IDA Florida Conference Program 2024

International Dyslexia Association- Florida Branch 

561-288-0303 

president.fl@dyslexiaida.org 

https://fl.dyslexiaida.org/ 

Event Date: 

October 4-5, 2024 

Event Venue: 

Renaissance Orlando at SeaWorld 

Orlando, FL

Table of Contents 

From Our President 

The Location 

Board Listings 

Welcome 

Visual Schedule & Meal Times 

Our Speakers 

Website & Continuing Ed Credits 

Full Schedule 

Policies & Procedures 

Hotel Fees 

Sponsor Ads 

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03 

04 

05 

06 

07- 09 

10- 38 

39 

40 - 43 

44 - 45 

46 

47- 54

From our President 

Welcome to the 2024 IDA-Florida Branch Conference! 

Dr. E. Judith Cohen 

President of IDA - FL 

We are excited to share our program with 

you. Special thanks to our conference 

team, especially Stacey Roselli, our Vice 

President, for her tireless efforts. 

Friday evening begins with registration, 

a mix-and-mingle session, a raffle, and 

an inspiring talk from Gil Gershoni of 

Dyslexic Design Thinking. Thanks to 

The Bridge at The Christ School for 

sponsoring our pasta dinner. 

Saturday is a full day of learning, starting 

with breakfast and featuring poster 

presentations, a vibrant Exhibit Hall, 

sessions by Adrianna Swearingen, Dr. 

Valentina Contesse, Nancy Coffman, 

Jesse Steif, Lida Grillo, 

Milaura Spelman, Jennie Farrant, 

and a screening of Harvey Hubbell’s 

documentary “Hopeville: How to Win the 

Reading Wars.” 

We thank our sponsors, donors, and 

vendors for making this conference 

possible. Please visit the Exhibit Area to 

learn about various programs, products, 

and resources. 

Together, we aim to ensure all students 

in Florida receive Structured Literacy 

instruction from effective teachers who 

understand the Science of Reading. 

Thank you for joining us to create a 

brighter, more literate future for every 

child in Florida and beyond! Enjoy the 

conference! 

. . . until everyone can read! 

Page 3

The Location 

Renaissance Orlando at SeaWorld 

6677 Sea Harbor Dr 

Orlando, FL 32821 

Page 4

Board of Officers 

President: E. Judith Cohen, Ed.D. 

Vice President: Stacey Roselli, M.S.E. 

President-Elect: Mandy Horton Walker, M.Ed. 

Treasurer: Lida Grillo, M.Ed. 

Secretary: Melissa Romero, M.Ed. 

Appointed: Sandra Soper, M.S.E. 

Board of Directors 

Amy Diaz, M.S. 

Frank McKeown, M.A. 

Sharon Israel, Ph.D., MPA 

Lauren Kile, B.S. 

Alissa Plaisance, M.Ed. 

Christa Kennard, M.Ed. 

Jesse Steif, Ed.S., NCSP 

Krystle Welch, M.S. 

Caitlyn Hymans, M.A. 

Deana West, M.S.Ed. 

Advisory Board 

Kelly Farquharson, Ph.D., CCC-SLP 

Holly Lane, Ph.D. 

Eric Q. Tridas, M.D. 

Karen Cole, J.D. 

Milaura Spelman, MS-CCC/SLP 

Katie Cashette, M.S. 

Page 5

Welcome 

The “Paving the Pathway to Literacy: Partnering with Professionals and Parents” 

conference, held at the Renaissance Orlando at SeaWorld on October 4-5, 2024, 

is an immersive event dedicated to enhancing literacy education. The conference 

begins Friday late afternoon with registration, a mix and mingle session, cash 

bar, silent auctions, table talks, excellent exhibitors, a delicious dinner, and an 

insightful talk by Gil Gershoni, founder of Dyslexic Design Thinking, sponsored 

by The Bridge at The Christ School. Saturday features a full schedule of dynamic 

presentations, includes lunch, a bustling vendor hall, and a keynote address by 

Dr. Valentina Contesse, co-author of UFLI Foundations. Attendees will have ample 

opportunities to connect, learn, and collaborate, paving the way for improved 

literacy outcomes. 

IDA Florida Branch Vision and Mission Statement 

Vision: ALL students in Florida will receive Structured Literacy instruction, provided by effective teachers, who 

understand the Science of Reading. 

Mission: IDA-FL will be the state leader in the awareness and dissemination of current knowledge, research, and 

resources regarding dyslexia and related language-based learning disabilities. We will provide guidance, based on 

the Science of Reading, that informs appropriate assessment, Structured Literacy instruction, and intervention. This 

information will be available to all stakeholders, including children and adults with dyslexia, their families, teachers, and 

related professionals. 

Page 6

Conference 

Schedule 

October 4-5th 

Page 7

Page 8

Let’s 

M E A L S C H E D U L E 

Friday 4th 

Dinner 

6:00 - 7:00 pm 

Saturday 5th 

Eat 

Breakfast 

7:15 - 8:15 am 

Lunch 

11:15 am - 12:30 pm 

Afternoon Snack 

2:35 - 3:00 pm 

Page 9

Special Guest 

“Turning Limitations into Opportunities” 

Gil Gershoni 

After years of viewing his dyslexia as a hindrance, Gershoni Creative founder Gil 

Gershoni is helping others discover something he’s long known: there’s a little bit 

of magic in dyslexic thinking. His mission is to educate people about dyslexia and 

move away from the traditional — and incomplete — perception of the condition as 

a limitation only. For Gil, dyslexia is a hyper-ability, not a disability. Dyslexics are often 

able to make surprising connections and find solutions in unexpected places — and 

Dyslexic Design Thinking can help linear thinkers unlock their creative potential. Learn 

how to leverage strategies that come naturally to dyslexics to enhance how we work, 

think, create and problem-solve. 

After the session, participants will be able to: 

1. understand how dyslexia impacts students; 

2. understand how dyslexia and learning differences can be the root cause of 

other problems we see in our society; 

3. recognize and value the importance of an individual’s passions; and 

4. find ways to focus on those passions to help guide students to success. 

Primary KPS Aligned with Training: 2.3, 2.4, 2.5 

Secondary KPS Aligned with Training: 5.1 

Credits (Post Test and/or Evaluation Required) 

1.00 – Continuing Education Units 

Gil Gershoni 

Co-founder and Creative Director of Gershoni Creative 

Creator of Dyslexic Design Thinking 

Page 10

About the Presenter 

Founder and Creative Director, Gershoni Creative, and Creator, Dyslexic Design Thinking For over 30 

years, Gil Gershoni has been bringing together cutting edge ideas and keeping brands like Google, 

Apple, Spotify, and Nike ahead of the curve. After immigrating to the United States from Israel and 

supporting himself through a brief stint as a magician, Gershoni founded Gershoni Creative, a San 

Francisco-based creative agency, in 1996. As the agency expanded, Gil realized that his dyslexia 

had benefits within the creative process that helped his team and clients innovate and thrive. Through 

his work and advocacy, Gershoni is helping others discover something he’s long known: there’s a 

little bit of magic in dyslexic thinking. In 2017, Gil founded Dyslexic Design Thinking, a program that 

teaches people how to leverage strategies that come naturally to dyslexics, to enhance how they 

work, think, create, and problem-solve. His mission is to educate people about dyslexia and move 

away from the traditional – and incomplete – perception of the condition as a debilitating limitation. 

For Gil, dyslexia is a hyper-ability, not just a disability. Dyslexics are often able to make surprising 

connections and find solutions in unexpected places – and Dyslexic Design Thinking can help linear 

thinkers unlock their creative potential. Dyslexic Design Thinking has grown to include the Dyslexic 

Design Thinking podcast and The Bigger Picture with Amazing Dyslexics, a virtual salon series that 

explores how dyslexics and non-dyslexics alike can use big-picture thinking to create and innovate 

across different fields. In October of 2022, Gil executive produced Dyslexic Dictionary, an exhibit 

in San Francisco showcasing works by dyslexic artists and leaders, including California Governor 

Gavin Newsom and Twitter logo designer Martin Grasser. Read more about Dyslexic Dictionary in the 

San Francisco Standard, the San Francisco Examiner, and 48 Hills. The exhibit also launched Dear 

Dyslexia in Washington DC’s Capitol Hill, a project that has invited thousands of dyslexics worldwide 

to submit postcard illustrations of their dyslexic experience. Read more about Dear Dyslexia in The Hill, 

Education Week, KTVU and SCRIPPS. 

Disclosures: 

Financial – Mr. Gershoni will receive a speaking fee. He will receive a complimentary hotel room, meals, and reimbursement of travel 

expenses from IDA-FL. He is Founder and Creative Director of Gershoni Creative, Dyslexic Design Thinking, Dyslexic Design Thinking 

podcast, The Bigger Picture with Amazing Dyslexics, Dyslexic Dictionary, and Dear Dyslexia project. No relevant financial relationship 

exists. 

Non-financial – No relevant non-financial relationship exists. 

Page 11

Special Guest 

“Shine Bright for Florida Students” 

Adrianna Swearingen, M.Ed. 

Adrianna Swearingen, M.Ed. 2024 Florida Teacher of the Year, sheds light on the 

importance of educators standing as lighthouses for Florida students, shining as 

beacons of hope, resiliency and curiosity, in order to help students shine toward the 

shores of their potential. 


1. strive to act in the best interests of struggling readers and readers with dyslexia 

and other reading disorders; 

2. maintain the public trust by providing accurate information about currently 

accepted and scientifically supported best practices in the field; 

3. support just treatment of individuals with dyslexia and related learning difficulties; 

and 

4. understand that learning to read, for most people, requires explicit instruction. 

Primary KPS Aligned with Training: 5.1, 5.2, 5.8 | Secondary KPS Aligned with 

Training: 1.2 



Adrianna Swearingen 

2024 Florida Teacher of the Year 

Page 12


Adrianna Swearingen, M.Ed. a media specialist at Northside Elementary School in Bay County, 

was selected as the 2024 Florida Department of Education Teacher of the Year from nearly 

185,000 Florida public school teachers. In this role, she serves as the Christa McAuliffe 

Ambassador for Education, promoting the contributions of Florida educators and elevating 

the teaching profession. Over the past seven years as an educator, Adrianna has focused on 

developing her students into the next generation of leaders by facilitating student-run morning 

broadcasts and pioneering the Accelerated Reader Program, fostering an environment of 

confidence. Outside the classroom, she volunteers for the Northside Elementary Technology 

Club, Lego Club, and Yearbook Committee. Since transitioning from a classroom teacher to a 

media specialist in 2021, Adrianna has been instrumental in improving Northside Elementary’s 

overall school grade by 12 percentage points, English Language Arts (ELA) learning gains 

by 21 percentage points, and learning gains for the lowest quartile of students in ELA by 41 

percentage points. She holds a Master’s Degree in Educational Leadership from the University 

of West Florida and a Bachelor of Science in Elementary Education from Florida State 

University. A proud mom of two boys and the wife of a former Marine who now serves as a 

firefighter, Adrianna cherishes her military childhood and the exposure to different cultures, 

learning, and perspectives that continue to positively impact her life both personally and 

professionally. 

Disclosures: 

Financial – Ms. Swearingen will receive a complimentary hotel room, meals, a gas stipend and a food stipend. No relevant financial 

relationship exists. 

Non-financial – Ms. Swearingen is 2024 Florida Teacher of the Year. No relevant non-financial relationship exists. 

Page 13

Keynote Session 

“Developing Foundational Reading Skills” 

Valentina Contesse, Ph.D. 

Effective instruction in foundational reading skills should promote 

the development of decoding and encoding skills. This session will 

explore research-based methods for supporting students’ accuracy 

and automaticity with these skills. Additionally, participants will be 

introduced to free instructional resources that can be used to support 

the application of these methods. After the session, participants will 

be able to: 

1. name two strategies for developing students’ decoding (reading) 

and encoding (spelling) skills; 

2. explore research-based methods for supporting students’ accuracy 

and automaticity; and 

3. identify instructional resources that can be used to support student 

learning. 

Primary KPS Aligned with Training: 4C 1, 4C.2, 4C.4, 4C.7, 4C.8 

Secondary KPS Aligned with Training: 4D.1 



Dr. Valentina Contesse 

University of Florida Literacy Institute (UFLI) 

Page 14


Valentina Contesse, Ph.D. is a Clinical Assistant Professor of special education in the School 

of Special Education, School Psychology, and Early Childhood Studies at the University 

of Florida. Her research focuses on early literacy instruction and intervention, teacher 

preparation and training in the area of reading, and the effects of performance feedback 

on the implementation of evidence-based instructional practices. Dr. Contesse works for 

the University of Florida Literacy Institute (UFLI) and is the co-author of UFLI Foundations: 

An Explicit and Systematic Phonics Program. Dr. Contesse teaches undergraduate and 

graduate courses in various UF teacher preparation programs and coordinates courseworkaligned 

field experiences. Additionally, she coordinates and delivers district-level professional 

development for practicing teachers focused on evidence-based reading instruction. 

Disclosure: 

Financial – Dr. Contesse will not receive a speaking fee. She will receive a complimentary hotel room, meals, a food stipend, and a 

gas stipend from IDA-FL. No relevant financial relationship exists. 

Non-financial – Dr. Contesse is the co-author of UFLI Foundations: An Explicit and Systematic Phonics Program and works for the 

University of Florida Literacy Institute (UFLI). No relevant non-financial relationship exists. 

Page 15

Professional Pathway Session 

“Taking Spelling Instruction to the Next Level” 

Nancy Coffman, CALT, QI 

Solid instruction in the patterns of the English language, including a 

deep understanding of the morphemic structure and etymology of 

words, is enhanced by ongoing review and exploration. Morphology 

is important for vocabulary development and for spelling more 

complex words. Knowledge of word origin unlocks mysterious 

spellings. Current research supports the importance of morphological 

awareness and word origin in strong spelling instruction and improved 

reading skills. This interactive presentation includes activities to reveal 

morphemic structures and word origin that unlock reliable spelling 

patterns in the English language. 


1. identify morphemic structures; 

2. recognize word origins; 

3. apply knowledge of morphemes to vocabulary development; and 

4. apply etymology to unlock mysterious spellings. 

Primary KPS Aligned with Training: 4C.6, 4C.7, 4E.1, 4E.4 

Secondary KPS Aligned with Training: 4D.1 




Page 16


Nancy Coffman, CALT, QI has proudly served students with dyslexia and related disorders for 

over 30 years. She first taught middle school students at the Shelton School in Dallas, Texas 

and then transitioned to delivering certificate level instruction in Structured Literacy to teachers 

across the country. Though recently retired, Nancy continues to consult and provide training 

in Structured Literacy techniques. Nancy has served as a board member for the International 

Dyslexia Association, as president of ALTA and of the Alliance board, and as a board member 

of IMSLEC. She is the Past President of the IDA North Carolina Branch. She is a Certified 

Academic Language Therapist (CALT) and Qualified Instructor (QI). Nancy is the proud parent, 

sister, daughter, and potentially grandmother of individuals with dyslexia. These individuals 

ignited her passion for serving students who learn differently. Nancy lives in Asheville, North 

Carolina. 

Disclosure: 

Financial – Ms. Coffman will receive a speaking fee. She will receive a complimentary hotel room, meals, and reimbursement of travel 

expenses from IDA-FL.Non-financial – Ms. Coffman has served on the boards of IDA, ALTA, Alliance, IMSLEC, and IDA-NC. No 

relevant non-financial relationship exists. 

Page 17

Parent Pathway Session 

Dynamic Policy: What Parents and Educators Need to Know” 

Sunshine Moss, Ph.D. 

Federal special education policy provides a strong link between research and 

practice to meet the needs of children with dyslexia and other learning disabilities. 

Unfortunately, educators and parents alike report that common misconceptions 

and implementation difficulties create barriers to meeting the needs of struggling 

readers. In this informative presentation, Dr. Sunshine Moss will clarify key federal 

and state policies that govern the identification and instruction of children with 

dyslexia. Participants will walk away with a better understanding of both the letter 

and the spirit of the law and gain important insights into how teachers and parents 

can work together to improve the identification and instruction of children with 

dyslexia and other reading difficulties. 


1. identify key federal and state policies that govern the identification and 

instruction of children with dyslexia; 

2. understand the letter and the spirit of the law; 

3. develop insights into improving the identification and instruction of students with 

dyslexia and other reading difficulties; and 

4. identify ways to work together with teachers and parents to support student 

success. 

Primary KPS Aligned with Training: 2.2, 2.2, 2.3, 2.4. 2.5 

Aligned with Training: 5.8 

Secondary KPS 




Page 18


Sunshine Moss, Ph.D. is an educational consultant who specializes in connecting 

research, policy, and practice. She holds a master’s and doctoral degree in special 

education with a minor in research and evaluation from the University of Florida. Dr. 

Moss works closely with parents, educators, schools to interpret policy and implement 

evidence-based literacy practices. Dr. Moss has conducted statewide research on 

teacher knowledge of dyslexia and special education policy and has served as expert 

witness in litigation to protect the rights of children with learning disabilities in multiple 

districts within the state of Florida. As content developer for the UF Literacy Institute, Dr. 

Moss has assisted in the development of the UF Graduate Certificate in Dyslexia, UFLI 

Foundations curriculum, and the UF Dyslexia Hub. To address systemic literacy barriers, 

Dr. Moss co-founded the non-profit, Intersection Education, to support the education 

and well-being of children, families, and teachers through community partnerships that 

connect research, policy, and practice. 

Disclosure: 

Financial – Dr. Moss will not receive a speaking fee from IDA-FL. No relevant financial relationship exists. . 

Non-financial – Dr. Moss is an educational consultant and is co-founder of Intersection Education, a nonprofit organization. 

No relevant non-financial relationship exists. 

Page 19


“The Writing Revolution: Explicit Writing Instruction in 

Service of Learning” 

Christine Teahan, M.A. | April Laing, M.S. 

With the focus intensifying on evidence-based reading practices, it’s crucial that writing instruction is 

not excluded from the conversation. When students write about what they are learning, it improves their 

understanding of texts, deepens their thinking about content, and builds background knowledge and 

vocabulary. During our session, we will provide an overview and practice with the Hochman Method, an 

approach to explicit writing instruction that teachers can use in every grade and in all subjects. 


1. understand how to focus on evidence-based literacy practices; 

2. recognize research to practice principles for teaching writing conventions; 

3. understand developmental phases of writing; and 

4. practice explicit writing instruction to support student success across all literacy domains. 

April Laing, M.S. 

Primary KPS Aligned with Training: A4G.1, 4G.3, 4G.4 

Secondary KPS Aligned with Training: 4F.5 



Christine Teahan, M.A. 

Page 20

About the Co-Presenters 

April Laing, M.S. is a senior faculty member at The Writing Revolution, where she develops 

resources, delivers courses, and collaborates with high-impact partner schools. With 

a background in ELA and social studies, her teaching experience spans NYC’s public, 

private, and charter schools. She holds an MS in Childhood Education and a BA in Mass 

Communication 

Christine Teahan, M.A. as Co-Director of Academics at The Writing Revolution, coordinates 

the development and maintenance of courses and workshops that support educators with 

implementing the Hochman Method. Among these, she developed Advancing Thinking 

Through Writing in STEM, Classroom Planning & Implementation, and several webinars for 

TWR’s Resource Library. Christine also collaborates on various programmatic projects and 

provides support and services to some of TWR’s high-impact partner schools. Before joining 

TWR, she served as a special education teacher specializing in students with dyslexia and 

other language-based learning disabilities; she taught middle school English language arts, 

math, science, social studies, and research writing. She holds an M.A. and a B.A. in special 

education, both from the University of Maryland. 

Disclosure: 

Financial – Ms. Teahan a will not receive a speaking fee from IDA-FL. No relevant financial relationship exists. 

Non-financial – Ms. Teahan is Co-Director of Academics at The Writing Revolution. No relevant non-financial relationship exists. 

Page 21


“Navigating Dyslexia Assessments: Insights to Empower Families 

and Teachers” 


This session is designed to demystify the most important aspects of the Dyslexia 

evaluation process for parents and educators. We’ll break down complex 

evaluation reports into plain language, making them accessible and understandable 

for all. Participants will also leave with clarity about the often confusing evaluation 

process used by public schools. Additionally, we’ll explore the similarities and 

differences between private and public evaluations, helping you make informed 

decisions. This session aims to provide you with the knowledge and tools to 

support your child’s or students’ educational journey with confidence and clarity. 


1. identify key aspects of the evaluation process for children with dyslexia; 

2. understand complex evaluation reports; 

3. develop insights into private versus public evaluations; and 

4. identify ways to support the education of a child or student. 


Secondary KPS Aligned with Training: 3.2, 3.3, 3.4, 3.5, 3.6 




Page 22


Jesse Steif, Ed.S., NCSP is the past president of The Reading League Florida, board 

member of The International Dyslexia Association- Florida Branch, and a Literacy 

Implementation Manager at the University of Florida’s Lastinger Center for Learning. 

He began his career in public education as an elementary teacher then school 

psychologist, conducting both public and private evaluations for language-based 

learning disabilities like Dyslexia. Jesse’s expertise ranges from intensive intervention 

and evaluation of individual students to creating systems that leverage research-based 

instruction for all students. He has dedicated his career to ensuring that all children 

maximize their literacy potential, regardless of circumstance. 

Disclosure: 

Financial – Mr. Steif will not receive a speaking fee from IDA-FL. No financial relationship exists. 

Non-financial – Mr. Steif was President of the Reading League-Florida, is a board member of IDA-FL, and a Literacy 

Implementation Manager at the University of Florida’s Lastinger Center for Learning. No relevant non-financial relationship 

exists. 

Page 23


“Harnessing the Power of Games” 

Jennie Farrant, M.Ed. 

Session participants will learn how to liven up their literacy lessons 

with engaging activities and games for classroom, small groups, and 

one-on-one instruction. Participants will leave with both printed and 

digital templates so, they can implement their new ideas right away! 


1. understand how to identify aspects of cognition and behavior that 

affect reading and writing development; 

2. identify and explain how environmental, cultural, and social factors 

contribute to literacy development; 

3. understand how reading disabilities vary in presentation and 

degree; and 

4. understand how and why symptoms of reading difficulty are likely 

to change over time in response to development and instruction. 

5. understand and apply in practice the rationale for multisensory 

and multimodal language-learning experiences; 

6. adapt instruction to accommodate individual differences in 

cognitive, linguistic, sociocultural, and behavioral aspects of 

learning. 

Primary KPS Aligned with Training: 1.4, 1.5, 2.4, 4A.2, 4A.3 





Page 24


Jennie Farrant, M. Ed., has worked with dyslexic learners using the Orton-Gillingham 

approach for many years in both a small group and one-on-one setting. In addition to her work 

with students, she provides teacher training and consultation services for schools desiring 

to implement structured literacy in their classrooms. Jennie helped start The Bridge at The 

Christ School, an OGA-accredited instructional program for dyslexic students in Orlando, 

Florida. She is a Fellow-in-Training with the Orton Gillingham Academy (OGA) and the owner of 

Illuminated Learning, LLC. 

Disclosure: 

Financial – No relevant financial relationship exists.. Ms. Farrant will not receive a speaking fee. 

Non-financial – No relevant non- financial relationship exists. Ms. Farrant is a Fellow-in-Training with the Orton-Gillingham Academy 

(OGA), owner of Illuminated Learning, LLC. 

Page 25


“Building Positive Parent-School Partnerships to Improve 

Outcomes for Students with Dyslexia” 

Lida Grillo, M.Ed. 

Dyslexia is a common learning disability that affects a significant number 

of students in schools worldwide. Building a strong partnership between 

parents and school districts is crucial for effectively supporting children with 

dyslexia. This presentation aims at empowering parents to foster strong 

parent-school collaboration by providing practical tips for communication 

and navigating IEP meetings. 


1. identify key aspects of the evaluation process for children with dyslexia; 

2. support just treatment of individuals with dyslexia and related learning 

difficulties; 

3. maintain the public trust by providing accurate information about 

currently accepted and scientifically supported best practices in the 

field; and 

4. identify ways to support the education of a child or student. 


Secondary KPS Aligned with Training: 1.2, 1.4, 1.9 



Lida Grillo, M.Ed. 

Page 26


Lida Grillo, M.Ed., the Elementary Coordinator for Exceptional Student Education 

at Volusia County Schools, has dedicated 31 years to supporting students with 

disabilities, including the implementation of supports and programs for dyslexia. She 

and her team design professional learning opportunities for administrators, parents, 

community members, and parents. 

Disclosure: 

Financial – No relevant financial relationship exists. Ms. Grillo will not receive a speaking fee from IDA-FL. 

Non-financial – No relevant non-financial relationship exists. Ms. Grillo is Treasurer of IDA-FL and is Elementary 

Coordinator for Exceptional Student Education at Volusia County Schools. 

Page 27

Facilitated Session 

“Hopeville: How to Win the Reading Wars” 

Directed by Harvey Hubbell 

Facilitated by E. Judith Cohen, Ed.D. | Sharon Israel, Ph.D., MPA 

At the conference, you will not want to miss the movie screening of Hopeville: How to Win the Reading 

Wars! Hopeville’s Director Harvey Hubbell V sure didn’t surf his way through school. Growing up with 

dyslexia, Harvey faced numerous challenges. The worst? Learning how to read! And he’s nowhere near 

alone. 

America’s reading levels have steadily been on the decline. However, there’s a solution! Implementing 

evidence-based reading instruction across this country is the answer. We’ve talked to scientists, 

educators and parents and we have evidence to show, when using the right teaching methods, we can 

drastically change the course of literacy in America. 

E. Judith Cohen, Ed.D. 

We can’t ignore this issue. We must win the Reading Wars and change reading instruction for 

generations to come. 

This isn’t just a movie. It’s a movement! 


1. strive to act in the best interests of struggling readers, readers with dyslexia and other reading 

disorders; 

2. maintain the public trust by providing accurate information about currently accepted and 

scientifically supported best practices in the field; 

3. support just treatment of individuals with dyslexia and related learning difficulties; and 

4. understand that learning to read, for most people, requires explicit instruction. 

Primary KPS Aligned with Training: 5.1, 5.2, 5.8 Secondary KPS Aligned with Training: 1.2 



Sharon Israel, Ph.D., MPA 

Page 28

About the Facilitators 

E. Judith Cohen, Ed.D. recently retired from the Director of Clinical Experiences where she taught literacy courses in the Special 

Education Program in the School of Education and Human Development, at Florida International University (FIU), Miami, Florida. 

Previously, she was a classroom teacher and clinician at the McGlannan School for 20+ years, where she taught students with 

learning disabilities, dyslexia, and related language and reading disabilities. She is an accomplished author and has presented at 

numerous conferences and professional development workshops, both locally and nationally. Her research focuses on researchbased 

strategies that promote student growth in language and literacy, particularly for students with dyslexia. 

Sharon A. Israel, PhD is an Industrial/Organizational Psychology Practitioner and Reading Specialist in Miami, Florida. She holds an 

Associate Level Certification from the Orton-Gillingham Academy and is certified as a Structured Literacy Dyslexia Interventionist, 

International Dyslexia Association/Center for Effective Reading Instruction. 

Disclosure: 

Financial – No relevant financial relationship exists. Dr. Cohen will not receive a speaker’s fee. She will receive a complimentary hotel room and meals. Dr. Israel will not receive a 

speaker’s fee. 

Non-financial – No relevant non-financial relationship exists. Dr. Cohen is President of IDA-FL, and recently retired from serving as Director of Clinical Experiences and taught literacy 

courses in the Special Education Program in the School of Education and Human Development, at Florida International University (FIU) in Miami, Florida. Dr. Israel is a member of 

the IDA-FL Board of Directors and a teacher in the Miami/Dade School District. 

Financial – No relevant financial relationship exists. Dr. Israel will not receive a speaker’s fee. 

Non-financial – No relevant non-financial relationship exists. Dr. Israel is a member of the IDA-FL Board of Directors and a teacher in the Miami/Dade School District. 

Page 29


“The Challenges of Dyslexia: How Does It Feel? An Experience” 


Individuals with dyslexia experience a constellation of symptoms that include 

unexpected difficulties with reading, spelling, and writing. These symptoms can 

make it difficult for a child to complete academic classwork and can make it difficult 

for an adult to complete certain work-related activities. In this session, attendees 

will participate in activities to understand the challenges that people with dyslexia 

may face. Included will be activities related to reading, writing, and spelling. 

Attendees will also learn evidence-based facts about dyslexia and suggestions for 

accommodations in the classroom. 


1. describe why reading aloud in a group is anxiety provoking for individuals with 

dyslexia; 

2. describe why individuals with dyslexia may self-edit their writing even when 

they want to write more; 

3. list three “myths” about dyslexia and provide evidence-based facts to refute 

those myths. 

Primary KPS Aligned with Training: 1.7 





Page 30


Milaura Spelman, MS-CCC/SLP, is a speech/language pathologist and a reading 

specialist, with over 20 years of experience working with children. She holds the ASHA 

certification and Florida licensure. She is an instructor in the Early Childhood Education 

program and the Communication Disorders program at the University of Central Florida. 

She is a Wilson Reading instructor and has completed Orton-Gillingham and Spell- 

Links education. These types of “Structured Literacy” methods are used for children 

that demonstrate reading and spelling deficits due to orthographic processing or 

phonological processing deficits-often our children with dyslexia. 

Disclosure: 

Financial – No relevant financial relationship exists. Milaura Spelman, is employed as a speech language pathologist at 

Spelman Reading & Language Center, and as an instructor at the University of Central Florida. Milaura Spelman will not 

receive a speaking fee from IDA or IDA-FL for this presentation. 

Non-financial – No relevant non-financial relationship exists. Milaura Spelman is an Advisory Board Member of the 

International Dyslexia Association-Florida Branch and receives no compensation as a member of the Board. 

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Round Table Speaker 

Friday, October 4, 2024 from 4:00 PM – 6:00 PM 

“Bridging the Gap: Leveraging Decodable Texts and Oral Language 

to Enhance Reading Comprehension” 

Christy Brochausen, Ph.D. 

In this session, we will examine the essential role of decodable 

texts in building foundational reading skills within the framework 

of Structured Literacy. We will discuss how decodable texts, 

which align with the principles of systematic, explicit reading 

instruction, can be effectively paired with oral language activities 

to enhance the development of complex sentence structures 

and comprehension, particularly for students with dyslexia. 

Drawing on current research in literacy development, we 

will explore how decodable texts not only support decoding 

accuracy and fluency but also serve as a scaffold for advancing 

linguistic and cognitive skills. Participants will gain practical, 

evidence-based strategies for integrating decodable texts with 

targeted oral language exercises, enabling students to transition 

from accurate decoding to meaningful, syntactically rich 

comprehension. This session is designed to equip participants 

with actionable tools to bolster both reading proficiency and 

language acquisition in their students. 


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Christy Brochausen, Ph.D. specializes in educating students with languagebased 

learning disabilities and ADHD, offering expertise in multisensory structured 

language instruction along with extensive knowledge in diagnostic instruction, 

teacher development, program evaluation, and curriculum design. She embraces 

a holistic approach to delivering evidence-based education, guided by a deep 

understanding of structured literacy and the learning needs and aspirations of 

students and their families. Dr. Brochausen is committed to empowering students 

to succeed academically and personally through tailored, innovative approaches 

focused on student achievement, teacher development, and family engagement 

within the learning community. 

Disclosure: 

Financial – No relevant financial relationship exists. Dr. Brochausen will not receive a speaking fee from IDA or IDA-FL for 

this presentation. 


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“AD/HD and Executive Functioning: Strategies for Success” 

Chad Houvouras, M.Ed. 

Join us for an insightful presentation focusing on strategies to support individuals 

with AD/HD and Executive Functioning (EF) challenges. Learn about current research 

in AD/HD and EF as well as effective, evidence-based techniques to help manage 

common challenges and maximize productivity. Gain practical tools and insights to 

create supportive environments at home and in the classroom, promoting academic 

success and overall well-being. 


Chad Houvouras, M.Ed. holds a Master’s Degree in Special Education from the University 

of Florida and has dedicated over 24 years to teaching Special Education. Diagnosed 

with AD/HD at 15, Chad combines personal experience with professional expertise as the 

Coordinator for the Central Florida Chapter of CHADD (Children and Adults with Attention- 

Deficit/Hyperactivity Disorder). 

Chad’s passion for AD/HD awareness extends to his family life, where he supports his 

daughter, also diagnosed with AD/HD. As a speaker and advocate, Chad offers valuable 

insights and strategies for individuals and families navigating AD/HD. 

Disclosure: 

Financial – No relevant financial relationship exists. Mr. Houvouras will not receive a speaking fee 

from IDA or IDA-FL for this presentation. 



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“Building Connections: Exploring Brain Functions in Dyslexia” 

Gabriela Mancini, Psy.D. 

This interactive discussion delves into the intricate relationship between brain 

functions and dyslexia. Participants will explore brain models and images highlighting 

areas of the brain that exhibit heightened or reduced activity in individuals with 

dyslexia. Through hands-on activities, participants will construct «neurons» using pipe 

cleaners, gradually building a network of connections on a board. This collaborative 

neuron board will symbolize the potential for creating new connections in the brain, 

fostering a deeper understanding of how the brain can adapt and learn. 


Gabriela Mancini, Psy.D., known as “Dr. Gabby”, is a licensed clinical psychologist with 

expertise in psychology and neuroscience. She holds degrees from Florida International 

University and Nova Southeastern University. With experience in hospitals, academia, and 

private practice, Dr. Gabby is passionate about promoting brain and mental health. She 

creates interactive courses on brain sciences and emotional intelligence and is known for 

her dynamic workshops and accessible writings. Dr. Gabby’s work focuses on reducing 

stigma and enhancing understanding of mental health. 

Disclosure: 

Financial – No relevant financial relationship exists. Dr. Mancini will not receive a speaking fee from 

IDA or IDA-FL for this presentation. 



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“Every Teacher Can Be a Writing Teacher” 


Writing is a crucial part of literacy that enhances learning across all subjects. When students 

write about what they’re learning, their understanding deepens, and this practice can be 

incorporated by any educator without taking time away from lesson plans. Consistency is 

key, and educators from all subjects can learn strategies to teach writing, from sentences to 

essays. We need to teach children how to write. Parents can also help—writing skills can be 

practiced orally through everyday conversations, so you don’t even need to make your child 

sit down and write. Join us to discover how educators, parents, and mentors can all play a 

role in developing strong writing skills in children. 


Christine Teahan, M.A. as Co-Director of Academics at The Writing Revolution, 

coordinates the development and maintenance of courses and workshops that support 

educators with implementing the Hochman Method. Among these, she developed 

Advancing Thinking Through Writing in STEM, Classroom Planning & Implementation, 

and several webinars for TWR’s Resource Library. Christine also collaborates on various 

programmatic projects and provides support and services to some of TWR’s highimpact 

partner schools. Before joining TWR, she served as a special education teacher 

specializing in students with dyslexia and other language-based learning disabilities; she 

taught middle school English language arts, math, science, social studies, and research 

writing. She holds an M.A. and a B.A. in special education, both from the University of 

Maryland. 

Disclosure: 

Financial – Ms. Teahan a will not receive a speaking fee from IDA-FL. No relevant financial 


Non-financial – Ms. Teahan is Co-Director of Academics at The Writing Revolution. No relevant nonfinancial 



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“The Power of Picture Books” 

Heather Webb, CE/OGA 

Discover the transformative impact of picture books in educational settings in our presentation, 

«The Power of Picture Books.» This session will explore how picture books go beyond storytelling 

to become essential tools for representation and inclusivity. By featuring characters and narratives 

that reflect diverse backgrounds, abilities, and experiences, picture books allow students to see 

themselves within the pages, fostering a sense of belonging and understanding. We’ll delve into how 

these books raise awareness of neurodiversity, celebrate differences, and build confidence in young 

readers. Join us to learn how the strategic use of picture books can empower students, create more 

inclusive classrooms, and inspire a lifelong love of reading.new connections in the brain, fostering a 

deeper understanding of how the brain can adapt and learn. 


In 2010, with the diagnosis of her second child with dyslexia Heather Webb, CE/OGA began to 

search for pedagogy that would help her teach her son in a way that best supports his way of 

learning. She found the Orton-Gillingham approach of teaching reading. In 2018 she became 

trained with IMSE in teaching OG. Heather began teacher training at the Orlando Montessori 

Teacher Education Institute in the summer of 2019. Heather trained further in OG with Norma 

Jean McHugh, OGA/Fellow successfully completing both Classroom Educator and Associated 

level training and is currently completing her Associate level practicum. She is also trained in 

Multisensory Math with Marilyn Zecher. Heather has a deep interest in teaching dyslexic learners 

and is proud to be a teacher in The Bridge at The Christ School. 

Disclosure: 

Financial – No relevant financial relationship exists. Ms. Webb will not receive a speaking fee from IDA or IDA- 

FL for this presentation. 



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“The Language of Math: Elevating Understanding Through Literacy” 

Jamie Zimmelman, M.Ed. 

Discover how to teach math through the lens of a Structured Literacy educator. Our 

program highlights how essential language is in building strong math skills. Attendees 

will gain practical tools and insights for adapting math instruction to support dyslexic 

thinkers, ensuring they can effectively engage with and excel in mathematical 

concepts. 


Jamie Zimmelman, M.Ed., is an experienced educator with over 16 years of teaching 

diverse student populations. She is committed to addressing individual needs by fostering 

strong relationships, employing multi-sensory learning techniques, conducting ongoing 

assessments, and making learning enjoyable. As a structured literacy educator certified in 

English and TESOL, Jamie also specializes in Multisensory Math, which integrates Orton- 

Gillingham methods with evidence-based strategies. She uses a Structured Mathematical 

Literacy approach to help students master math concepts. Additionally, Jamie developed 

‘The Original Selfie,’ a workshop focused on self-reflection and mindfulness. She aspires to 

encourage all students to love learning and feel confident in their abilities. 

Disclosure: 

Financial – No relevant financial relationship exists. Ms. Zimmelman will not receive a speaking fee 

from IDA or IDA-FL for this presentation. 



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Watch Our Website and Follow Us on Social for 2025 Programs 

fl.dyslexiaida.org | facebook.com/FLIDAsocialmedia | instagram.com/ida_floridaflida 

CONTINUING EDUCATION CREDIT 

This total conference presentation is 7.00 hours. 

Therefore, 7.00 ALTA CEUs, 7.00 NASP CEUS, 7.00 CERI CEUS, and 7.00 Certification 

Maintenance Hours (CMH), 

which are accepted by the American Speech-Language-Hearing- Association (ASHA) and many 

other organizations, 

are conferred at the Intermediate Level, Professional Area. 

Please refer to our Conference Policies and Procedures for details. 

The Center for Effective Reading Instruction (CERI) seeks to further evidence-based 

approaches to reading and learning so that all students acquire the highest levels 

of literacy and thrive. CERI fulfills its mission by offering certification to teachers and 

reading interventionists that affirms their knowledge and skills in teaching literacy using 

a structured approach to language. CERI is an independent 501 (c) (6) organization 

founded by the International Dyslexia Association. 

The Knowledge and Practice Standards (KPS) for Teachers of Reading is a comprehensive 

evidence-based resource that outlines the knowledge and skills that all teachers 

should possess in order to deliver effective instruction and ensure that all children 

become proficient readers. 

CERI certifications are designed for general education professionals interested in preventing 

reading failure and advancing off-track readers and for those professionals who 

provide targeted, remedial reading interventions to readers with profiles characteristic of, 

or readers identified with, Dyslexia. 

*Members of IDA include parent members, teacher members, individual members, 

professional members, senior/retired members, faculty & staff of member educational 

institutions, and employees of corporate members. To learn more about becoming 

a member of International Dyslexia Association, visit https://dyslexiaIDA.org/membership-account/membership-levels/. 

**Student Members of IDA who are full time students. 

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Day 1 

Friday • October 4, 2024 

4pm - 6pm 

Registration 

Available 

from 4 - 6pm 

“Mix & Mingle” Reception 

Meet exhibitors, round table facilitators, presenters, and IDA-FL board 

members! 

Cash Bar 

(4:00 PM – 6:30 PM) 

Round Table Speakers 






Jamie Zimmelman, M.Ed. 

Exhibit Hall Available from 4:00 PM – 8:15 PM 

6pm - 7pm 

Dinner 

7pm - 8pm 

Special Guest Speaker 

Turning Limitations into Opportunities 

Gil Gershoni, Co-Founder and Creative Director of Gershoni Creative, Creator of 

Dyslexic Design Thinking, Executive Director of Dyslexia Dictionary exhibit and Dear 

Dyslexia postcard project 

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Day 2 

Saturday • October 5, 2024 

7:15-8am 

Check in at the IDA-FL conference table 

- Explore the Exhibit Hall / Coffee 

- Network with other attendees 

- Sign up for the silent auction items 

8-8:20am 

Welcome 

E. Judith Cohen,Ed.D, IDA-FL President 

- Introduction of special guests 

- Recognition of exhibitors, sponsors, donors 

- View “Hopeville” trailer 

8:20-8:45am 

Special Guest Speaker 

Shine Bright for Florida Students 

Adrianna Swearingen, B.S. Florida’s 2024 Teacher of the Year 

8:45-9:50am 

Keynote Session 

Developing Foundational Reading Skills 

Valentina Contesse, Ph.D. 

9:50 -9:55am 

Invitations to: 

Professional Track or Parent Track Break-Out Sessions 

E. Judith Cohen, Ed.D. and Stacey Roselli, M.Ed. 

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Day 2 


10-11:15am 

11:15am-12:30pm 

Professional Pathway 

Break-Out Session 

Taking Spelling to the Next Level 


Lunch Break 

• Explore Exhibit Hall 

• Visit Poster Sessions 

• Enjoy Lunch 

Parent Pathway 


Dyslexia Policy: What Parents and 

Educators Need to Know 


12:30-1:30pm 

1:35-2:35pm 



The Writing Revolution: Explicit Writing 

Instruction in Service of Learning 

Christine Teahan, M.A. and April Laing, M.S. 



Harness the Power of Games 




Navigating Dyslexia Assessments: Insights 

to Empower Families and Teachers 




Building Positive Parent-School Partnerships 

to Improve Outcomes for Students with 

Dyslexia 

Lida Grillo. M Ed 

2:35-3pm 

Visit Exhibit Hall/ Afternoon Snack 

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Day 2 


3-4:45pm 


Hopeville: How to Win the Reading Wars 

By Harvey Hubbell 

Exclusive Screening: ‘’This isn’t just a 

movie. It’s a movement!” 

- Harvey Hubbell 

Facilitators: 

Judith E. Cohen, Ed.D. 

Sharon Israel, Ph.D. 


The Challenges of Dyslexia: How Does It 

Feel? An Experience 

Facilitator: 

Milaura Spelman, M.S., CCC-SLP 

4:45-5pm 

Evaluations 

Links to resource packets will be posted on the IDA-FL website. 

Thank you for attending! 

4:45-5pm 

Close for the Day: Thank you for joining us! 

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IDA-FL Conference Policies & Procedures 

Accessibility and Accommodation Policy: We welcome people who are characterized by diversity, including 

disabilities. For questions about accessibility or to request accommodation(s), please email: admin.fl@dyslexiaida. 

org. Requests should be made before September 15, 2024, which is at least two weeks prior to the Conference 

event on October 4-5, 2024. 

Badges: For security reasons, IDA-FL requires attendees to wear their name badges at all times during conference 

hours. Badges are picked up upon arrival when you check in at the registration desk. Should you lose your badge, 

please come back to the registration desk to receive a replacement. 

Continuing Education Credit: Continuing Education Credits will be offered at this event. IDA-FL will verify 

all attendance for Continuing Education Credits. Participants are expected to sign-in on designated sign-in 

sheets. Attendance for the duration of each session is expected. Continuing Education Course Certificates will 

be distributed at the end of each session following completion of post-test. Participants who do not satisfy the 

requirements of completion will be notified by email. 

Cancellation: All cancellations, without exception, must be in writing via email to admin.fl@dyslexiaida.org by 

September 15, 2024. IDA-FL will refund registration fees, less a $35 cancellation fee. Refunds will be processed 

within twelve weeks following the conference. If you cancel any time after September 15, 2024, or if you are 

unable to attend the conference for any reason, we cannot refund your registration fees in whole or in part. If the 

Conference event is canceled, refunds will be issued within twelve weeks following the cancellation of the event. 

Refunds will be made in the following ways: 1) For payments received by credit or debit cards, the same credit/debit 

card will be refunded. 2) For other payments, a check will be written and mailed to the payee at the address shown 

on the registration form or on the refund correspondence. 

Complaints: The International Dyslexia Association – Florida Branch (IDA-FL) is committed to ensuring that any 

person using services provided by IDA-FL has the right to lodge a complaint and to have their concerns addressed 

in ways that ensure access and equity, fairness, accountability, and transparency. IDA-FL is dedicated to seeking 

and receiving feedback and complaints about our services, systems, practices, procedures, and complaint handling. 

IDA will protect the identity of people making complaints where this is practical and appropriate. Questions, 

concerns, and complaints should be directed to: Email: admin.fl@dyslexiaida.org 

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Please refer to our website for our Policies and Procedures.

Consent to Photograph and Record: Registration and attendance or participation at the IDA-FL Conference 

and its affiliated meetings and events constitutes an agreement by the registrant for IDA-FL and its affiliates to use 

and distribute (both now and in the future) the registrant or attendee’s image or voice in photographs, videotapes, 

electronic reproductions, and audiotapes of such events and activities. It is agreed that any photographs, videorecordings, 

electronic reproductions, or audiotapes that participants take include ONLY other participants who have 

given the participant with a camera or recording device permission to be included in that participant’s photograph, 

video, or audio recording, while not including anyone else in the background. 

Endorsement Disclaimer: The International Dyslexia Association Florida Branch (IDA-FL) is pleased to present a 

forum for information to benefit its constituents. It is the policy of IDA-FL to not recommend or endorse any specific 

program, product, institution, company, or instructional material, noting there are a number of such that present the 

critical components of instructions as defined by IDA’s Knowledge and Practice Standards for Teachers of Reading. 

Any program, product, institution, company, or instructional material carrying the IDA Accredited seal meets the IDA 

Standards. Advertisements or products in this guide, or any other conference-related material, do not necessarily 

reflect the views of IDA-FL or IDA. 

Non-Discrimination Policy: The International Dyslexia Association Florida Branch (IDA-FL) does not and shall not 

discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), 

disability, marital status, sexual orientation, or military status, in any of its activities or operations. 

Registration: Registration for the IDA-FL Conference does not include any pre-conference symposia, school visits, 

or other ticketed events. All sessions must be chosen during registration (on-site or in-person) and appear on your 

conference schedule to be considered for continuing education credits. No exceptions. 

Session Room Seating: All seating inside of session rooms is available on a first come, first-served basis, unless 

otherwise noted. Due to fire code regulations, any sessions that reach capacity will be closed and restricted to 

additional participants. Standing or sitting on the floor is not permitted. Register early to ensure your spot! 

Solicitation: IDA-FL does not permit solicitation of any kind during the IDA-FL Conference except by the paid 

exhibitors inside the exhibit hall. Solicitation by any business or person other than exhibitors is strictly prohibited. 

Please refer to our website for our Policies and Procedures. 

Page 45

IDA-FL Hotel Fees 

Please be aware of the following fees for IDA-FL hotel rooms: 

1. $199 Room Rate per night for the IDA-FL Group when reserved on or before September 13, 2024 

2. $25 Resort Fee per night represents a 50% discount for the IDA-FL Group. These charges are 

separate and distinct from and in addition to the room rate and from taxes. They are paid by the 

person who rents the room from the hotel, valid from October 4 – 6, 2024. 

3. $18 Self-Parking Rate per day represents a 50% discount for the IDA-FL Group valid October 4-6, 

2024. 

4. 12.5% applicable state and local taxes. The Resort Fee includes: 

• Daily Scheduled Shuttle Service to Magic Kingdom, Hollywood Studios, Epcot, Animal Kingdom, 

Disney Springs, Universal Studios. 

• Daily Enhanced Wireless Internet in Guest Room 

• Daily Basic Wireless Internet in Convention & Meeting Space 

• Complimentary access to 24-hour fitness center for registered hotel guests 

• One Time Welcome Resort Beverage: two coupons per room, per day (Beer/Wine) 

The IDA-FL Room Block and its concessions will be released on Saturday, September 14 at 12:00 AM at 

which time these discounts no longer apply. 

Questions? Call the Renaissance Orlando at SeaWorld Hotel. 

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Yay Graphic Design is proud to support 

IDA Florida’s 2024 Conference. 

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We would like to thank the 

following sponsors:

We would like to thank the companies who 

donated to the silent auction or participant bags:

I N L O V I N G M E M O R Y O F 

Willard C. Kayser, Jr. 

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IDA Florida Conference Program 2024

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