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Jennifer Hasser, M.Ed.

A robust vocabulary is critical for listening and reading comprehension, as well as for oral and written expression. Yet many common vocabulary teaching methods work against the science behind how students learn best. In this lively session, participants discover efficient and effective strategies to teach vocabulary by capitalizing on memory and metacognition research. Participants learn engaging activities that simultaneously teach morphology, phonology, and syntax. They can be used with students of any age to pave the way to vocabulary success.

Jennifer Hasser is an internationally recognized speaker, trainer, and educational consultant in the fields of literacy and dyslexia. She is the founder and Executive Director of Kendore Learning, which provides literacy training, curriculum, and materials to educators. Jennifer’s passion for education began in the high school behavior disorder classroom, where she was awarded Special Education Teacher of the Year. Her ongoing interest in the literacy challenges facing schools led to the design, development, and implementation of comprehensive programs for public schools. Her training program and curricula are accredited by the International Multisensory Structured Language Education Council (IMSLEC) and the International Dyslexia Association. Jennifer is also the founder of Syllables Learning Center and the Kendore Cares Foundation, organizations that have helped thousands of struggling readers across the globe.

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Tim Odegard, Ph.D.

Join Dr. Tim Odegard for a breakout session exploring how universal screening integrates within the Multi-Tiered System of Supports (MTSS) framework for K-2 literacy. Review the essential components of universal screeners across K-2 and gain insights into state-approved assessments for California schools. This session provides practical guidance on identifying risk and planning next steps through survey-level assessments for students identified as at risk. Designed for educators, administrators, and specialists, this session supports early and accurate identification of literacy challenges to foster student success.

Dr. Tim Odegard is a Professor of Psychology and the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University, where he leads the Tennessee Center for the Study and Treatment of Dyslexia. He serves as Editor-in-Chief of Annals of Dyslexia and consulting editor for the Journal of Learning Disabilities. Previously, he was an editor at large for Perspectives on Language and Literacy. A contributing author to the IDA’s Knowledge and Practice Standards for Teachers of Reading, Dr. Odegard is dedicated to advancing literacy as a human right, supporting U.S. and Canadian initiatives through service leadership. His accolades include the Innovator Award from IMSLEC, the Luke Waits Service Award from ALTA, the Massey-Sexton Dyslexia Advocacy Award from the Tennessee IDA, the AIM Institute Founder's Award, and the University of Texas Arlington’s Research Excellence Award.

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Jennifer C. Zvi, Ph.D.

This presentation will discuss the five foundational aspects of language development and literacy. In addition, the importance of play, friendships, teacher awareness, and family involvement will be stressed. Language development is a primary early indicator of possible later learning difficulties affecting reading, spelling, written language, comprehension, and social interaction.

Dr. Jennifer C. Zvi received her Ph. D. from Northwestern University in the field of Learning Disabilities and her Post-Doctorate in Neuropsychology from UCLA. She is a past President of the Los Branch of the International Dyslexia Association, and is a past co-President of Everyone Reading Illinois. Dr. Zvi is an Emeritus Faculty from California State University, Northridge where she worked in the Disabled Student Services Office for twenty-three years and taught in the Special Education Department. She currently is an Adjunct Professor at Lewis University teaching in the Early Childhood Education Department.

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Meghan Sebens, M.S.Ed.

In order to build and demonstrate comprehension, students have to weave together a complex set of underlying skills, from word recognition to language comprehension. Focusing on the five upper strands of Scarborough's Reading Rope, we will explore practical ways to support student understanding at each stage, allowing students to connect comprehension to expression. We will discuss ways to plan effectively in order to create opportunities for students to not only grasp the material but also communicate their insights through speaking and writing.

Meghan brings a passion for literacy and diagnostic teaching to her role as Academic Dean at the Elementary Middle School campus. Since joining Landmark in 2006, she has served in various roles, including reading supervisor, testing coordinator, academic advisor, teacher, and tutor. Meghan has also taught courses and consulted through Landmark’s Outreach program. She graduated from Macalester College with a bachelor’s in psychology and earned her masters in moderate disabilities from Simmons College.

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Marilyn Zecher, M.A., CALT

This session will offer practitioners and parents strategies and ideas for supporting students in math using evidence-based or research-informed instructional tools.  Be prepared to move, engage and practice what you are learning.  Many of these strategies come from traditional literacy and study skill practices which are now validated by evidence.   How they apply to instructional practices in math are the topics for our session. 

A nationally certified Academic Language Therapist and former public-school classroom and demonstration teacher, Ms Zecher is a specialist in applying multisensory strategies to a variety of content areas. Her graduate level Multisensory Math courses have been used as methods courses at the university level and she is a frequent speaker at national, international, and local conferences. Her presentations and professional development workshops and classes for teachers incorporate general multisensory instructional strategies, Orton-Gillingham strategies, the principles of UDL, and recommendations from the NCTM, the IED-The What Works Clearinghouse and the Common Core State Standards and research informed information from neuroscience. She is an Honorary Fellow of the AOGPE in the area of Mathematics.

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Tim DeLuca, Ph.D., CCC-SLP

This session will define developmental language disorder (DLD) and dyslexia and explore core features and functional outcomes related to each. Research and policy related to current and recommended practices for supporting learners with DLD and dyslexia will be explored. Finally, recent research related to interprofessional practice in schools will be reviewed. Given this context, participants will engage in case studies to consider how we might build on or establish collaborative practices to support learners within and across our professional settings.

Tim DeLuca is an Assistant Professor of Speech, Language, and Hearing Sciences in the School of Public Health and Health Sciences at the University of Massachusetts Amherst. His research examines best practices related to improving language and literacy outcomes for children in schools, especially children with developmental language disorder, dyslexia, and/or complex communication needs. Dr. DeLuca’s research is informed by over a decade of clinical practice as both a speech-language pathologist and reading specialist, continued mentorship and instruction of undergraduate and graduate students, and multiple clinician-researcher partnerships. His work focuses on harnessing the power of implementation science and fostering interprofessional practice to enhance written and oral language outcomes for children in schools. By bridging the gap between research and practice, Dr. DeLuca strives to unlock new strategies and tools that can significantly improve children's communication skills and overall quality of life.

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Meghan Sebens, M.S.Ed.

The English language is often brushed off as hard, weird, or unexplainable. In reality, English is a deep orthography that can be explained by both phonemes (the sound-symbol connection) and morphemes (meaningful chunks). Discovering strategies that can help students decipher these aspects of the English language will help them become stronger decoders and build vocabulary. This session will discuss the reasons behind the complexities of English and provide approaches to help your students develop word analysis skills.

Meghan brings a passion for literacy and diagnostic teaching to her role as Academic Dean at the Elementary Middle School campus. Since joining Landmark in 2006, she has served in various roles, including reading supervisor, testing coordinator, academic advisor, teacher, and tutor. Meghan has also taught courses and consulted through Landmark’s Outreach program. She graduated from Macalester College with a bachelor’s in psychology and earned her masters in moderate disabilities from Simmons College.

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Marilyn Zecher, M.A., CALT

There are many suggestions for supporting students in solving word problems.  Much depends on the individual student's neurocognitive profile.  We cannot assume that reading or pure decoding is at the center of these challenges. The IES  What Works Practice Guide on problem solving (2018) offered insights in how we might help students develop the will and the way to tackle this common challenge. Join us for a trip through word problems from the early grades to algebra. Be prepared to participate as we learn why the recommendations offer us profound insights about this "perfect storm."  

A nationally certified Academic Language Therapist and former public-school classroom and demonstration teacher, Ms Zecher is a specialist in applying multisensory strategies to a variety of content areas. Her graduate level Multisensory Math courses have been used as methods courses at the university level and she is a frequent speaker at national, international, and local conferences. Her presentations and professional development workshops and classes for teachers incorporate general multisensory instructional strategies, Orton-Gillingham strategies, the principles of UDL, and recommendations from the NCTM, the IED-The What Works Clearinghouse and the Common Core State Standards and research informed information from neuroscience. She is an Honorary Fellow of the AOGPE in the area of Mathematics.

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Tim DeLuca, Ph.D., CCC-SLP

This session will encourage the expansion of shared knowledge and interprofessional collaboration related to assessment and intervention of oral and written language disorders. Participants will examine the connection between oral and written language, the co-occurrence of developmental language disorder (DLD) and dyslexia, and functional challenges related to each. Case studies will be used to explore frameworks to plan assessments, derive data, and develop functional intervention plans that leverage interprofessional collaboration to facilitate improved outcomes for students, families, and professionals.

Tim DeLuca is an Assistant Professor of Speech, Language, and Hearing Sciences in the School of Public Health and Health Sciences at the University of Massachusetts Amherst. His research examines best practices related to improving language and literacy outcomes for children in schools, especially children with developmental language disorder, dyslexia, and/or complex communication needs. Dr. DeLuca’s research is informed by over a decade of clinical practice as both a speech-language pathologist and reading specialist, continued mentorship and instruction of undergraduate and graduate students, and multiple clinician-researcher partnerships. His work focuses on harnessing the power of implementation science and fostering interprofessional practice to enhance written and oral language outcomes for children in schools. By bridging the gap between research and practice, Dr. DeLuca strives to unlock new strategies and tools that can significantly improve children's communication skills and overall quality of life.