2020 Symposium Speakers
AIM Institute's 8th Annual Research to Practice Symposium
The Role of Resiliency in the Classroom
Why Not All Children Respond to Reading Instruction and What Teachers Need to Know
Tuesday, March 9
8:30 am - 3:30 pm ET
In-Person and Online Attendance Available
Stephanie Al Otaiba, Ph.D.
Dr. Stephanie Al Otaiba is a Professor of Teaching and Learning at Southern Methodist University. She received her doctorate in special education from Vanderbilt University. A former special education teacher, her research focuses on early literacy interventions for students with or at-risk for disabilities, response to intervention (RTI), multi-tiered systems (MTSS) of support, and on teacher training. She enjoys teaching graduate students and mentoring doctoral students. Her research has been supported by the Institute of Education Sciences (IES), the Office of Special Education Programs, and the National Institute of Health (NIH). Her current projects include an IES grant to explore RTI/MTSS implementation related to reading outcomes and an NIH grant examining the efficacy of blending reading intervention with growth mindset training. She is the author or coauthor of over 130 articles and chapters. Dr. Al Otaiba has served as the President of CEC’s Division for Learning Disabilities; she currently serves on the International Dyslexia Association’s executive board; and on the Early Childhood Grant Review Panel for IES. She is the editor of the Journal of Learning Disabilities, and she serves on review boards for many journals in education and psychology.
Fumiko Hoeft, MD, Ph.D.
Dr. Fumiko Hoeft is Professor of Psychological Sciences and Director of Brain Imaging Research Center (BIRC) at UConn, and also holds appointments UCSF Dyslexia Center and Haskins Laboratories. She is a neuroscientist interested in reading and dyslexia. She received research training at Harvard, UCLA, Caltech and Stanford, and held faculty positions at Stanford, UCSF and UConn. Recent honors include awards from the IDA (2014), Learning & the Brain Foundation (2015), Int’l Mind Brain & Education Society (IMBES; 2018), Society for Neuroscience (StN; 2018) and Eye to Eye (2019). She has published over 140 articles, reviews, and book chapters, and has delivered over 210 keynotes, talks and workshops at venues such as local schools, International conferences, TEDx and the White House. Her work has been widely covered in media such as The New York Times, NPR, CNN, the New Yorker, and Scientific American. She also serves on many boards at organizations such as the IDA, NCLD and Center for Childhood Creativity (CCC).
Maureen Lovett, Ph.D.
Dr. Maureen Lovett is a Senior Scientist in the Neurosciences and Mental Health Program at The Hospital for Sick Children, and a Professor of Pediatrics and Medical Sciences at the University of Toronto. She is Founder and Director of the Hospital’s Learning Disabilities Research Program, a clinical research group that develops and evaluates intervention programs for children, youth, and adults who struggle to learn to read. Dr. Lovett has contributed to learning disabilities research and practice for more than 35 years, and was one of the first researchers to conduct randomized controlled trials of the efficacy of interventions for children with reading disabilities. She is known internationally for her research on intervention for children and youth with reading disorders. She and her team have created interventions for children and teens with severe reading disabilities, evaluated their efficacy in controlled designs, and scaled interventions up in school systems. In the last ten years, Dr. Lovett’s research has included a substantial knowledge translation effort. The research-based reading interventions developed by her group in Toronto have been rolled out to help more than 55,000 struggling readers in elementary, middle, and high schools in school boards across Canada.
Mark Seidenberg, Ph.D.
2020 Hollis Scarborough Award Recipient
Dr. Mark S. Seidenberg is Vilas Research Professor in the department of psychology at the University of Wisconsin-Madison (USA), and author of Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It (Basic Books, 2017). Seidenberg is a cognitive neuroscientist who has studied reading and dyslexia since the disco era. His research focuses on how children learn to read and the bases of skilled reading and reading impairments, and on language structure, acquisition, and processing. His book provides an overview of advances in understanding the behavioral, computational and neural bases of reading, and examines the disconnection between this research and educational practice, and how it might be overcome.
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