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2019 Symposium Speakers

AIM Institute's 7th Annual Research to Practice Symposium

Reading, Math and the Brain
Connecting the Research & Practices That Work

5 FREE CEU Credits Available for In-Person Attendance

Guest Expert Moderator: Daniel B. Berch, Ph.D.
Professor Emeritus of Special Education, Educational Psychology, and Developmental Science; University of Virginia

Guinevere Eden, D.Phil.
Brain Imaging Studies of Reading and Dyslexia

This presentation will show how brain imaging technology has been used to reveal brain areas that are involved in word processing in typical readers and how these differ in children and adults with reading disability (e.g. dyslexia). I will discuss the neural correlates of successful reading intervention in dyslexia. Brain imaging can also play an important role in testing different theoretical frameworks that have been put forward to explain the etiology of dyslexia and in distinguishing between cause and consequence of dyslexia. Finally, this presentation will make a connection between dyslexia and dyscalculia.

Speaker Bio: Guinevere Eden is a Professor in the Department of Pediatrics and Director of the Center for the Study of Learning (CSL) at Georgetown University. She received her B.Sc. from University College London, her D.Phil. from Oxford University, and conducted her postdoctoral training at the National Institutes of Health (NIH) as a Fogarty Visiting Fellow.

Dr. Eden works in the area of neuroscience with a primary focus on the brain-bases of the reading and the common learning disability developmental dyslexia. For this research, she and her colleagues employ behavioral measures and brain imaging techniques such as functional and structural magnetic resonance. Dr. Eden and her colleagues were the first to apply fMRI to the study of dyslexia and she continues to investigate the neural representation of sensory processing and reading and how it may be different in individuals with learning differences. Dr. Eden and her colleagues are researching how the neural bases for reading is impacted by instructions or language background and are studying the neurobiological correlates of successful reading intervention. Dr. Eden’s work is supported by the National Institutes of Health and the National Science Foundation and she has also served as Scientific Co-Director for the National Science Foundation-funded “Science of Learning Center” housed at Gallaudet University. Dr. Eden has published widely, including journals such as Nature, Nature Neuroscienceand Neuron, and is a frequent speaker in the US and internationally.

Dr. Eden teaches students in the Interdisciplinary Program for Neuroscience (IPN). She has served as a permanent member of a standing NIH Study Section and as chair for several special emphasis panels. She serves on the editorial boards of the Annals of Dyslexia, Dyslexia, Brain and Language, Developmental Cognitive Neuroscience andHuman Brain Mapping (Associate Editor).

Dr. Eden served as president of the International Dyslexia Association (IDA), and IDA has induced her into their Hall of Honor and named her as the Norman Geschwind Memorial Lecturer. Dr. Eden provided testimony at a full committee hearing by the U.S. House of Representatives’ Committee on Science, Space, and Technology on the “Science of Dyslexia” in 2014, and also at a full committee hearing by the U.S. Senate’s Committee on Health, Education, Labor, and Pensions on “Understanding Dyslexia: The Intersection of Scientific Research and Education” in 2016.

Douglas Fuchs, Ph.D. and Lynn S. Fuchs, Ph.D.
Is There A Role for Cognitive Processes in Interventions for Students At-Risk Students with Learning Disabilities?

The topic of this presentation is the role of cognitive processes in reading and math intervention for students at-risk for and with identified learning disabilities. After providing a brief history of cognitive training in the field of learning disabilities, the presenters focus on an innovative framework for integrating cognitive training within direct academic skills intervention, with the goal of strengthening cognitive processes while facilitate transfer to academic performance. They present two randomized control trials, both conducted at first grade, investigating the added value of this approach over direct skills intervention alone. Doug Fuchs addresses reading comprehension. Lynn Fuchs addresses math word problems.

Speaker Bio: Douglas Fuchs is the Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where he conducts programmatic research on response-to-intervention as a method for preventing and identifying children with learning disabilities and on reading instructional methods for improving outcomes for students with learning disabilities. Dr. Fuchs has published more than 350 empirical studies in peer-review journals. He sits on the editorial boards of 10 journals (e.g., American Educational Research Journal, Journal of Educational Psychology, Elementary School Journal, Journal of Learning Disabilities, Exceptional Children) and has been identified by Thomas Reuters as one of the most highly cited researchers in the social sciences. He has received a variety of awards to acknowledge his research accomplishments that have enhanced reading and math outcomes for children with and without disabilities. His awards include the Council for Exceptional Children’s Career Research Award and the American Education Research Association’s Distinguished Researcher Award.

Lynn Fuchs holds the Dunn Family Endowed Chair of Psychoeducational Assessment at Vanderbilt University. She has conducted programmatic research on assessment methods for enhancing instructional design, on instructional methods for improving mathematics and reading outcomes for students with learning disabilities, and on the cognitive student characteristics associated with mathematics development and responsiveness to intervention. Dr. Fuchs has published more than 350 empirical studies in peer-review journals. She sits on the editorial boards of 10 journals including (e.g., Journal of Educational Psychology,Scientific Studies of Reading, Reading Research Quarterly, Elementary School Journal, Journal of Learning Disabilities, Exceptional Children) and has been identified by Thomas Reuters as one of the most highly cited researchers in the social sciences. She has received a variety of awards to acknowledge her research accomplishments that have enhanced reading and math outcomes for children with and without disabilities, including the American Educational Research Association’s Distinguished Contributions to Research in Education Award and the Council for Exceptional Children’s Career Research Award.

Nancy C. Jordan, Ed.D.
Comorbidity of Mathematics and Reading Difficulties: Connections Between Reading Fluency and Calculation Fluency

This presentation will show findings from a 3-year longitudinal investigation of mathematics and reading development from 3rd through 5th grade. In particular, the study examined direct effects of reading fluency on calculation fluency and vice versa during this period. Overall, findings indicate that level of third-grade reading fluency predicted performance and growth in multiplication fluency in particular. Implications for helping children with reading fluency deficits avoid difficulties with multiplication fluency will be discussed.

Speaker Bio: Nancy C. Jordan is Professor of Learning Sciences at the University of Delaware. Her research interests are in children’s mathematical development and learning disabilities. In particular, she is doing research on the development of early number sense, how children learn fractions, and connections between mathematics and reading difficulties. She has developed successful math screeners and interventions for high-risk children. Professor Jordan has received research funding from NICHD, IES and the Spencer Foundation. She is author or co-author of many articles in children’s math and has recently published articles in Child Development, the Journal of Learning Disabilities, Developmental Science, Developmental Psychology, and the Journal of Research on Mathematics Education, among many others. Professor Jordan holds a Bachelors degree from the University of Iowa, where she was awarded Phi Beta Kappa, and a Masters degree from Northwestern University. She received her doctoral degree in education from Harvard University and completed a post-doctoral fellowship at the University of Chicago. Before beginning her doctoral studies, she taught elementary school children with learning disabilities. Recently, Professor Jordan served on the Committee on Early Childhood Mathematics of the National Research Council of the National Academies and on the panel of IES practice guide on teaching math to young children. She serves on the editorial boards of several research journals and is a fellow of the Association for Psychological Science.

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