integrates strategies from English Language Arts (ELA) to improve problem-solving, math skills, and reading comprehension. Through this approach, educators will discover how fostering careful analysis of mathematical texts can lead to deeper comprehension and stronger mathematical reasoning among students.
Reading is not biologically primary. In other words, it is not a natural process. Highly informed teachers must teach children to read in a way that develops neural pathways through very specific processing systems. This session will provide an overview of the reading processes in the brain, making connections to classroom practices to build strong neural networks that promote reading acquisition for all students. Teachers can use neuroscience to inform instructional practice and change the brain to enable reading.
Students of all ages need data-informed interventions based on specific literacy needs. The question is, does the process look significantly different at the adolescent level? Literacy interventions should be informed by data, both universal screening and diagnostic. This data then informs the students’ reader profile, from which educators can plan for targeted and intense interventions. Sounds simple, right? This session will simplify MTSS for literacy at the adolescent level, with straightforward guidance on how to determine reader profiles and plan interventions.
The best, lasting, most effective tool you can pass on to struggling readers is self-advocacy. No matter, their age, severity level, or benchmark scores. Very few students learn this skill at home and in-classroom support and encouragement may be the single biggest trajectory changer for these students.
This session will give teachers ideas on how to get all student participating during ELA foundations and still staying integrous to core curriculum and standards.
In this innovative presentation, educators will have the opportunity to immerse themselves in dynamic math-based lessons infused with movement strategies. By actively participating in these lessons, they will gain firsthand experience of how movement can revolutionize student engagement in the classroom. Through this interactive session, we will explore the seamless integration of physical activity into mathematical concepts, empowering educators to create more dynamic and inclusive learning environments that cater to diverse learning styles and inspire a deeper appreciation for mathematics among their students.
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Discover which books are the best match for your students by understanding the benefits and limitations of various types of texts such as decodable stories, leveled books, picture books, graphic novels, novels in verse, and hi-lo readers. Examine the role that different people play in the literacy process from parents to teachers to interventionists. Explore strategies for supporting success when students want to tackle more challenging books. Find out how to expose students to complex syntax and vocabulary without compromising newly learned decoding skills. Learn how to incorporate stories that encourage resilience and tie to the curriculum. A list of resources (books and publishers) will be provided.
Although executive function (EF) skills impact reading, it has not been clear what activities can be used to improve EF skills in a way that directly impacts reading and writing. This presentation explores the link between decoding, encoding, and EF, specifically regarding working memory, impulse control, and cognitive flexibility. A brief review of definitions along with current research provides the background for games, activities, and strategies that may be used by teachers, interventionists, and parents.
Come learn about the different ways morphology instruction can support students who struggle to read. Session answers the question, ‘What is morphology?’ but also delves deeper into how the brain responds to morphemes and what research has said about morphology and literacy skills. There will be many activities that can be used in the classroom.
Many kids feel that if they do not learn the same as their peers they are “stupid”. In this presentation you will learn ways to draw on your students strengths as a dyslexic thinker and inoculate them to the belief they have to be the same as everyone else to be successful. Learn the 4 keys to helping dyslexic students feel pride in their learning style. This presentation will provide time for educators to share creative ways to include the dyslexic thinker in class lessons.
This dynamic session will delve into the transformative changes in educator preparation programs influenced by the latest research in the science of reading. Attendees will explore these innovations through hands-on activities that focus on the Simple View of Reading, Scarborough’s Roppe, Phonological Awareness, and Phonics. They will leave the session understanding the knowledge and skills current teacher candidates are graduating with to foster literacy development in their students.
This panel, consisting of a digital teaching and learning specialist, a parent/teacher advocate and instructional coaches, will be discussing resources available through the district and the needs and gaps in knowledge or awareness among educators.
Come along on a journey through the critical elements of a structured literacy lesson. See ways to engage your students while building the foundational steps for reading. *hands on presentation*
This session will help inform you on ways to talk with Secondary students about Dyslexia and the impacts of remediation on the brain. Then we will cover a variety of tools and accommodations that will allow students to access their learning and demonstrate their knowledge. In the end, we will leave you with tips on how to help your student be proactive and assertive to ensure they have access to their accommodations.
Have you ever been climbing? If so, you know the importance of a strong rope. It is the same for skilled reading. In this session, we will introduce the upper strands of Scarborough’s Reading Rope, which encompass comprehension, vocabulary, language structures, verbal reasoning, and literacy knowledge. These elements are critical for developing proficient readers and can be challenging to effectively teach.
Join Stacy Hurst as she guides you through the science behind these upper strands, providing actionable strategies to help you weave these essential components into your literacy instruction. Through a blend of research-based insights and practical classroom applications, you will learn how to support students in becoming skilled, confident readers who not only decode text but also comprehend and engage with it meaningfully.
Key Takeaways:
– An understanding of the upper strands of Scarborough’s Reading Rope and their role in literacy development throughout the lifespan.
– Effective, research-based strategies to enhance comprehension, vocabulary, and language instruction in all grades.
“Writing is easy to teach!” said no teacher– EVER. Learn about how you can scaffold writing instruction with simple student engagement and sensorial-based tools to increase the quality and content of student’s writing. These strategies help even the most struggling learners understand how to organize their ideas and deepen their understanding of texts and concepts they engage with. Support students in their comprehension while helping students build classroom community and increasing their own individual confidence. Using predictable structures and routines, students of all abilities and English Language Learners.
Join us for an engaging session packed with practical strategies to seamlessly integrate LETRS into your daily teaching routines. Make a real difference in your students’ reading skills!
Discover engaging exercises, routines, and hands-on activities that breathe life into phonemic awareness, systematic phonics, and vocabulary instruction, all while addressing the diverse needs of your learners.
We’ll dive into creative techniques to overcome student resistance and explore how to use skill progressions and data to effortlessly target your instruction across any subject and grade level.
Walk away empowered with the confidence and tools to turn your LETRS training into dynamic literacy instruction that truly resonates with your students. Let’s make literacy instruction exciting and effective together!
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