Keynote Speaker

2019 Keynote Speaker

David A. Kilpatrick, PhD is Associate Professor of Psychology for the State University of New York, College at Cortland. He is a New York State certified school psychologist with 28 years of experience in schools. He has been teaching courses in learning disabilities and educational psychology since 1994. Dr. Kilpatrick is a reading researcher and the author of two books on reading, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success. 

Dr. Kilpatrick will present the morning and afternoon keynote presentations.

Recent Advances in Understanding Word-Level Reading Skills: Implications for Reading Instruction and for Understanding Reading Difficulties. 
There has been much progress in the last 25 – 30 years in understanding word reading development, particularly orthographic learning. The two major cognitive theories of orthographic learning are Linnea Ehri’s orthographic mapping theory and David Share’s self-teaching hypothesis. Despite strong empirical support for both theories, it appears that insufficient effort has been given to integrating these largely overlapping yet distinct theories. It also appears there has been very little done to connect the research on orthographic learning with the research on word-level reading intervention for students with dyslexia. This presentation is designed to demonstrate how orthographic learning theories can be integrated with research on phonological awareness development, the phonological-core deficit of dyslexia, and word-level reading intervention. Integration of these four niche areas of reading research holds the promise of more well-founded reading instruction and intervention for students who struggle with reading.

As a result of this session, participants will be able to:

  1. Explain to teachers and parents how word-level reading skills develop and why some students struggle with those skills.
  2. Assemble a battery of assessments that will allow them to pinpoint precisely why a student is struggling in reading.
  3. Administer and interpret the Phonological Awareness Screening Test.
  4. Recommend to general and special educational teachers and administrators the most highly effective intervention approaches.
  5. Recommend to administrators and K-1 teachers instructional practices that will prevent most reading difficulties from occurring in the first place.