“Dyslexia and Literacy in High-Risk Populations”.
This conference was held on October 16, 2015 at:
Harvard Medical School
The Joseph B. Martin Conference Center
77 Avenue Louis Pasteur, Boston, MA
Download a copy of the The Dyslexia Foundation Fall 2015 Brochure
About our Speakers
Joan Mele-McCarthy, D.A., CCC-SLP: Welcome
Dr. Joan A. Mele-McCarthy, CCC-SLP, has been elected to the Board of Directors of the American Speech-Language-Hearing Association (ASHA) as the Vice President for Government Relations and Public Policy and will serve a three-year term. ASHA is the national professional, scientific, and credentialing association for more than 173,070 audiologists, speech-language pathologists, speech, language, and hearing scientists, audiology and speech-language pathology support personnel, and students. Dr Mele-McCarthy is also the former Senior Policy Advisor and Special Assistant in the Office of Special Education and Rehabilitative Services, U.S. Department of Education. (http://thesummitschool.org/dr-joan-mele-mccarthy-elected-to-the-asha-board-of-directors/)
Albert Galaburda, MD: A World Perspective in Dyslexia
A native of Chile, he received his undergraduate and medical degrees from Boston University, and trained in Medicine under Norman Levinsky and in Neurology under Norman Geschwind, both at the Boston City Hospital (currently the Boston Medical Center). He received board certification in Internal Medicine in 1976 and in Neurology in 1977. Dr. Galaburda is the Emily Fisher-Landau Professor of Neurology (Neuroscience) at Harvard Medical School. His clinical and research expertise is in the field of cognitive neurology, with a special focus on learning and attention disorders, as they affect adults. – See more at: http://www.bidmc.org/CentersandDepartments/Departments/Neurology/CognitiveNeurology/MeetOurTeam.aspx#sthash.MExXgi5T.dpuf
Laurie Cutting, PhD: Neurobiological Correlations of Reading
Laurie E. Cutting, Ph.D., is Patricia and Rodes Hart Professor of Special Education, Psychology, Radiology, and Pediatrics. She is also a Senior Scientist at Haskins Laboratories and a member of the Vanderbilt Brain Institute as well as the Center for Cognitive and Integrative Neuroscience at Vanderbilt University. She is the principal investigator of several NIH-funded research projects on reading and reading comprehension and a co-investigator on other NIH-funded and Department of Education-funded projects on reading, reading disabilities, and ADHD. She focuses on brain-behavior relations in children and adolescents, with a particular emphasis on reading disabilities, language and executive function. Prior to joining the faculty at Vanderbilt, she was is a research scientist at Kennedy Krieger Institute and an Associate Professor of Neurology at the Johns Hopkins School of Medicine and an Associate Professor of Education at Johns Hopkins University. During her doctoral work at Northwestern University, she completed internships at Yale University School of Medicine’s Center for Learning and Attention and the National Institute of Child Health and Human Development. In 2002-2003, she completed an NIH science policy fellowship. She has written and co-authored articles on reading, reading disabilities, other learning disorders, and ADHD. (http://peabody.vanderbilt.edu/bio/laurie-cutting)
Nicole Patton Terry, PhD: Issues in Literacy Among Low Socio-Economic Status Populations
Dr. Terry is an associate professor at Georgia State University in the Department of Educational Psychology, Special Education, and Communication Disorders.
Terry is coordinator of the Behavior Learning Disabilities Program, affiliate faculty in the educational psychology and communication disorders programs, a member of the Center for Research on Atypical Development (CRADL) and the Learning and the Board of Regents Initiative on Research on the Challenges of Acquiring Language and Literacy (RCALL) and director of the newly founded Urban Child Study Center in the College of Education & Human Development. (http://education.gsu.edu/profile/nicole-patton-terry/)
Emily Galloway: Intervention Research and Application
Emily Galloway doctoral research explores the language skills that support successful school-relevant reading and writing in populations of linguistically and socioeconomically diverse students in grades 4-8. She is also an instructor in education at the Harvard Graduate School of Education, teaching courses on the topic of linguistic diversity and writing development. (http://scholar.harvard.edu/epgalloway/biocv)
For more information, please contact the Foundation at firstname.lastname@example.org. For sponsorship opportunities at future conferences, please contact Will Baker at 941-807-0499.