What Is the Science of Reading Summit?
Now preparing for its third year, the Iowa Science of Reading Summit gathers educators from across Iowa and surrounding states to expand their knowledge of evidence-based instructional practices and the science of reading.
The summit aims to support student literacy by:
- Cultivating a community of educators who are data-driven, informed on current research, and critical consumers of reading curricula and assessments
- Providing educators with actionable strategies to translate research into practice
Who Should Attend?
This summit is for in-service, school-based personnel (teachers, paraprofessionals, school administrators, district administrators, and AEA staff members) striving to positively impact student literacy.
Why Should You Attend?
- Discover the latest research, resources, and best practices in literacy instruction.
- Learn from leaders in literacy research, instruction, and advocacy.
- Share your knowledge and build community with fellow attendees.
- Speak with representatives from literacy-oriented exhibitor and sponsor groups.
- Gain actionable activities and strategies to implement in the classroom.
Call for Proposals
We are currently accepting presentation proposals for the summit. This is your chance to share your knowledge with other educators looking to implement evidence-based instructional practices and the science of reading in their classrooms!
We are looking for presentations that cover any of the following categories:
- Reading, writing, or oral language instruction or intervention
- Assessment and data-based decision-making
- Multi-Tiered Systems of Support
- Cognitive foundations of reading
- Literacy leadership
- Implementation science
- Culturally and linguistically diverse learners
- Special education topics
See the complete Call for Proposals and the Proposal Planning Guide for more information. When you are ready to submit your proposal, please complete the Proposal Submission Form. Proposals will be accepted until January 17, 2025.
Speakers
Dr. Tim Odegard, Keynote
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 the Annals of Dyslexia and as a consulting editor for the Journal of Learning Disabilities. Previously, he was an editor for Perspectives on Language and Literacy. A contributing author to the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading, Dr. Odegard is committed to advancing literacy as a fundamental human right. His work supports initiatives across the United States and Canada through service leadership. Among his many honors, Dr. Odegard has received 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 Research Excellence Award from the University of Texas, Arlington.
Dr. Tiffany Peltier, Featured Speaker
Dr. Tiffany Peltier is a senior consultant for Professional Learning Strategy at Northwest Evaluation Association (NWEA). Her research interests include teacher knowledge of reading instruction, screening, disabilities, and conceptual change. She has served as a PK, kindergarten, and Grade 1 teacher, a district literacy coach, and a national LETRS trainer, and she has contracted with school districts and state departments to develop and implement professional learning around reading and dyslexia. She has taught undergraduate coursework at both Texas A&M University and the University of Oklahoma in reading, elementary education, learning science, and special education. She earned a PhD in learning science at the University of Oklahoma and a master’s in reading and a bachelor’s in early childhood education from Texas A&M University.
Dr. Erica Lembke, Featured Speaker
Dr. Erica Lembke is a senior advisor for the National Center on Intensive Intervention and a professor in the Department of Special Education at the College of Education and Human Development at the University of Missouri. She is interested in supporting teachers in data-based decision-making through designing and implementing curriculum-based measures in elementary and secondary grades and developing strategies to improve elementary students’ literacy and mathematics performance. Previously, she was the president of the national board of the Division for Learning Disabilities and an editor for the journal Assessment for Effective Intervention.
A Glimpse From Last Year
