Fox Reading Conference: Focus on Spelling

Learning to spell and learning to read both rely on similar foundational knowledge: sound-symbol correspondences, morphology, the letter patterns of orthography, and the meaning of semantics. Three nationally recognized literacy experts will share research-based knowledge and instructional methods that support spelling instruction for all students, with an added emphasis on English Language Learners. Attendees will build spelling knowledge by learning more about the history and structure of English words, the importance of phonemes and morphemes in spelling, and the logical, predictable patterns used in spelling. This symposium is offered free; however, registration is required due to space limitations.

Saturday, March 17, 2018

7:45 AM - 8:30 AM Registration and Coffee (click here for agenda)

8:30 AM - 3:45 PM Presentations

Keathley University Center Theater (click here for parking info)

Middle Tennessee State University

No Registration Fee

ALTA members earn 6 CEUs


Seating limited; register here to reserve a seat



HenryThe History and Structure of English Words
(8:30 AM - 9:45 AM)
Phonemes and Morphemes: Buidling Blocks for Decoding and Spelling
(10:00 AM - 11:30 AM)

Marcia Kierland Henry, Ph.D.
Marcia Henry brings 58 years of experience working in the field of language acquisition and dyslexia as a tutor, teacher, clinician, and professor. Dr. Henry received her Ph.D. in educational psychology from Stanford University.  Prior to retirement in 1995, she was a professor in the Division of Special Education at San Jose State University where she taught and directed the Center for Educational Research on Dyslexia.  Marcia became a Fulbright Lecturer/ Research Scholar teaching at the University of Trondheim, Norway in 1991. She speaks frequently at regional, national and international conferences on topics related to intervention strategies for dyslexic learners.  She also writes for a variety of professional journals, and serves on the editorial board for Dyslexia, the journal of The British Dyslexia Association. Since retirement Marcia has taught at several universities.  She provides teacher training related to teaching reading and related language arts, and consults with several school districts and states on informed reading instruction.  Dr. Henry is the author of  WORDS (2nd Ed.) as well as Unlocking Literacy: Effective Decoding and Spelling Instruction (2nd Ed.) She is primary author of Patterns for Success in Reading and Spelling. She is a fellow in the Academy of Orton-Gillingham Practitioners and Educators. She is a past-president of The International Dyslexia Association (IDA), serving as president from 1992-1996. For IDA’s 50th anniversary in 1999, Marcia compiled and co-edited Dyslexia - Samuel T. Orton and His Legacy. She received the Margaret Byrd Rawson Lifetime Achievement Award from IDA in 2000.

CarrekerSpelling with Regular Words, Rule Words, and Irregular Words
(12:30 PM - 2:00 PM)

Suzanne Carreker, Ph.D.
Suzanne Carreker, Ph.D., is Principal Educational Content Lead at Lexia Learning Systems in Concord, MA.  Formerly, Suzanne was Senior Vice President of Innovative Solutions at Neuhaus Education Center in Houston, TX. She is a frequent speaker at national and international conferences and is the author of systematic literacy curricula, journal articles, and textbook chapters on reading and spelling. Currently, she serves on the Board of the International Dyslexia Association and coordinated the development of a certification exam for teachers of reading.

ElsaSpelling Instruction for English Language Learners
(2:15 PM -3:45 PM)

Elsa Cardenas-Hagan, Ed.D.
Elsa Cárdenas-Hagan is a Bilingual Speech Language Pathologist, Certified Academic Language Therapist, Certified Dyslexia Therapist and Qualified Instructor. She is the President of Valley Speech Language and Learning Center and an Associate Research Professor for the Texas Institute for Measurement Evaluation and Statistics at the University of Houston. Dr. Cárdenas-Hagan’s research interests include the development of early reading assessments for Spanish-speaking students in addition to the development of reading interventions for bilingual students. She was the co-principal investigator of a longitudinal study funded by the National Institute of Child Health and Human Development and the Institute for Education Sciences, examining the language and literacy development in English and Spanish of Spanish-speaking children. She is currently engaged in a national project for Response to Intervention/Multi-tiered Systems of Support among English learners which is sponsored by the Office of Special Education Programs. Dr. Cárdenas-Hagan currently serves as the Vice Chairperson of the International Dyslexia Association, Chairperson of the National Joint Committee on Learning Disabilities and was a past board member of the National Academic Language Therapy Association and the Regional Educational Laboratory-Southwest. She has authored curricular programs, book chapters, and journal articles related to language and literacy development for English language learners.