Upcoming Conferences Featuring Lindamood-Bell Presentations

Lindamood-Bell is making an international impact by presenting at several conferences outside of the United States in 2014-15. Here are some of the conferences, including those in North America, coming up:

International Dyslexia Association (IDA) Annual Reading, Literacy, and Learning Conference, held in San Diego, California, November 13th, 2014. The presentation, by Angelica Benson, Director of Public Relations, is titled, "Neurological and Behavioral Research Validates Imagery-Language Connection to Dyslexia, Weak Reading Comprehension, and Autism Spectrum Disorder (ASD)."

26th Annual International Conference on ADHD, hosted by Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD), held in Chicago, Illinois, on November 14th, 2014. The presentation, by Kelli Shannahan, Deerfield Learning Center Director, is titled, "Low Grades and Difficulty with Homework? Signs That Your Child with ADHD May Have a Learning Difficulty."

25th Annual CASE Conference, hosted by the Council of Administrators of Special Education (CASE), held in San Antonio, Texas, November 15th, 2014. The presentation, by Paul Worthington, Director of Research and Development, is titled, "Thirteen-District Partnership Model for Special Education Reform."

World Education Research Association (WERA) 2014 FOCAL Meeting, held at the University of Edinburgh, in Edinburgh, Scotland, on November 21st, 2014. The presentation, by Darcie Molina, Regional Director of International Development, is titled, "The Imagery-Language Connection: Improving Word Reading and Comprehension in Students with Learning Difficulties in the United States, the United Kingdom, and Australia."

The Asia Pacific Educational Research Association (APERA) International Conference, held at the Hong Kong Institute of Education, in Hong Kong on November 19th-21st, 2014. The presentation, by Jen Broere, Regional Director of International Development, is titled, "The Imagery-Language Connection: Improving Word Reading and Comprehension in Students with Learning Differences."