Sixteenth Annual Conference - by Peggy A. Price, FIT/AOGPE - Academy of Orton ...
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Summer 2015
Sixteenth Annual Conference
by Peggy A. Price, FIT/AOGPE
The Academy’s 16th Annual Conference was held Friday and for Public School Teachers. In Ms. Aiello’s words, “I admire
Saturday April 24-25, 2015, at the Crowne Plaza in White and appreciate Ron Yoshimoto’s dedication to public school
Plains, New York. In honor of teachers. As a public school
the Academy’s twenty year an- teacher and a parent of a dys-
niversary, the conference was lexic child, learning the Orton-
titled, “Remembering Our Past, Gillingham Approach has forever
Celebrating the Present, Em- changed me. The conference has
bracing the Future.” Two leading exposed me to a wealth of infor-
neuroscientists, Guinevere Eden, mation and knowledge shared by
Ph.D., Director of the Center for people across the country. I have
the Study of Learning at George- gained so much from this confer-
town University Medical Center, ence.” You can learn more about
and Kenneth Pugh, Ph.D., Presi- the Ruth Harris Travel Award
dent and Director of Research at Five of the original Founding Fellows: Marcia Mann, Arlene Sonday, and Ronald Yoshimoto Scholar-
the Haskins Laboratory at Yale Diana King, Amy Balin, Angela Wilkins ship for Public School Teachers
University, gave the keynote ad- on the Academy’s website. The
dresses. You can read more about scholarship application deadline
each of Dr. Eden’s and Dr. Pugh’s for the upcoming 2016 confer-
lectures in this newsletter. You ence is February 19, 2016.
can also access Dr. Eden’s and Dr.
Pugh’s entire PowerPoint presen- Please save the date for the Acad-
tations at www.ortonacademy. emy’s 17th Annual Conference
org/news.php April 1-2, 2016 in Atlanta, Geor-
gia. The conference will be held
Feedback from the 274 attend- at the Marriott Buckhead, and
ees was resoundingly enthusiastic one of the keynote speakers will
about this year’s conference. At- AOGPE Board of Trustees. Top Row left: K. Leopold, M. Briggs, A. Lawrence, be Maryanne Wolf, Ph.D., Direc-
D. Milner, A. Edwards, J. Hayward, D. LaFrance Bottom Left: R. Davis, M.
tendees came from twenty dif- Mann, S. Costello, S. Santora (missing J. George, K. Howell, B. McClure, T. tor of the Center for Reading and
ferent states, and as far away as Petersen) Language Research at Tufts Uni-
Canada (Ontario and British Columbia), St. Croix, United versity and bestselling author of Proust and the Squid: The
States Virgin Islands, and Brazil. Story and Science of the Reading Brain.
Joan Richardson from Centerville, Massachusetts, and Wes- The Academy is implementing a call for papers for confer-
lyn Smith from Sullivan’s Island, South Carolina, received ence presentations in hopes of attracting an even wider range
the Ruth Harris Travel Award. Jennifer Aiello from Staten of speakers and topics. Please see page 10 for more informa-
Island, New York, and Grace Donavan from Jacksonville, tion on the 2016 conference and the call for papers.
Florida, were recipients of the Ronald Yoshimoto Scholarship
1
President’s Message
It has been over twenty years since our Founding Fellows came
together to determine standards for those teaching dyslexic stu-
dents, and to create a certification process for individuals and
accreditation of schools and clinics. From those beginnings the
Academy emerged as an organization upholding the highest of
standards of excellence for teachers of dyslexic individuals. We
Academy News is published bi-annually honored those Founding Fellows at our 16th annual confer-
ence in White Plains, New York where we not only celebrated
by the Academy of Orton-Gillingham
our past, acknowledged the work of our members but looked
Practitioners and Educators.
ahead to the future through our conference program and a
AOGPE board planning meeting.
PO Box 234, Amenia, NY 12501-0234
Thanks to our conference chair Amy Lawrence, her team, and our Amenia staff, Alicia and Mar-
T | 845.373.8919
garet, this was an outstanding conference. We were fortunate to have two distinguished keynote
F | 845.373.8925 speakers whose presentations were received with enthusiasm. The program was diverse, and
info@ortonacademy.org provided practical, as well as theoretical, sessions. For the first time a Fellows strand was offered,
www.ortonacademy.org with topics specially targeted to Fellow members and providing an opportunity for Fellows to
brainstorm and network.
The purpose of the Academy is to es-
tablish and maintain the highest profes- As a result of our board planning meeting and board meeting in White Plains, I have some
sional standards for the practice of the exciting initiatives to share with you. First, it is my great pleasure to announce that we have
Orton-Gillingham Approach. We certify appointed Alicia Sartori as Executive Director of the AOGPE. In her new position, Alicia will
practitioners and accredit practitioner take more responsibility for implementing the mission of the Academy, and her new title more
training programs and student instruc- correctly represents what she already does for our organization.
tional programs that use the Approach
to address the language-based learning Secondly, we are working with a software company to develop an on-line application process
difficulties associated with dyslexia. for Classroom Educator, Associate, Certified, and Fellow candidates applying for certification.
The Academy is also active in profession- This will make the application process more efficient for both applicants and our office, and
al development and public awareness. enable more efficient record keeping. There will be no change in application requirements, but
all sections of the application may be uploaded and submitted electronically. We anticipate that
BOARD OF TRUSTEES the on-line application will be in place in September and ready for January 2016 applications.
Sheila Costello, President If you plan to apply in January or have trainees who plan to do so, please check the AOGPE
Marcia Mann, 1st Vice President website for information.
Susan Santora, 2nd Vice President
Third, for many years the Academy has offered a 10-hour online subscriber course through
Rosalie Davis, Treasurer Educators Publishing Service (EPS). We now have the technological ability to run the course
Theresea Petersen, Secretary from our website as of July 17th. The subscriber course is not intended to train participants how
Mary Briggs to teach the Orton-Gillingham Approach but provides an understanding of the essentials and
Ann Edwards theoretical basis of Orton-Gillingham. I hope you will encourage parents, teachers, school ad-
Janet George ministrators and anyone interested in our Approach to take this course and become a subscriber
Jean Hayward member of the Academy.
Kay Howell
Edith “Dee” LaFrance This is an exciting time in the world of dyslexia. In the twenty years since our founding, neu-
Amy Lawrence roscience has delved deeply into the science of reading and unequivocally proved the existence
of dyslexia and coincidentally supports what we, as OG practitioners, have been doing for the
Karen Leopold
past eighty years. Twenty-two states have now passed dyslexia legislation and change is definitely
Beth McClure on the way. Dyslexia is no longer the “D” word never to be used with parents or schools. More
Diane Milner teachers are seeking Orton-Gillingham training and colleges and universities are offering courses
NEWSLETTER STAFF in multisensory structured literacy. Change can bring its own challenges, and there will be some.
Dawn Nieman, Co-Editor
The Academy stands for excellence in professional practice. We set and uphold rigorous stan-
Peggy Price, Co-Editor dards for those who teach and remediate dyslexic students. We emphasize the importance of
Maryanne Chatfield, Assistant Editor those standards for coursework and completion of supervised practicum with a trained and
Rosalie Davis, Advisor experienced mentor. Our members promote the important work of the Academy through train-
Alicia Sartori, Executive Director ing, teaching, and advocacy. As Academy members we must advocate at all levels, school district,
state, and national, for the adequate preparation of teachers and therapists who are trained to
remediate dyslexic individuals.
I encourage you to visit our web page frequently and join our social media groups for members,
for Fellows, and for the general public. We want to hear from you
and support you in the work you do for individuals with dyslexia.
Sincerely,
Sheila Costello, F/AOGPE
President, Board of Trustees The Academy Office
2
Camp Spring Creek by Katey Schultz
Camp Spring Creek, located in the Blue Ridge Mountains day concludes with an outdoor program, where campers
of North Carolina, is an academic and recreational camp select the activity (paintball, archery, hiking, rock climb-
supporting children with dyslexia ages 7 to 15. It is only ing, or lifeguarding), study hall, recess, and then dinner. Af-
one of three AOGPE accredited residential camps in the ter clean up, there is an all-camp recreational activity (e.g.,
United States and also offers day-camp capture the flag, campfire). Afterwards
opportunities. “So many people with campers retreat to their cabins where
dyslexia are misunderstood,” says Co- staff read aloud to them before lights
founder/Director Susie van der Vorst. go out. “Our approach is designed to
“But just look at the wonderful role target a child’s individual strengths and
models we have! Many succeed in spite weaknesses to help them excel,” says
of their education. Imagine how they’d Susie. “We also recognize the value of
be if they had been instructed in the keeping kids active throughout the day.
ways that they learn best.” Our kids can’t learn as well if they’re
stuck behind a desk. Learning needs to
It is precisely that sentiment that led be hands-on so that they can get mul-
Susie and her husband and tiple senses involved.” The
Co-Founder Steve van der minimum stay at camp is
Vorst to create Camp Spring four weeks (boarding or
Creek in 2003. They have day), though many children
been successfully helping stay for 6-8 weeks.
and inspiring children ever
since, and in more recent Campers, who come from
years have expanded pro- all over the world, see several
gramming to include year- grade levels of improvement
round AOGPE certifica- over the course of just one
tion training opportunities. summer. After departure, a
Many of their trainings are written narrative report is
grant-funded and offered reviewed with the parents by
to teachers at no cost to the phone. The campers’ fami-
school districts or teachers, lies often become lifelong
enabling the OG Approach supporters of the camp and
to find its way into public send their children back year
school classrooms with con- after year. “We consider all
sistency, quality, and profes- of our campers as part of our
sional observation by Susie, extended family,” says Susie.
an AOGPE Fellow. “We “We’re so fortunate to be
chose to become AOGPE entrusted by their families,
accredited because we want and we come to love their
to be recognized as having children as our own. Say-
the highest standards,” says ing goodbye every summer
Susie. In Yancey and Mitch- is always the hardest part
ell County, North Caro- for me, but we write letters
lina – Camp Spring Creek’s and connect on the Camp
home base – more than 30 teachers and teaching assistants Spring Creek Facebook page. More than anything, I love
have received the Classroom Educator training through the letting the kids go, knowing that they’ve gained quantifiable
camp’s outreach services, many educators continuing onto skills alongside immeasurable confidence. Now they view
Associate Level certification or further. their dyslexia as an ability, not a disability.”
A typical day at Camp Spring Creek begins with breakfast, For more information on Camp Spring Creek, please visit
followed by a reading hour. Then, campers participate in their website and blog.
a five period day including swimming, one-on-one OG Website: http://www.campspringcreek.org
tutoring, art, woodshop, and keyboarding/multimedia. The Blog: http://campspringcreek.wordpress.com
3
Esteemed Neuroscientist Dr. Kenneth Pugh speaks
at AOGPE Annual Conference
by Rosalie Davis, F/AOGPE
Dr. Kenneth R. Pugh, Ph.D., President and Director of Re- struggle with phonological processing. This difference is
search at the Haskins Laboratory at Yale University, deliv- consistent with findings that children with speech sound
ered the keynote address at the AOGPE Annual Conference disorders or who were late talking have a higher risk for
on April 25, 2015. Dr. Pugh described that initially reading reading difficulties. Other cognitive functions crucial to the
was considered a visual task, but neuroscience research using reading process are selective attention and executive func-
functional magnetic resonance imaging (fMRI) has shown tion. In other words, you can’t just fix phonics. The child has
that in addition to visual recognition, reading involves lan- to effectively inhibit irrelevant stimuli, pay attention, and
guage processing centers of the brain. Those regions help consolidate learning.
explain the differences between the brains of typical and
dyslexic readers, and how treatments and remediation im- For skilled readers, it takes approximately 250 milliseconds
pact the brain. Dr. Pugh also shared his to transfer print into spoken word.
latest research and discussed areas of For struggling readers, more time is
future research on gene-brain-behavior required. Dr. Pugh’s research indicates
pathways. that instruction using the Orton-Gill-
ingham Approach actually changes
Speech is mastered naturally by nearly brain activation in dyslexic readers
all without direct instruction. This ini- by improving the efficiency of brain
tial mastery is because the brain is wired circuitry so that it is better suited for
for speech. During the first year of life, automatic word recognition. Learning
a region of the brain called the planum to read literally transforms the brain.
temporale plays an important role in the Becoming a literate individual changes
acquisition of sounds and phonological the way we listen and process speech,
rules specific to an individual’s native improves our ability to manipulate
language. For reading, however, there is sounds, and even recognize visual ob-
no such region. Understandably, writ- jects beyond letters.
ten language is largely a cultural inven-
Kenneth R. Pugh, Ph.D.
tion. In Dr. Pugh’s own words, “explicit Neuroimaging studies support that
[reading] instruction is essential.” proper evidence-based intervention
“rewires” circuits in the brain to be
Reading involves recognizing visual more efficient, and that gains made by
objects (letters) and efficiently trans- dyslexic students become permanent.
ferring the visual input to language
processing and sounds. Quick and flu- Establishing a more efficient read-
ent reading depends upon speech and ing brain takes time, however. Vari-
phonology. Fast and automatic word ous processing deficits can also impact
reading depends on finding the most progress. Why are some students con-
efficient brain pathways. To build those sistently inconsistent in their progress?
necessary pathways, the brain recycles Those students seem to “get it” and
pre-existing structures previously dedi- “lose it,” resulting in slower reading ac-
cated to visual object recognition and quisition. Exploring this phenomena is
language processing. Many areas of the brain activate when an area of ongoing research in the neuroscience community.
reading, but primary activation in skilled readers occurs in Everyone’s reading ability is on a continuum, and good in-
the left hemisphere. struction helps everyone along that continuum.
If strong readers are primarily using their left hemisphere Dr. Pugh’s research also examines the neurochemical factors
to read, what occurs in the brain of a dyslexic reader? The that may affect reading. Those areas include reviewing sleep
left posterior systems in individuals with untreated dyslexia patterns and exploring the role of neurotransmitters in read-
behave differently. The dyslexic reader relies more heavily ing, specifically glutamate and choline. Dr. Pugh conducted
on the right hemisphere and right prefrontal cortex. The a study which showed elevated levels of glutamate at age 7
majority of individuals with a reading disability or dyslexia continued on page 8...
4
Dyslexia Over the Lifespan: A Fifty-Five Year Longitudinal Study
2nd Edition by Margaret Byrd Rawson
Book Review by Peggy A. Price, FIT/AOGPE
Margaret Rawson’s fifty-five year longitudinal study was first can better express themselves through art, music, and con-
published in 1968. Her study focused on 56 boys who at- struction than through words. There are often students who
tended the School in Rose Valley, an independent elementary need additional intervention to achieve their potential, but
school in Moylan, Pennsylvania, in the 1930-40s. This new may not be significantly impaired enough to be diagnosed
edition was updated in 1995 with four new chapters and a with dyslexia. Rawson gave each boy a numbered rank based
title change. Margaret Rawson worked at the School in Rose on results of the Language Learning Facility Scale. She then
Valley for seventeen years until 1947. In 1935 Rawson was divided the students into three groups: high (20 nondyslexic
introduced to Dr. Orton, and the Orton-Gillingham Ap- boys and some who had “mild dyslexic traits but not crip-
proach became the intervention for all struggling readers at pling”), medium (16 boys who made more rapid and easier
her school. From 1935-1947, the school’s language program progress with tutoring), and low (20 boys classified as moder-
was based on Dr. Orton’s philosophy. The global message of ately to severely dyslexic). Some students will make significant
Rawson’s book is that is that no one should fail at school or in gains and no longer need OG tutoring after a couple years of
their professional life because of dyslexia. 1:1 instruction, and others appear to need
the OG Approach and intense, individu-
The holistic philosophy of the school, alized instruction to learn every academic
coupled with its highly progressive stance skill.
on universal screening, assessment, and tu-
toring, created a culture where all students For any parent who worries what will hap-
were expected to succeed. The inclusive pen to his or her child with dyslexia, this
atmosphere communicated that students book is one of hope and encouragement.
struggling with language learning diffi- Rawson’s study affirms that even those who
culties could be just as successful as their are severely dyslexic can go on to lead in-
peers; they just needed extra, individual- credibly successful lives as independent
ized instruction. adults. Her study serves as an excellent re-
minder that the patience, love, and skilled
The students from the School in Rose Val- instruction a teacher gives a child may
ley included in this study came from the continue to help decades later. Having said
same socioeconomic status, two-parent this, one does not outgrow dyslexia. Raw-
homes, and similar levels of father’s educa- son’s follow up interviews found that many
tion. Rawson highlights the homogeneous of the boys (now men) still reported residu-
sample of 56 boys as a considerable strength of the research. It al language problems, particularly with spelling. For many of
was remarkable that Rawson tracked those students for over these men, their struggle with dyslexia galvanized them to be
half a century without the assistance of modern technology. more determined and put forth more effort.
Fifty years after they left the School in Rose Valley, many of
the students, including the severely dyslexic students, went on Margaret Rawson was unquestionably a visionary. The fact
to achieve a high number of professional accomplishments, that she created a universal screening tool, created a compre-
including PhDs and medical degrees. hensive intervention program for all students demonstrating
need, trained a small army of tutors, and followed their lives
What I found most interesting were the results of Margaret for 55 years, is incredible to say the least. This historic classic,
Rawson’s Language Learning Facility Scale. Dyslexia is part of Dyslexia Over the Lifespan, is available for purchase through
a language learning spectrum, with some being highly gifted the Academy of Orton-Gillingham Practitioners and Educa-
at language and others severely struggling. Many individuals tors at http://www.ortonacademy.org/support.php
Thank you for your continued support!
Every contribution helps the Academy fulfill its mission of setting and maintaining professionals and ethical
standards for the practice of the Orton-Gillingham Approach and to certify individuals and to accredit
instructional and training programs that meet those standards.
CLICK HERE TO DONATE TO THE ACADEMY
5
Dr. Guinevere Eden Wows Attendees at AOGPE Annual Conference
by Louise Doud
Dr. Guinevere Eden, Ph.D., Director of the Center for the word form, phonology, and meaning very quickly. However,
Study of Learning at Georgetown University, gave the key- in the brain of a dyslexic reader, the left hemisphere remains
note address on Friday, April 24, 2015, at the AOGPE An- under-activated.
nual Conference in White Plains, New York. A renowned
neuroscientist, Dr. Eden’s work primarily focuses on the Dr. Eden shared data from past studies on the prevalence
brain-bases of dyslexia. Her research is part of a collaboration of dyslexia. Approximately 7-12% of the general population
between Georgetown University and Gallaudet University in have dyslexia from data gathered in different countries. Dys-
Washington, D.C. and Wake Forest School of Medicine in lexia is also highly heritable; if one parent has dyslexia there
North Carolina. Her keynote presentation included a detailed is a 40% chance his or her child will also have dyslexia, based
history and up-to-date look on the neuroscience of the read- on a 1989 study by Olson and colleagues. Based on a 2004
ing brain, with a peek into areas study by Rutter and colleagues,
of future research. She skillfully dyslexia is 2-3 times more prev-
wove together a review of past alent in males than females.
neuroimaging studies and her
ongoing research. Dr. Eden’s extensive review
of the neuroscience literature
Reading is primarily localized clearly shows that effective
in typical readers in the left intervention produces last-
hemisphere, specifically the left ing changes in the brain of a
inferior frontal gyrus, left tem- dyslexic reader. After an eight
poro-parietal cortex, and left week intensive intervention
infero-temporal cortex. One with dyslexic adults, fMRI data
research question Dr. Eden show “…increased activation in
and her research team explore the left and right hemispheres.”
is “how does the neural basis of Guinevere Eden, Ph.D. The areas of the brain that deal
word processing change during with phonological processing
schooling in typical readers?” became similar to those of good
One can look back to Dr. Sam- readers. Gray matter volume
uel Orton’s writings in 1925 for increases were maintained be-
an answer. He posited that all yond the end of intervention.
early readers activate memory In fact, the results illustrated a
of letters and words in both continued increase of gray mat-
hemispheres, but through the ter post-intervention. It should
process of learning to read, the be noted that although effec-
left hemisphere becomes domi- tive intervention can change
nant. Dr. Eden and other con- the dyslexic brain to become
temporary neuroscientists have a stronger reader, dyslexia is a
shown that Dr. Orton was cor- lifelong condition.
rect. Young typical readers acti-
vate the left superior temporal Dr. Eden ended her talk by de-
cortex, related to phonological scribing recent studies which
awareness. As reading improves, so does activation in the show differences between female and male brain changes af-
left frontal and temporal cortices. As children mature into ter intervention, an important factor to consider in future
more proficient readers, brain activity moves almost exclu- studies. Her excited, passionate delivery and the remarkable
sively to the rear left hemisphere, showing a typical adult body of information conveyed made this an informative pre-
reader brain activation pattern. Then skilled readers access sentation.
The Academy of Orton-Gillingham Practitioners and Educators is the only organization expressly established and authorized to set standards
for the practice of the Orton-Gillingham Approach, to certify teachers, and to accredit instructional programs that meet these standards. Incor-
porated in 1995, the Academy derives its authority from action taken by the Board of Regents of the University of the State of New York and
operates under New York State Education Law.
For comprehensive information regarding training opportunities, requirements, and applications for Academy membership at all levels, visit our
website at: www.ortonacademy.org
6
The Presidents of ALTA, IMSLEC, Wilson Language and AOGPE Meet
The Academy is committed to excellence in teach-
er training and preparation and shares common-
alities with three long established organizations
that certify teachers and accredit institutions,
Academic Language Therapy Association (ALTA),
International Multisensory Structured Language
Education Council (IMSLEC) and Wilson Lan-
guage System (WLS). The presidents of each or-
ganization, Sheila Costello (AOGPE), Marilyn
Mathis (ALTA), Mary Farrell (IMSLEC) and Bar-
bara Wilson (WLS) recently met at Farleigh Dick-
enson University to discuss our common purpose
and mutual interest in providing the highest qual-
ity training for teachers who instruct individuals
with dyslexia. Each organization has certification
and accreditation programs in place for over twen-
ty years and clearly defined standards for training that include supervised practicum by a highly trained mentor. We currently
represent over 30,000 teachers who have met those standards, achieved certification, and work with children.
Historical Perspectives by Dee LaFrance, F/AOGPE
I live on the Saint Lawrence River very near to where Lake children from mastering reading and writing. I heard Dad tell-
Ontario begins. The area has eighteen hundred islands and is ing her that my brother Dick was struggling and his big sister
called “The Thousand Islands.” Many Americans own these is- had been told to listen to him read every night, but that he kept
lands and have summer homes on the shores of both New York making mistakes on words he had “sounded out” two lines
and Ontario. My father was a physician who had patients on above. A psychologist in Toronto had found brother Dick to
both shores when I was a child. On Wednesday afternoons and be of good average intelligence, but he was unable to cope with
weekends, he loved to sail his International Dinghy and race schoolwork. Margaret assessed Dick, and found that he was
with like-minded folks in the area. One of these summer sailors one of “our kind of kids.” She gave Dad the red Gillingham
was Arthur Rawson who came from Maryland with his wife, Manual and Dr. Orton’s book, “Reading, Writing and Speech
Margaret Byrd Rawson, and their two sons, Edward and Ken- Problems in Children.” Doors were opened for all of us.
neth. My brothers both liked to sail as did the Rawsons, and
the families became good friends. Dad was devastated when Using the red manual religiously, Dad taught Dick to read well
Arthur died on the operating table during a routine operation enough to earn his junior matric, which is equivalent to a tenth
in Maryland. Margaret, however, continued to come north grade level. I went to university and then to England where
with her sons and bought a beautiful outcrop of land between I taught in grammar schools and then a secondary modern
Gananoque and Kingston. She called it “the Island” although school where children went when they failed the eleven plus
she filled in a ditch and was able to drive her car to this piece exams. When listening to my students read, it was like listen-
of heaven. Over the years, her family grew and visited in the ing to my little brother all over again, and I sent a letter to
summers to spend “Christmas in July” together. They pitched Canada asking Dad for the red Gillingham Manual. It worked
tents on their favorite tree-covered spots by the river. One cab- wonders, and in time I did a thesis on dyslexia, reading all of
in served as a kitchen and living room. By choice, there was the experts, and returned home to Canada the summer my
no electricity or telephone. A neighbor on a nearby highway mother died. Margaret became my mentor and support from
allowed them to use her telephone for emergencies. Cooking 1968 until she died in 2001.
was done by propane which also fueled the refrigerator. There
was a boathouse for the sailboats and as Margaret aged, a cabin Now when I quote Margaret to my Fellows-in-Training, I call
was built for her called “The Turtle.” her MBR and caution them as MBR cautioned me, “Letters
don’t talk, Dee, they stand for sounds.” “Say the letter names as
As I listened to the adults talk, I realized that Margaret, who you write. Tell your hand what letter to write.” I learned from
lived so simply, taught in a university and knew a great deal the best and it all happened by chance on the St. Lawrence lo
about something called dyslexia, which could keep even bright those many years ago!
7
Thank You to Our Conference Supporters!
2015 AOGPE Conference | White Plains, NY
“Remembering Our Past, Celebrating The Present, Embracing Our Future”
Assisting Organizations
Bridge Academy Learning House
Camp Spring Creek Riverside School
The Carroll School The Schenck School
Commonwealth Learning Center Triad Academy at Summit School
Key School at Carolina Day School Trident Academy
The Kildonan School
Scholarships Provided by
Ruth Harris Travel Award
Ronald Yoshimoto Scholarship for Public School Teachers
Esteemed Neuroscientist Dr. Kenneth Pugh
speaks at AOGPE Annual Conference The Academy Has Joined...
(continued from page 4)
by Rosalie Davis, F/AOGPE
predicted reading problems two years later. It may be possible
to 1) better understand the causes of dyslexia and 2) prepare
the brain to be better able to learn and retain information. What is Amazon Smile?
The scientific field on the neuroscience of reading continues AmazonSmile is a simple and automatic way for you to
to be exciting. support your favorite charitable organization every time
you shop, at no cost to you. When you shop at smile.
Dr. Pugh emphasized that “you fix reading with the triangle” amazon.com, you’ll find the exact same low prices,
of visual/auditory, kinesthetic-tactile (VAKT) linkages in the vast selection and convenient shopping experience as
Amazon.com, with the added bonus that Amazon will
teaching of reading instruction. Orton-Gillingham therapists
donate a portion of the purchase price to your favor-
have known the benefits of utilizing VAKT modalities and ex-
ite charitable organization. You can choose from nearly
perienced positive results for many years. We now have more one million organizations to support.
scientific evidence that our Approach indeed works.
Amazon Smile Info
Around the world, a significant number of children fail to The Academy is registered as an eligible charitable or-
achieve functional literacy. For many, this is due to the lack ganization with Amazon Smile. When purchasing any
of good instruction, but for some there are brain-based dif- product from Amazon, our members and friends can
ficulties. Establishing speech-print integration in the brain choose to use Amazon Smile and have 0.5% of their
through direct, explicit multisensory instruction is crucial for purchase price donated to the Academy. This is a fund-
building efficient reading circuitry. In our field as OG practi- raiser for the Academy that requires no other input from
tioners, we are privileged to teach at a time where brain imag- us. Information on Amazon Smile can be found at smile.
amazon.com. This information will also be available on
ing can show us how the Orton-Gillingham Approach works
the Academy’s website.
at a neurological level.
Like us on Follow us Visit our
Facebook on Twitter Website
• Academy of Orton-Gillingham
Practitioners and Educators @AOGPE www.ortonacademy.org
• Friends of AOGPE
• AOGPE Fellows
8
2016 AOGPE ANNUAL CONFERENCE
April 1 - 2, 2016 (Friday and Saturday)
Marriott Buckhead
Atlanta, Georgia
Saturday April 2, Keynote: Maryanne Wolfe, Ph.D.
John DiBaggio Professor of Citizenship and Public Service Director,
Center for Reading and Language Research - Tufts University
Scholarships for the Conference
1. The Ruth Harris Travel Award
2. Ronald Yoshimoto Scholarship for Public School Teachers Maryanne Wolfe, Ph.D.
Please visit the Academy’s website for more information: www.ortonacademy.org
Scholarship application deadline is February 19, 2016.
The Call For Papers Is Open!
The Academy is implementing the Call for Papers for the conference this year. Please submit your proposal by
November 18, 2015. The Program Selection Committee will notify all Lead Presenters via email by December 18,
2015. The Form is also available on the Academy’s website: http://www.ortonacademy.org/news.php
CLICK HERE TO DOWNLOAD THE FORM
SAVE THE DATES
2015 AOGPE Fellow Webinar 2015 IDA Conference
October 15, 2015 (Thursday) October 28-31, 2015
6:30 pm – 8:00 pm EST Grapevine, Texas
Online AOGPE Booth: 318
Academy Sponsored Reception
October 29, 2015 (Thursday)
6:00 pm – 7:30 pm
Location: TBA
AOGPE Online 10-hour Subscriber Course ($49)
Dyslexia: An Introduction to the Orton-Gillingham Approach
This course is appropriate for teachers, parents of children with dyslexia, individuals with dyslexia,
school administrators, advocates, tutors, speech and language pathologists and other professionals
who wish to learn about this multisensory teaching approach.
Click on the following link to get started: http://courses.ortonacademy.org
This information is also available on the Academy’s website: www.ortonacademy.org under Certification, Subscriber Member.
9New Members - Summer 2015
The Academy congratulates the following new members
Certified Stephanie Williams, Long Beach, NY Kristen Shimizu, Mililani, HI
Terri Birkelien, Midlothian, VA Carol Anne Yerby, Concord, MA Kari Short, Dayton, OH
Christina Bruno, Brooklyn, NY T. Loren Ziyadeh, Branford, CT Rhonda Sizemore, Asheville, NC
Antoinette Gough, East Providence, RI Evans Snead, Charlotte, NC
Lisa Guarnieri, Torrington, CT Shari Suzuki, Mililani, HI
Donna Takase, Waipahu, HI
Lynn Lamping, Dundee, OR Classroom Educator
Nancy Redding, San Jose, CA Janelle Takesono, Honolulu, HI
Megan Angus, Trumbull, CT
Katherine Robinson, Cumming, GA April Tarjick, Fairview, NC
Linda Beaupré, Berlin, VT
Lisa Selby, Canton, MA Michael Taylor, Hilliard, OH
Hope Blair, Norwalk, CT
Kaitlin Takayanagi, Brooklyn, NY Georgia Tedla, White Plains, NY
Grace Blomberg, Weston, CT
Alison Tepper, Cos Cob, CT
Harry Bolo, Ewa Beach, HI
Allison Williams, Waterford, CT
Catherine Bongiovanni, Ewing, NJ
Associate Sharon Weand, Wilton, CT
Jacquilyn Bordaje, Pearl City, HI
Beth Bar-Haim, Watkinsville, GA Stacey Wronker, Johns Creek, GA
Jennifer Brown, Dunwoody, GA
Reni Cadigan, Milton, MA Kerstin Campbell, Erie, CO
Michelle Cady, Dalton, MA Shawn Chang, Kapolei, HI
Wendy-Elizabeth Chalek, Marblehead, MA James Chmielewski, Westerville, OH Subscriber
Diane Crow, Marietta, GA Kelley Auringer, Branford, CT
Sandra Chong, Honolulu, HI
Tammy Curran, Denver, CO Cristy Bailey, Holden, MO
Dena Cody, Montpelier, VT
Michael Curtin, Westwood, MA Cynthia Bankoski, Higganum, CT
Elizabeth Diann Cravotta, Alpharetta, GA
Lyle Davis, Memphis, TN Meryl Baum, Princeton Junction, NJ
Laura Degree, Clinton, CT
Wilhelmina Duchaney, North Easton, MA Chrissy Belfour, Toronto, Canada
Lauren Evans, New York, NY
Julie Duncan, Cambridge, MA Susan Benoit, Arcata, CA
Kristi Evans, New York, NY
Suzie Eklund, Richmond, VA Linda Berg, Fort Worth, TX
Jennifer Felipe, Wilton, CT
Hilary Elkins, Brookline, MA Jennifer Blackwell, Ridgefield, CT
Brian Fernandes, Warren, RI
Elizabeth Fabatz, Colorado Springs, CO Rebecca Bowman, Omaha, NE
Michael Ferrer, Johnston, RI
Sinead Foley, Mansfield, MA Sharon Brandt, Toronto, Canada
Doreen Fontana, Milford, CT
Katie Gates, Decatur, GA Peter Carrillo, Corvallis, OR
Jean Foss-Pratt, Hyde Park, VT
Sheri-Ann Gaza, Pearl City, HI Isabel Carvalho, Sao Paulo, Brazil
Michelle Fox, New York, NY
Lisa Gerace, Rockville Centre, NY Mark Cobelens, Bellevue, NE
Laura Freeman, Charlotte, NC
Alison Glerum, Weston, CT Theresa Connolly, Park Ridge, IL
Hannah Geier, Montpelier, VT
Deanna Goggin, Burlington, MA Laura DePole, Diablo, CA
Stefanie Goldschmidt, New Canaan, CT
Rebecca Hall, Galena, OH Grace Donovan, Jacksonville, FL
Thalia Goo, Norwalk, CT
Jill Harrington, Galena, OH Scott Fort, Pennington, NJ
Steven Grindstaff, Burnsville, NC
Brenda Hennecke, Axbridge, United Kingdom Ann Celine French, Leominster, MA
Kelly Haase, Colorado Springs, CO
Jill Kearney, Chelsea, Canada Margaret Gallipeau, Delary Beach, FL
Andrea Honious, Miamisburg, OH
Lina Kikuta, Honolulu, HI D’Arcy Goodrich, Omaha, NE
Meghan Huskins, Spruce Pine, NC
Heath Kulpa, Assonet, MA Sue Hamilton, Omaha, NE
Crystal Ido, Aiea, HI
Louise Lambert, Roswell, GA Holly Hill, Atlanta, GA
Laurie Joens, Asheville, NC
Ann Lane, Concord, MA Sharon Hobza, Omaha, NE
Melissa Jozefov, Roswell, GA
Margaret Leeson, Concord, MA Rose Ann Kesting, Yardville, NJ
Tricia Kamei, Waipahu, HI
Nancy Martin, Hardwick, MA Karen Kimberlin, Tinton Falls, NJ
Matthew Koanui, Waipahu, HI
Catherine McCormick, Wellesley, MA Keri Kimbrough, Taylors, SC
Christine Kovac, Stamford, CT
Ellen Meckel, Wellesley, MA Colleen Kopchick, Davidson, NC
Sarah Leitman, New York, NY
Valerie Miller, Arden, NC Lettitia Long, Greenwich, CT
LaTasha Lewis, New York, NY
Isla Miln, Clemmons, NC Rose Marino, Brooklyn, NY
Kathryn Llewelyn, Stratford, CT
Keeley Mitchell, Suffern, NY Carol Ann McCarthy, Chicopee, MA
Julie Maltese, Staten Island, NY
Amanda Moore, Plain City, OH Jennifer McDermott, Northvale, NJ
Jill McGuire, Marietta, GA
Jessica Northcutt, Dacula, GA Donna Meade, Nelsonville, OH
Maureen McKeon, Charlotte, NC
January Reed, Charlotte, NC Kim Meiss, Milton, PA
Palmer Metz, New Canaan, CT
Shannon Regan, Grove City, OH Tiffany Miller, Midland, TX
Mary Montgomery, Asheville, NC
Carol Rummel, N. Chelmsford, MA Melissa Olt, Frederick, MD
Karen Oliver, Kapolei, HI
Jill Sanders , Pickerington, OH Linda Popp, Marina, CA
Deanna Ortscheid, Hanover Park, IL
Kate Sauter, Sudbury, MA Elizabeth Pressley, Spartanburg, SC
Francisca Pangan, Kapolei, HI
Jessica Schlundt, Newton, MA Diane Rice, Lawrenceville, GA
Kathleen Pellisero, Charlotte, NC
Mary Margaret Schulte, Atlanta, GA Lindsey Scherman, Plainsboro, NJ
Patricia Potts, New Canaan, CT
Kimberly Simonich, Pepperell, MA Dale Slaton, Anderson, SC
Patti Provoost, Southport, CT
Nancianne Smith, North Kingstown, RI Hilary Smith, Phoenix , AZ
Lisa Reilly, Redding, CT
Carol Spooner, Marlborough, MA Laurie Melissa Socolow, Houston, TX
Mimi Rezzonico, Bakersville, NC
Robyn Sutherland, Fairplay, CO Kathleen Sommers, Ewing, NJ
Julie Richards, Charlotte, NC
Felicia Tan Ying Ru, Singapore Cynthia Tsianco, Madison, CT
Tanya Ross, Frederick, CO
Nicole Vella, Decatur, GA Ron Weinstein, Princeton Junction, NJ
Kathryn Saylors, Woodstock, GA
Judy Walker, Richmond Hill, GA Leslie Weissglass, Westfield, NJ
Sarah Schimenti, Atlanta, GA
Irene Weimer, Wellesley, MA Kim Wilke, Fayetteville, GA
Paige Sergeant, Asheville, NC
Rita Wheatley, West Greenwich, RI Kathryn Wink Gillian, Lawrence, NJ
Sloan Shapiro, New York, NY
Leslie Wilbert, Westworth Village, TX Stacey Wise, Greer, SC
Mary Howard Shaw, Charlotte, NC
10AOGPE Standing Committees
AOGPE Standing Committees Standards Committee - determines the curricular
The Academy relies on the work of its committees to assist requirements for certification and accreditation.
in governing the activities of the organization. Commit-
Mary Briggs, Chair
tees have agendas and rules, work on assigned tasks, and
Edith “Dee” LaFrance
make recommendations to the Board of Trustees. Each of
Deb Morris
the committees reports on its progress, while the Board of
Norma Jean McHugh
Trustees makes decisions on committee recommendations.
Trudy Stegelman Odle
Concha Wyatt
Accreditation Committee - reviews all applications
and recommends qualified programs for accreditation/
Standing Committees with Anonymous Members
approval by the Board of Trustees. Membership on the
Accreditation Committee is limited to Fellows of the Certifying Committee - reviews applications and rec-
Academy. ommends qualified candidates for approval by the Board.
Terri Petersen, Chair Marcella Fulmer Membership on the Certifying Committee is limited to
Lisa Brooks, Co-Chair Janet George Fellows of the Academy.
Gena Calloway Pam Reynolds
Professional Ethics Committee - inquires into com-
Louise Freese
plaints bearing upon alleged failure by individual mem-
bers and Institutional members of the Academy to adhere
Fundraising Committee - is responsible for the plan- to the professional standards of the Academy
ning and implementation of fund raising.
Rosalie Davis, Chair Additional Standing and Ad Hoc Committees
Bylaws Committee
Information Outreach Committee (IOC)- plans,
John Howell, Chair
prepares, and sees to the timely distribution of Academy
Mary Briggs
information. This includes the planning of educational
programs and conferences. Council of Organizational Members - promotes the
Karen Leopold, Chair John Howell Academy’s mission with special attention to its accredited
Rosalie Davis, Advisor Amy Lawrence schools, camps, and clinics.
Heidi Bishop Carrie Malloy
Honorary Membership
Josie Calamari Kerri McDonald-Schaub
Edith “Dee” LaFrance, Chair
Maryann Chatfield Dawn Nieman
Jean Osman
Colleen Chow Peggy Price
Louise Dowd Alicia Sartori Library Committee
Marcia Mann, Chair
Nominating Committee - nominates candidates to John Howell
serve as members of the Board and as Board officers. David Katz
Susan Santora, Interim Chair
Trudy Stegelman Odle
Research Committee - encourages research relevant to
the Orton-Gillingham Approach and promotes dissemi-
nation of such data.
John Howell, Chair
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