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Academic Language Therapy Association®

14070 Proton Rd., Suite 100, LB 9Dallas, TX 75244-3601

SPRING 2011

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2011 is a milestone year as ALTA celebrates its 25thanniversary. This is a time for us to stop and say“Thank You” to those early members who had theforethought and vision to create an organization tofoster common goals of their work. ALTA is organizedexclusively for the purpose of establishing, maintain-ing, and promoting standards of education, practiceand professional conduct for Academic LanguageTherapists and Practitioners who are trained to reme-diate individuals with dyslexia and/or related disor-ders. In 25 short years ALTA has become a nationallyrecognized organization with the highest of stan-dards. To that end there is much work involved tomaintain ALTA’s leadership in the field.

This past September marked an important achieve-ment of ALTA. The state of Texas began accepting applications to be either aLicensed Dyslexia Therapist (LDT) or Licensed Dyslexia Practitioner (LDP). To the gen-eral public, holding a license says the individual has met training standards andadheres to a code of ethics and conduct. Through the years ALTA members havealways received extensive training and followed a code of ethics and conduct inorder to work with students and clients. Licensure assures the general public of this.If you have not yet applied for a license, you still can. Just go to the TexasDepartment of State Health Services website http://www.dshs.state.tx.us/dyslex-ia/default.shtm and download an application.

Because 2011 is a legislative year in Texas, the Legislative Advisory Committee,chaired by ALTA Board of Director Linda Gladden, continues to work with ALTA’slobbyist, Courtney Hoffman, to promote the work of ALTA members by meetingwith legislators and tracking other bills involving dyslexia or issues related to dyslex-ia. In February, her committee, along with training centers in Texas and ALTA, host-ed a reception for training centers staff and board members to meet with legisla-tors. Linda and Courtney worked to have ALTA recognized by both the TexasHouse of Representatives and the Senate for our 25th anniversary year.

Another committee that works to promote literacy is the Outreach Committee,chaired by Joan Hogge. She and Lucy Smith continue to work with the women in

P R E S I D E N T ’ S M E S S AG E IN THIS ISSUE

President’s Message 1

What’s Wrong with My Child 3

The Gift of SummerMaintenance 5

Candidates Proposed forALTA Board of Directors 6

ALTA’s Outreach Committee 9

ALTA Outreach UnderwritingForm 10

Conference Promo 11

Conference Agenda 12

Conference Registration 13

Updated CEU Information 14

ALTA Pre-Approved CEUEvents 15

Shelton Spotlight 17

Trainee Spotlight Ellie Halpin 19Donna Garland Strott 21

SMU Spring Grads 23

Children’s Dyslexia Center 24

New York City ALTA Group 25

Wilma Gilber 26

2011 Exam Dates 27

Academic Language Therapy Association®

Dedicated to the remediation of written-language skills.Established 1985

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P R E S I D E N T ’ S M E S S AG E CONTINUED

PRESIDENT’S M

ESSAGE prison by providing opportunities for the

women to improve their reading skills as wellas for the women to spend time with their chil-dren in literacy related activities.

Due to the changes in the CEU requirements,Treasa Owens, VP of Membership, and LexieBarefoot, CEU chair, and their committees arebusy updating forms and getting informationout to members about the changes.

At the January board meeting, the applica-tion and benefits of the Friends of ALTA mem-bership category were approved. The Friendsof ALTA membership category will provide abridge to non-certified supporters of ALTA’swork. This non-voting member category willhelp to build the ALTA community among par-ents, administrators, legislators and communi-ty leaders.

Over the past year, the ALTA Website hasundergone a major revision, thanks to thededicated guidance of Anita Bruck. She,along with Rebecca Messmann, has done anoutstanding job of working with the websitedeveloper to make the updating of the web-site run very smoothly. In case you did notknow, the Membership Directory is now avail-able on line under the members tab. Onceyou click on Members, then on the right sideclick on Member’s area. After you provideyour ID and password you can access thedirectory. You can search for members in sev-eral ways.

Janna Curry Dobbs, along with the help ofCasey Conway from the ALTA National office,are busy keeping up with the schedule andshipping of the ALTA Exhibit booth to the vari-ous conferences across the nation.

ALTA National Conference planning is wellunderway. Rae Cromeens and her committeehave finalized most of the planning for the2011 conference and have already startedplanning for the 2012 conference. In order tohelp members meet the new CEU require-ment of obtaining 10 CEU contact hours peryear, Rae graciously expanded the confer-ence format to two days. On the agenda tospeak are: Dr. Michael McLane presentingExecutive Functioning, Marilyn Zecher pre-

senting Multisensory Math, Dr. Marc Brackettpresenting Emotional Literacy, a panel of offi-cers from IMSLEC--the InternationalMultisensory Structured Language Council--will discuss their role in teacher and therapisttraining and Dede Toney will tell her story ofstruggling with dyslexia and learning to read.

This year’s national conference will again holda Legislative Fundraising Luncheon. JoycePickering and her committee are directing thisevent and have arranged to have SylviaRichardson as this year’s speaker. TheLegislative Fundraising Luncheon will help toraise funds for ongoing legislative action.

Jean Colner and her committee for the ALTAChapters are happy to announce the forma-tion of ALTA New York. While ALTA New York isour most recently formed chapter, it is proba-bly our oldest chapter. They have been meet-ing since 1998 and have approximately 55members.

The next time you see Laura MacDonald, besure to say thank you to her and herNewsletter Committee. Laura has done anoutstanding job of contacting people andobtaining the many articles needed to keepour membership informed of the work andactivities of ALTA.

The information above highlights just a few ofthe many committees that work to keep ALTAa viable, professional organization. ALTA isblessed with many talented, skilled memberswho not only work with students and clients toimprove reading and writing skills, but arededicated to promoting and improving ourprofession. Our officers, directors and commit-tee chairs tirelessly volunteer their time tomake ALTA a nationally recognized profes-sional organization. Many hands are neededto keep ALTA moving forward and upward. Ifyou feel you have some time to donate,please contact any of the officers, directors orcommittee chairs. They will be happy to haveanother set of hands to share ALTA’s work.

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WH AT ’ S W R O NG W I T H M Y C H I L D ?

WHAT’S W

RONG W

ITH M

Y C

HILD?

by Michael S. McLane, Psy.D.Pediatric Neuropsychology and ClinicalPsychologyDfwPedNeuropsych.com Ph: (972) 620-1225

As a psychologist, I specialize in evaluating childrenand adolescents who have unique educationalneeds. Is my child Dyslexic? Does my child haveADHD? Why can’t my child get along with others?How can my child stay self-disciplined, organized,and motivated? Why is homework such a battle?These are common questions of parents who bringtheir children and teenagers to my private prac-tice. Whether the issues involve cognitive abilities,academic skills, or psychological factors (or somecombination thereof), parents want to get to thebottom of their child’s struggles. Having a diagno-sis can be very useful, but the ultimate goal ofassessment is to create a custom-tailored treat-ment and educational plan for the child.

In most cases, we can answer the above questionsusing tried-and-true assessment tools to determineif the student has a specific learning disability.However, at other times, there is not much variabil-ity within a student’s learning profile or worse yet,the student is advanced in several areas! How dowe explain academic struggles in a student who,all things being equal, should be performing quitewell in school? Evaluating the child for an attentiondisorder and/or executive function deficits, amongother things, would be important.

Research on the diagnosis and treatment of ADHD,particularly within the last 20 years, has beenextremely beneficial to many students as well astheir parents and teachers. Problems with sus-tained vigilance, impulse control, and other execu-tive functions can lead to disorganization as well asplanning and time management deficits thatinevitably have a negative impact on the child’sdaily functioning at school and home.

Executive functions are a collection of processesthat are responsible for guiding, directing, andmanaging cognition, emotions, and behaviors,particularly during novel problem solving. The term“executive function” represents an umbrella con-struct that includes several interrelated functionsthat are responsible for purposeful, goal-directedproblem solving. Specific subdomains that makeup this collection of regulatory or managementfunctions include (a) initiating behavior, (b) select-

ing appropriate goals for a particular task, (c) plan-ning and organizing an approach to problem solv-ing, (d) inhibiting (blocking out) distractions, (e)actively holding information “online” in the serviceof complex, multi-step problem solving, (f) shiftingproblem-solving strategies flexibly when necessary,and (g) monitoring to check that goals wereachieved. The more novel and/or complex thetask or situation, the greater is the demand onexecutive functions. The early development ofexecutive functions includes a set of abilities forintentional problem solving, such as anticipation,goal selection, planning, monitoring, and use offeedback. There are important aspects of theexecutive functions that relate to the highest levelof cognition, such as judgment, self-awareness,and decision making.

Executive functions cannot be discretely dissociat-ed from other constructs, such as attention, infor-mation processing speed, or memory. The overlapbetween certain aspects of executive functionsand other cognitive domains can seriously con-found evaluation conclusions. The evaluator needsto consider the particular behavioral demands forsuccess before concluding there is an executivefunction deficit. The testing battery needs toinclude measures of all possible cognitive con-founds for the child being assessed before con-cluding that he/she has executive function deficits.While there are many measures of executive func-tions available, students who exhibit normal perfor-mance on executive function measures in the one-on-one testing situation may still have significantdysfunction in their executive behavior in the realworld. In other words, the absence of executivefunction impairment on testing is not proof of intactexecutive functions in daily life.

There are some cases in which consideration couldbe given to understanding the child’s unique psy-chological strengths and weaknesses, as theycould be relevant to his/her success in school.Anxiety and mood problems can mimic those asso-ciated with a learning disorder, an attention disor-der, or an executive function deficit. For instance,consider the follow situations. A 14-year-old boy sitsat his desk and stares out the window rather thanstart or complete schoolwork. An 8-year-old boyfails to complete tests in the allotted time. A 10-year-old girl is disorganized with her belongings andrepeatedly fails to complete and turn in homework.While these symptoms could be related to a learn-ing disorder, an attention disorder, and/or execu-

What’s Wrong with My Child?

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WH AT ’ S W R O NG W I T H M Y C H I L D ? CONTINUED

WHAT’S W

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HILD? tive deficits, they could also be due to an underly-

ing anxiety and/or mood problem that has not yetbeen identified.

In the case of anxiety, excessive anticipatory worrycan lead to mental blocking that interferes withtask initiation and completion. Anxious studentscould be fearful of failing, being negatively evalu-ated, being embarrassed, or not meeting expecta-tions set by parents, teachers, or themselves. Theirinternal radar is stuck on “high” for problem areasand tends to make them preoccupied with nega-tive self-thoughts that reduce their ability to usetheir cognitive abilities to apply their academicknowledge and skills. Eventually they tend todevelop distorted notions about their abilities andperformance. The possibility of performing poorlymay cause the student to avoid tasks altogether or,alternatively, rush through tasks quickly. Feedbackintended as constructive criticism is often blown outof proportion by these students and can reinforcenegative self-talk and increase self-doubt.

In the case of mood problems, depressed moodcan manifest as lack of interest in pleasurableactivities, sadness, irritability, tiredness, over-blown

reactions to minor stressors, sleep or eating difficul-ties, attention problems, low self-esteem, or lack ofself-confidence. Thoughts of self-harm, delusions,or hallucinations may indicate a more severe formof depression. Just because a child exhibits someof these characteristics does not mean that he orshe has a depressive disorder. When some of thesesymptoms are present, though, particularly if theyare severe or persist most of the time for a fewweeks, then it is important to have the child evalu-ated by a psychologist or other mental health pro-fessional who specializes in working with childrenand families. Early identification and treatmentmay relieve symptoms faster, help avoid futureepisodes, and prevent potentially dangerous out-comes, such as school failure or self-harm.

As with the executive functions, if you suspect thatemotional factors are contributing to a student’sdifficulties, contact the child’s school counselor ora child psychologist for assistance. By workingtogether with mental health professionals andteachers, you can help your child have a betterschool experience.

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T H E G I F T O F S U MM E R M A I N T E N A NC E

THE G

IFT O

F SUMMER M

AINTENANCE

by Marilyn Zecher, M.A.,CALT Instructor: Multisensory MathThe Multisensory Training Institute of ASDECwww.asdec.org

Summer, a time to forget the stresses and deadlinesof the past school year. A time for parents and chil-dren to relax by the pool, hike in the cool morningair at a park, or explore national treasures in muse-ums and historic sites. Yes, summer is all of that. It isalso a time for forgetting and losing touch with whathas been learned. Skills practiced and honed toperfection in homework rituals also often seep frommemory. This is especially true of students who havelearning differences.

Parents, however, can gently offer activities whichwill help their children maintain some of those mar-velous gains of the previous year. New projectswhich put to use the skills children have gained cannot only reinforce those skills but provide valuablelessons in the applications of what has beenlearned. What child will refuse to eat that which hehas baked with his own hands? And, if he has hadto use his fraction skills to double a recipe so muchthe better. If he has handled the measuring cupsand spoons, read the directions step by step andmade sure that everything has been done in thecorrect order, he has practiced decoding, readingcomprehension and math skills all in one swoop.Then, he gets to eat the fruits of his labor.

For the adolescent, life skills might involve learningto cook as well. His projects might include a fullfamily meal, complete with planning, shopping,measuring and timing the entire affair to be pre-sented at the appropriate time for the entire family.He gains valuable lessons in pricing and budget-ing,food preparation and safety, and has the satis-faction of his family or friends saying, "Yum" as areward.

Young children benefit greatly from being exposedto board games. Playing with dice and totalingscores is a terrific way to build numeracy. Whenadults look at two dice,they may know the sumwithout counting. Children need practice in devel-oping these skills. Playing board games with playmoney is also a way to practice early math con-cepts. Trips to the grocery store comparing prices,totaling movie tickets, doing simple chores for an"hourly wage" are all good ways to help children livewith numbers and quantity concepts.

One summer in my youth, my father guided me aswe installed a dual exhaust on a GTO. He taught mehow to change a tire and do minor maintenanceon automobiles, so that as a woman I would notfear being stranded by something I could fix.Indeed,though my parents never went to college,they both taught me some of the most valuablelessons I have ever learned. They taught me how todo what they could do, to cook and bake, to makemy own clothes,to work on cars, to work with myhands in a woodshop. I was the navigator on fam-ily vacations perfecting my map reading and mathskills on the road. I could work out an estimation ofhow long it would take us to reach destinations bycalculating the distance and speed. When we visit-ed museums or historic sites, they shared theirknowledge of historic events and we bonded overtheir interests and passions. Each lesson my parentsshared involved reading and math, and I will forev-er be in their debt for the valuable time they gave,the gifts they shared. They empowered me andtrusted me with duties which contributed to thefamily welfare and my own enrichment.

So, I encourage parents to help children maintainskills while they give gifts which last a lifetime. Sharewith your children the gifts of your accumulatedknowledge. Ask them to be the chefs,the mapreaders, the list makers, the builders,to give you arunning commentary on the books they read,toreflect on places you go. Ask them to share withyou, to give to you the gifts of their hands and thefruits of their minds. Empower them by allowingthem to demonstrate and apply what they know,even as you give them bits of yourself.

The Gift of Summer Maintenance

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CANDIDATES PROPOSED FOR ALTA BOARD OF DIRECTORS

CANDIDATES PROPOSED FOR ALTA BOARD O

F DIRECTO

RS

The ALTA Nominating Committee has assembled anoutstanding and diversified slate of candidates tobe considered for election to the ALTA Board ofDirectors and Officers. This slate represents QualifiedInstructors, Therapists, and Practitioners from thestates of New Hampshire, Colorado, Louisiana, NewYork, Oklahoma, Pennsylvania as well as Texas. Asubcommittee of the Nominating Committee is cur-rently completing the Board-requested charge tocreate Policies and Procedures. The purpose of this

task is to streamline the nominating process forfuture ALTA Nominating Committees.

The ALTA Nominating Committee

Jean Colner - ChairKaren AvritLynne FitzhughTim OdegardKaren Vickery

Experienced Candidates Proposed for ALTA Board of Directors

Proposed 2011-2013 Slate of Officers andBoard of Directors

The slate listed below provides the positions that will be filled this year and the nominees proposed by thisyear’s Nominating Committee. As provided by our bylaws, (Article IX, Section 3, (b) (i, ii)), additional nomi-nations for officers and directors may be submitted in writing and signed by three active members in goodstanding at least 15 days prior to the annual meeting. Any submissions should be mailed to the nationaloffice and received by March 25, 2011. At the April 9th business meeting, active members in good stand-ing will be allowed to vote on those nominees as proposed by the Nominating Committee and any addi-tional nominees submitted by March 25, 2011. Unless there are extenuating circumstances as determinedby the Executive Committee, no nominations will be made from the floor.

Tim Odegard, VP Membership (2011-2013)Marilyn Mathis, VP Public Relations (2011-2013)

Carin Illig, Board of Directors (2011-2013)Roxanne Schoen, Board of Directors (2011-2013)Lynne Fitzhugh, Board of Directors (2011-2013)Lucy Smith, Board of Directors (2011-2013)Catherine Ghassemi, Board of Directors(2011-2013)Elaine Cheesman, Board of Directors (2011-2013)Ginny Little, Board of Directors (2011-2012)(1 yr. Term replacing Marilyn Mathis)

The slate as proposed by the 2011 Nominating Committee includes:

Helen Macik, President (2010 - 2012)Karen Avrit, President Elect (2010 - 2012)Rae Cromeens, VP - Programs (2010 - 2012)Terri Zerfas, VP - Long Range Plan (2010 - 2012)Kay Byrd, VP—Website (2010 - 2012)JoAnn Handy, Secretary (2010 - 2012)Katy Farmer, Treasurer (2010 - 2012)

Margie Gillis, Board of Directors (2010 - 2012)Kathleen Carlsen, Board of Directors (2010 - 2012)Judith Birsh, Board of Directors (2010 - 2012)Linda Gladden, Board of Directors (2010 - 2012)Nancy Cushen White, Board of Directors(2010 - 2012)

Officers and Board of Directors returning to complete terms include:

Treasa Owens, VP – Membership (2009-2011)Joyce Pickering, VP – Public Relations (2009-2011)

Lucy Smith, Board of Directors (2009-2011)Catherine Ghassemi, Board of Directors (2009-2011)Elaine Cheesman, Board of Directors (2009-2011)Jennifer Sellers, Board of Directors (2009-2011)Jean Colner, Board of Directors (2009-2011)Tim Odegard, Board of Directors (2009-2011)

Officers and Board members who completed their terms in 2011 include:

The 2011 Nominating Committee members are:Jean Colner, ChairLynn Fitzhugh

Marilyn MathisKaren AvritTim Odegard

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CANDIDATES PROPOSED FOR ALTA BOARD OF DIRECTORS CONTINUED

CANDIDATES PROPO

SED FOR ALTA BOARD OF DIRECTORS Elaine Cheesman

Elaine Cheesman, Ph.D., is an Assistant Professor ofSpecial Education at the University of Colorado atColorado Springs. She earned her B.S. at WesternOregon University, her M.A. at the State University ofNew York, and her Ph.D. at the University ofConnecticut, where she had the honor of studying withDonald P. Shankweiler. She earned credentials as aCertified Academic Language Therapist and QualifiedInstructor at Teachers College, Columbia Universityunder the direction of Mary Rowe and Judith R. Birsh.

Her primary research, teaching, and service interest isteacher-preparation in scientifically-based readinginstruction. University courses focus on the contentand principles of instruction of Multisensory StructuredLanguage Education. Before joining the ranks ofacademia, she developed and directed an innova-tive reading clinic for adults with reading disability inHartford, Connecticut. Her students were the sub-jects in the landmark fMRI studies spearheaded bySally and Bennet Shaywitz, which established a neu-rological marker for dyslexia. She has conductedprofessional development courses for teachers inColorado, Connecticut, Massachusetts, Minnesota,and Ohio. In past reincarnations, she was Director ofEducation at the Mark Twain House Museum inHartford, Connecticut, and a classroom teacher.

Since 2006, she has consulted with the ColoradoDepartment of Education in the Literacy Grants andInitiatives division. One of her primary responsibilitiesis to review the literacy content in university educa-tor preparation programs to ensure that pre-serviceteacher preparation programs are grounded in sci-entifically-based reading research.

Lynne FitzhughLynne Fitzhugh is the Executive Director of TheDyslexia Center at Penrose-St. Francis Hospital inColorado Springs, a non-profit organization provid-ing direct services to children with dyslexia, profes-sional development in reading instruction, andcommunity outreach. Lynne received her Ph.D. inPsychology from Southern Methodist University witha concentration in learning disabilities and is aCertified Academic Language Therapist andQualified Instructor. Lynne is an expert in dyslexiaand related learning disabilities and has been afeatured speaker at both local and national con-ferences. Her publications include various articleson dyslexia, writing disabilities, teacher preparationand education issues.

Lynne is an Associate Professor and Founding Directorof the Reading Institute at Colorado College. Sheserves on various boards, including the NationalBoard of the International Dyslexia Association,Recording for the Blind and Dyslexic – Mountain and

Plains Unit, and Southern Methodist University AnnetteCaldwell Simmons School of Education and HumanDevelopment Leadership Advisory Board.

Catherine Owens GhassemiCatherine Owens Ghassemi is an instructor ofAcademic Language Therapy. For the past ten years,she has taught graduate students on campus atColumbia University Teachers College as well as off sitelocations including several school districts. Catherinehas also spent the past 21 years teaching AcademicLanguage Therapy in private practice. She completedher requirements to become a Qualified Instructor ofAcademic Language Therapy in 2003 from ColumbiaUniversity Teachers College. Catherine previously com-pleted her requirements to become a CertifiedAcademic Language Therapist in 1995 from ColumbiaUniversity Teachers College. Additionally, she receivedher New York Teaching License and completed herMaster’s Degree in 1974 from Queens College.Catherine has served on the ALTA Board of Directors forthe past two years and is also a founding member andco-chairman of the New York ALTA Chapter.

Carin IlligCarin Illig received her multisensory training at 32°Masonic Learning Center for Children in Nashua, NewHampshire where she served as a tutor and trainer.She has also used her training in private practice andas a Special Educator/Reading Specialist at MilfordHigh School and at Londonderry High School in NewHampshire. Carin obtained her Graduate Certificatein Special Education and her M.Ed. in ElementaryEducation from Rivier College. As an undergraduate,she studied psychology and earned her B.A. fromPennsylvania State University. Furthermore, Carin hasserved as an IMSLEC Council Member and BoardMember. Her vision for ALTA is to increase its impactand membership by becoming better knownthroughout the country as an influential organizationin the education of individuals with dyslexia.

Ginny LittleGinny Little has been a professional educator forthe past forty-nine years. She has a Bachelor ofScience degree in secondary education, anElementary Education Certificate, a Masters inBehavioral Studies as a Reading Specialist, and LDcertification. She taught elementary and middleschool students for the first nineteen years andserved as head of a private school for twenty years.

From 1988 to 1990 Ginny was trained in AlphabeticPhonics by Aylett Cox and her associates. Shebecame an Alphabetic Phonics Therapist in 1990.Ginny joined ALTA and became a QualifiedInstructor. She served on the ALTA Centers Councilduring the first years and the Board of the PayneEducation Center in Oklahoma from l994 to 2001.

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CANDIDATES PROPOSED FOR ALTA BOARD OF DIRECTORS CONTINUED

CANDIDATES PROPO

SED FOR ALTA BOARD OF DIRECTORS

Ginny has been an instructor for the Payne EducationCenter since 1994, and has served as the AlphabeticPhonics Coordinator for the center since 2007.

Marilyn MathisMarilyn Mathis has been a member of ALTA for 22years. She received her initial training at SouthwestMultisensory Training Center with Dr. Beverly Dooley.Marilyn has used this training at The Lewis School ofPrinceton, New Jersey, a private school for studentswith dyslexia; Private Practice; as Co-Owner forMathis & Bostock Center for Dyslexia; and as Directorand Outside Trainer at the 32° Masonic LearningCenter for Children. She received her BA in SpeechPathology and her M.Ed. in Special Education fromthe University of Arkansas. Marilyn has held previousBoard positions including: Public RelationsCommittee-Chairman; Minutes Review Committee;Alliance Exam Review Committee for ALTA Exam;Nominating Committee; and the Committee forNominating Committee Policies and Procedures.Furthermore, she has served as an IDA BoardMember & Social Chairman for the PhiladelphiaBranch and served on IMSLEC’s SOSET andAccreditation committees. Marilyn’s vision for ALTA isto work collaboratively, both internally and external-ly, in an effort to build our reputation and image asthe highest quality professional organization dedicat-ed to maintaining standards and professionalism inthe field of dyslexia. She believes in the importanceof licensure and promoting diversity in membershipbecause it broadens ALTA’s perspective and makesour organization strong throughout the United States.

Timothy OdegardTimothy Odegard is an Associate Professor ofPsychology at the University of Texas at Arlington andan established cognitive scientist with numerous scien-tific publications addressing the development of basiccognitive processes. He also conducts translationalresearch investigating the cognitive deficits experi-enced by groups such as children diagnosed withdevelopmental dyslexia, children diagnosed withautism, and typically aging older adults. He completedacademic language practitioner training at TexasScottish Rite Hospital for Children and has providedtherapy to children diagnosed with dyslexia in order togain first hand knowledge of the real constraints thattherapists face in the classroom to aid him in translatingPsychological Science into classroom settings.Currently, he serves as the Vice-Chair of the Texas advi-sory committee on Dyslexia licensure. He also serves asa member of the editorial board of Annals of Dyslexia.

Roxanne SchoenRoxanne Schoen is currently in her 31st year of teach-ing. She is the principal and dyslexia therapist for TheBrighton School in Baton Rouge, Louisiana. This is a

wonderful school for dyslexic students. Roxanne’sdegrees are from LSU: B.S. in Social Science and minorin Library Science, M. Ed. in Educational media andminor in Administration. She is also a certified readingspecialist. Roxanne has been a Social Studies teacher,Librarian, Assistant Principal, and Principal. During hertenure at Pleasant Grove in Texarkana, Texas asPrincipal, her school received the Governor’sSuccessful Schools Award, Effective Schools Award,Region VIII and Region VIII Educational Service CenterPilot Program for Site Based Decision Making. Roxanneis married to Eddie Schoen (a dyslexia therapist), shehas two daughters, Mary Presley and Patricia andthree grandchildren (Marion, Audrey, and Hayes).

Lucy SmithLucy Richardson Smith holds a Masters of Educationwith a Concentration in Learning Therapy, is a LicensedDyslexia Therapist in the State of Texas, CertifiedAcademic Language Therapist, Qualified Instructor,Southern Methodist Learning Therapy DepartmentAdvisor, Dyslexia Teacher Trainer. She is the founder ofTexas HOPE Literacy, Inc., a literacy program inside theprison system that trains offenders to tutor their func-tionally illiterate peers. The mission of Texas HOPELiteracy is to transform offenders through peer literacyeducation within a Christian framework in order forthem to successfully re-enter society as productive andcontributing members of their community.

For 13 years, Texas HOPE Literacy has served as the lead-ing volunteer literacy program in Texas prisons and hasbeen named by the Texas Department of Criminal Justiceas the “premier volunteer initiative that has provided ouroffenders with outstanding services to assist in their transi-tion back into the community.” Since its inception, HOPEhas helped thousands of offenders improve their acade-mic levels and earn their G.E.D. Many of these demon-strated learning disabilities whose reading and mathachievement scores increased 3-6 grade levels. Theylearned to become productive citizens post-release.

As a result of the program’s success, House Bill 28 waspassed in 2003. This legislation allowed state jail offend-ers who are capable of serving as literacy tutors to tutortheir functionally illiterate offenders. The ratification ofHouse Bill 28 enabled HOPE to expand into other pris-ons in Texas. In February 2005, HOPE was included in the“Faith Community and Criminal Justice Collaboration:A Collection of Effective Programs” sponsored by theNational Crime Prevention Council in Washington, D.C.and funded by The Pew Charitable Trusts. In 2005, TexasHOPE Literacy received the Criminal Justice Awardfrom the Governor’s office for the Most InnovativeProgram, the HOPE Community Model at Dawson. In2006, the Texas Department of Criminal Justice recom-mended HOPE for the Texas Governor’s CommunityCapacity Builder Award.

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A L TA ' S O U T R E AC H COMM I T T E E

ALTA'S O

UTREACH C

OMMITTEE

Hope 4 the Children: A day at the Dallas Children's Theater

By Joan E. Hogge, CALT

The Outreach Committee, Lucy Smith, Judy Echols,Dara LaForce Skelton and Joan Hogge, are excitedto announce a new collaboration between ALTA,Texas Hope Literacy and The Dallas Children'sTheater, and we need your help.

As we continue to promote literacy in the commu-nity, our focus this year is the children of the incar-cerated mothers in HOPE at the Dawson State Jail indowntown Dallas. Author, Steven Kellogg will cometo DCT to read his book, Pied Piper's Magic, whichwas adapted by playwrite, Linda Daugherty, andwill be performed at the theater in July as a featureattraction.

The day would include a presentation of the bookby Steven Kellogg to the children, followed by lunchfor the children and their caregivers served by ALTAmembers. After lunch, the children would attendthe play, The Pied Piper's Magic. A discussion led byDCT artists and teachers would follow the play, dur-ing which time, the children would be assisted indrawing and writing their impressions of the play.Afterward, they would be driven by their caregiversto Dawson jail, where they will discuss and sharetheir day with their mothers who will have read anddiscussed the book with Dawson coordinators.

ALTA members can help make this a wonderfulevent for these children by helping with funding inseveral ways:1) Underwrite the cost of a ticket to the play

.......$14.95 each2) Underwrite the cost of a book (we'll need 30-40)

Books are now $17 on Amazon.3) Help pay for classes with the artists DCT's cost

$2000 (We're hoping the ALTA Foundation canhelp with this, as well as individual contributions.)

4) Underwrite the cost of a book for parents...................3 at $17 each (These books would bekept in the Dawson Office and then donated to

Voices of Hope where the parents are tapedreading the book to their child and the tape issent to the child.)

5) Help serve lunch to the children and their care-givers at the theater

6) Buy soda and water for the meals

We need your help with donations either individual-ly or in groups. Perhaps ALTA members/teachers inschools could promote the event to their students,who could share in the sponsorship of purchasing aticket and a book for one child.Kay Peterson has confirmed that donations madeto the ALTA Foundation would be tax deductible.

Those interested in contributing can contact JoanHogge at joanehoggepaints@tx.rr.com or send yourcontributions to me at 1011 Springbrook Drive,Plano, TX 75075. An Outreach Donation Formaccompanies this article and will be at theOutreach site on the ALTA website. Please makeyour checks out to The ALTA Foundation and speci-fy on the check that your donation is for Hope 4 theChildren.

Our "HOPE" is that Hope 4 the Children mightbecome an annual collaboration for Texas HopeLiteracy, ALTA and DCT. What an exciting way topromote literacy: to help children who may havenever set foot in a theater, give them the chance tohear an author read his book, draw their impressionsand discuss the event with their mothers. Join withALTA, DCT, and Texas Hope Literacy to provide HOPE4 the CHILDREN .

ALTA’s Outreach Committee Presents:

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ALTA OU T R EACH UNDERWR I T I NG FORM :

ALTA OUTREACH UNDERWRITING FORM

:

I, __________________________________________________, would like to underwrite the

following costs for a day at the theater for children of incarcerated women in Hope

Literacy at Dawson State Jail:

______ticket (s) to the play, The Pied Piper's Magic@ $14.95 each(40 needed)

______copy(s) of the book (for children), The Pied Piper's Magic, @ $17.00 each

(40 needed)

______copy(s) of the book, The Pied Piper's Magic, for Texas Hope Literacy, for the

mothers to read ( 3 needed)

$______ soda and water for the meal(monetary or in kind donations)

$______ to help with the cost of the DCT artists for working with the children after

the play

_______I would like to help serve lunch to the children and their caregivers the day

of the play

Please make checks payable to The ALTA Foundation,*

(specify to ALTA Outreach on your Check)

% of Joan E. Hogge,

1011 Springbrook Dr.

Plano, TX 75075

*Donations through the ALTA Foundation are Tax Deductible

ALTA Outreach Underwriting Form: Hope 4 the Children

11 www.ALTAread.org

CONFERENCE P ROMO

CONFERENCE PROMO

12www.ALTAread.org

CONFERENCE AGENDA

CONFERENCE AGENDA

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CON F E R E N C E R E G I S T R AT I O N

CONFERENCE REGISTRATIO

N

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U P DAT E D C E U I N F O RM AT I O N

UPDATED C

EU INFORMATIO

N

ALTA membership renewal is fast approaching.Each member will soon be receiving membershiprenewal letters which will include information aboutcurrent Continuing Education Credit requirements.You may recall that effective with this 2011-12 mem-bership renewal, all ALTA members will begin docu-menting 10 contact hours of CEU credit each year.In an effort to clarify the specific requirement foreach category of membership, please read the fol-lowing explanations carefully. Should you have anyfurther questions about this requirement, pleasecontact Lexie Barefoot, ALTA CEU Chair at lex-iebarefoot@gmail.com.

• CALTs and CALPs who became active membersbefore March 2010 are responsible for accruing 10clock hours of continuing education creditbetween 3/1/2010 and 2/28/2011. In order torenew your membership, you must affirm that youhave complied with this requirement by complet-ing and signing the “Continuing Education Units –Member Verification Form” enclosed with yourmembership renewal letter. It is not necessary tosend certificates or other documents verifying theevents you attended. However, ALTA membersare responsible for retaining proof of CEUs in theevent of future audit.

• CALTs and CALPs who became active March2010 or later should begin accumulating CEUseach year. You will begin affirming your CEUs withyour next renewal period (2012-13).

• QIs and ICALPs must provide documentation of 10clock hours of CEU credit each year when renew-

ing membership. Documentation must includethe form entitled, “CEUs- Member VerificationForm” (included in your Membership Renewalmailing) and copies of your certificates of atten-dance from ALTA approved events. Unused hoursfrom March 1, 2008-February 28, 2010 may beused, but documentation must be resubmitted.

All Membership Renewal Forms are available on theALTA Website.

The “Continuing Education Units – MemberVerification Form” mentioned above is also avail-able on the ALTA website www.altaread.org listed inthe Members’ tab –see side bar ContinuingEducation CEU tab; then find the document listedwith the Continuing Education Unit Forms at the bot-tom of this web page.

Members will submit this verification form along withtheir membership renewal form and dues.

No certificates of attendance will be required tosubmit at this time (except for Instructor Level mem-bers as stated above).

Each year 5 % of our membership will be audited.Should you be selected for audit, then anothercopy of this CEU-Member Verification Form alongwith certificates of attendance will be submitted tothe auditing committee.

For more information regarding ALTA CEUs, pleasevisit the ALTA Website: Members’ Tab: ContinuingEducation CEUs side bar.

Updated CEU Information

15 www.ALTAread.org

A L TA P R E - A P P R OV E D C E U E V E N T S

ALTA PRE-APPROVED C

EU EVENTS

1. Dallas Dyslexia Information Group (DDIG) – affiliateof DBIDA

Speakers approved January through June 2011 Each session is approved to offer 2 ALTA CEUcontact hours

Mar 14, 2011 TBA

Apr 11, 2011 Lissa Dallas, MED, TeachesSpanish, Grades 9-12, FairhillSchool and DiagnosticAssessment Center, Dallas, TexasTricks of the Foreign Trade: AMultisensory Approach forSuccessfully Teaching ForeignLanguages to Students withLearning Differences

May 9, 2011 Amanda Thornton, M.A.T., CALT,Director of the SheltonAdolescent Reading Approach(SARA), Shelton School, AndEvaluation Center, Dallas, Texas,LD Therapeutic Strategies forAdolescents

Jun 13, 2011 Maren Angelotti, MAT, CALT,AD/HD Coach, The ClementsClinic, Plano, Texas,Understanding the Parents ofLearning Different and ADHDChildren

Contact: Bob Brooks at boblb97@sbcglobal.net or214-351-1985CEU Contact Hours: 2 each session

2. Region 13 ESCWoodcock Administration: Assessment of ReadingAbilitiesMarch 7, 2011 (9:00-12:00)Region 13 ESC; 5701 Springdale Rd; Austin, TX 78723Contact: Judy Butler at 512-919-5168CEU Contact Hours: 3

3. Region 20 ESCDyslexia and English Language LearnersMarch 10, 2011 (8:30-4:00)Region 20 ESC; 1314 Hines Avenue; San Antonio, TX78208-1899Contact: Cara Wyly at 210-370-5200CEU Contact Hours: 6.5

4. Houston Branch IDAReading, Literacy, and LearningMarch 5, 2011 (8:00-4:15)Doubletree Hotel, Houston, TXContact: Karene Groesbeck at hbidaevents@aol.com or 832-282-7154CEU Contact Hours: 5.5

5. Dyslexia Resources CenterResearch Discussion CircleMarch 26, 2011 (9:30-11:30 am)Barnes and Noble Westlake (corner of Loop 360 and Bee Caves Road)Contact: Pat Sekel at psekel@dysleiarc.com or 512-573-9464CEU Contact Hours: 2

6. Region 17 ESCDyslexia Handbook UpdateMarch 29, 2011 (9:00-3:00)Region 17 ESC; 1111 West Loop 289; Lubbock, TX 79416Contact: Michelle Hilton at 806-792-4000CEU Contact Hours: 5

7. Neuhaus Education CenterContinuing Education on Demand – Spelling WebinarContinuous access through August 31, 2011Contact: Denise Lewis at dlewis@neuhaus.org Or call 713-664-7676CEU Contact Hours: 2

Continuing Education on Demand – Book Clubs WebinarContinuous access through August 31, 2011Contact: Denise Lewis at dlewis@neuhaus.org Or call 713-664-7676CEU Contact Hours: 3

Continuing Education on Demand – Text Sets WebinarContinuous access through August 31, 2011Contact: Denise Lewis at dlewis@neuhaus.org Or call 713-664-7676CEU Contact Hours: 5

8. Region 20 ESCDyslexia, Section 504, and RtI UpdatesMarch 8, 2011 (8:30-11:30 am)Region 20 ESC; 1314 Hines Avenue; San Antonio, TX78208-1899Contact: Cara Wyly at 210-370-5200CEU Contact Hours: 3

ALTA Pre-Approved CEU Events

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A L TA P R E - A P P R OV E D C E U E V E N T S CONTINUED

ALTA PRE-APPROVED C

EU EVENTS 9. 25th Annual ALTA National Conference

Friday and Saturday, April 8 & 9, 2011Hilton-Lincoln CentreDallas, TX See brochure online at www.altaread.org or call 972-233-9107 ext 208CEU contact hours: 10.75 for entire event (Friday –5.75; Saturday – 5.0)

10. Neuhaus Education CenterEducation and “Charismatic” Adults: To Touch aStudent’s Heart and MindMarch 3, 2011 (8:30 – 12:30)Neuhaus Education CenterContact: Denise Lewis at dlewis@neuhaus.org Or call 713-664-7676CEU Contact Hours: 3.5

Working with English Language Learners: TheTransition into EnglishMarch 30, 2011 (8:30 – 3:30)Neuhaus Education CenterContact: Denise Lewis at dlewis@neuhaus.org Or call 713-664-7676CEU Contact Hours: 6

11. STRIPES (Systematic Training In Relaxation: InnerPeach for Every Student)

Multiple Sessions Approved:March 27, 2011 (1:00-4:00pm)April 15, 2011 (6:00-9:00pm)September 25, 2011 (1:00-4:00pm)November 27, 2011 (1:00-4:00pm)February 26, 2012 (1:00-4:00pm)For location and specific details go to:www.stripesyoga.comContact: Alice Redding at alex@stripesyoga.com or972-437-3803CEU Contact Hours: 3 each event

ALTA membership cards and LicensedDyslexia Therapist/Practitioner cards areanother form of identification. These cardsidentify members as a special group of pro-fessionals. These members are recognized ashighly qualified specialists who have met uni-form standards of professional post-baccalau-reate education. With these credentials the

public and other professionals are assured ofthe competence, integrity, and professional-ism of each card carrying member.

So, carry your membership cards with prideand keep them in a convenient and accessi-ble location.

Why do I need a membership card?

17 www.ALTAread.org

S H E L T O N S P O T L I G H T

SHELTON SPOTLIG

HT

Training CoursesShelton Outreach is dedicated to providing thehighest quality training for teachers in all settings,private therapists, and teachers in both private andpublic school settings. The Shelton MultisensoryStructured Language Education Training Coursesoffer training and certification in Sequential EnglishEducation (SEE) Shelton Academic ReadingApproach (SALA) and Shelton Adolescent ReadingApproach (SARA).

Certification is available at two levels.

• Teaching Level consists of 80 hours of courseworkplus a 60-hour practicum with five demonstrationlessons. A bachelor’s degree is required to pursueteaching level.

• Therapy Level certification takes the teacher to amore advanced level. It requires 245 hours ofcoursework and a 700-hour practicum with tendemonstration lessons. A master’s degree is rec-ommended for Therapy Level Certification by thecompletion of the course and practicum.

Upon completion of all requirements at the teach-ing or therapy level, participants will be prepared tosit for the Alliance National CertificationExamination and gain national certification throughthe Academic Language Therapy Association(ALTA). Texas residents will be eligible for licensure ateach level.

Most of the courses offered qualify for graduatelevel credit through Dallas Baptist University. Anadditional tuition fee to DBU is required.

Approaches Used in Shelton MSL Training

Shelton is unique in that three approaches areoffered. The Shelton MSL Training Courses in SEE,SALA and SARA are accredited by the InternationalMultisensory Structured Language EducationCouncil (IMSLEC) at the Teaching, Instructor ofTeaching, Therapy, and Instructor of Therapy Levels.

These courses are designed to give professionals theskills necessary to serve students in an intensive inter-vention for dyslexia and related disorders.

The Shelton Multisensory Structured Language Education

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S H E L T O N S P O T L I G H T CONTINUED

SHELTON SPOTLIG

HT

Sequential English Education (SEE) is a specific lan-guage series (reading, writing and spelling) pro-gram for students with the specific language dis-abilities, dyslexia and related disorders. The SEEapproach is alphabetic, phonetic, structural, andlinguistic.

Shelton Academic Language Approach (SALA)addresses the specific language skills of reading,spelling, writing and trains participants in the use ofa multisensory structured language program for stu-dents with the specific language disabilities, such asdyslexia and related disorders. SALA is based on theAlphabetic Phonics approach.

Shelton Adolescent Reading Approach (SARA)course is a program for teaching reading, writing,and spelling to students with dyslexia and relateddisorders. SARA was developed at Shelton schoolspecifically for adolescent students.

In the spirit of true Outreach, Shelton Outreachoffers training on the Shelton campus in Dallas,Texas, and at other locations. Currently Sheltonoffers training for teachers in a private school in New

Mexico and through the Alabama StateDepartment of Education. Alabama is a forewordthinking state, determined to provide quality train-ing to best serve children with dyslexia and relateddisorders.

Shelton Outreach also offers one day seminarsdesigned to help the teacher in the “regular” class-room address the needs of all students, but espe-cially students who struggle with reading, writingand spelling. Those seminars are offered on theShelton campus, via webinar and at other locationsby request.

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T r a i n e e S p o t l i g h t : E l l i e H a l p i n

TRAINEE SPOTLIG

HT: ELLIE HALPIN

My name is Ellie Halpin and I live in Coppell,Texas. In 1986, I received a Bachelor ofScience degree in AdministrativeManagement from Clemson University. I havealways worked with children in some capaci-ty over the years, even though I don’t have aspecialized degree in education.

When I first began my training at The SheltonSchool, I was working as an office managerfor a Speech & Language clinic in Grapevine,Texas. Every week children would come in thedoor with not only speech language issues,but phonological deficits as well. Readingand the comprehension of the words were dif-ficult for many. My director, Gail Lindley, sug-gested that I go through SEE training at theShelton School to become a reading thera-pist. I knew that we could provide a morecomprehensive level of therapy if we couldtreat the phonological gaps on top of thespeech language issues. Since the SpeechLanguage therapists in our office all had theirMasters degree and their “C”s, I knew that Ialso needed the highest level of certification.So, in June 2008 I began my journey towardsbecoming a Certified Academic LanguageTherapist.

After my initial week of SEE training, feelingoverwhelmed and excited, I began tutoringfour students individually in reading, writing

and spelling. At first it was intimidatingbecause I wasn’t sure if I was doing it correct-ly. I knew in my heart that I loved children, felta connection to them and wanted to helpthem succeed. I followed the steps that I hadreceived in training and knew that successwould follow. “Trust the process”, I kept tellingmyself. Fast forward 30 months later and Ihave completed 260 hours of classroom train-ing, tutored students for over 900 hours andhelped start and coordinate a SaturdayReading program, Pathway Scholars, mod-eled after Shelton’s Scholars Program. Andtoday I am fortunate enough to be a part ofthe Shelton family as its Scholars Coordinator.In the future, I hope to have the opportunity totrain others in the reading remediationmethod that I have learned. I’ve seen the dif-ference that it makes in a child’s life whenconnections are made and reading, writing,spelling and comprehension are improved.The joy on their faces is immeasurable. I wantothers to experience this connection throughteaching and guiding them in the SEEmethod.

For me, the most difficult part of training hasbeen patiently going through all of the stepsto gain the prize at the end. Writing papers,attending all the classroom training and ask-ing an abundance of questions are all a nec-essary part of the program at Shelton. I

Trainee Spotlight: Ellie Halpin

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T r a i n e e S p o t l i g h t : E l l i e H a l p i n CONTINUED

TRAINEE SPOTLIG

HT: ELLIE HALPIN

learned that hard work, endurance and hav-ing an open, teachable attitude will give mefar more knowledge than I expect.

One of the areas of difficulty that sometrainees encounter is having the opportunityto immediately practice the new skill/tech-nique introduced in training. I would recom-mend talking to other CALTs or your trainingcenter to develop a personal plan of imple-mentation, even before beginning the train-ing. Devoting all the time and effort withoutthe ability to practice will lead to frustration. A“Use It or Lose It” strategy.

ALTA can assist new trainees by continuing tooffer exceptional conferences and supporttraining centers in their effort to educate. Iwant to be a member of ALTA because Idesire to be among the best of the best sothat I will grow and learn from others. In April Iwill sit for my National Certification exam tobecome a CALT – a journey worth taking.

The SEE training and working with the Sheltonstaff made me realize that our path in life hap-pens for a reason. Growing up mildly dyslexic,I was never confident in my own ability andalways felt less than average. Reading andcomprehension were a challenge for me allthe way through college. Shelton SEE traininghas given me the knowledge to make a dif-ference in someone’s life. After my first weekof training, I was talking to my mother aboutthis new adventure in my life and she couldsense my excitement. She proceeded to tell

me that when I was a child in the early 70s Ihad attended a remediation program inCharlotte, NC because I was not able to readin the 3rd grade. (I had forgotten about thoseSaturdays until she mentioned it.) She told methe program was developed by a mannamed Dr. Charles Shedd and I needed toresearch his approach because it worked forme and my siblings. To her disbelief and mine,the training that I was receiving at Sheltontoday was based upon the program Dr.Shedd developed long ago. I had come fullcircle. I moved from being a timid, dyslexicstudent in 1971 to a confident therapist of SEEin 2011.

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D o n n a G a r l a n d S t r o t t

DONNA G

ARLAND STROTT

1. Hometown: I was born and raised inElberton, Georgia and currently reside inJacksonville, Alabama.

2. Previous education: I received a Bachelorof Science in Collaborative Education anda Master of Science in CollaborativeEducation from Jacksonville State Universityin Jacksonville, Alabama.

3. Where are you receiving your training? I amreceiving training in Oxford, Alabama fromShelton.

4. Why did you choose CALT training? I havebeen a special education teacher for sixyears. When my school system asked me toparticipate in CALT, it provided me with anopportunity to be trained in one of the mostintensive methodology approaches forreading available today. This approach isgeared toward teaching reading to stu-dents with learning difficulties in literacy.

5. How do you plan on using your training? Iplan to use my training to provide anopportunity for lifelong learning experi-ences for students with learning difficulties

in literacy. I desire to take a more activerole within my school system to assist the RtI(Response to Intervention) team with theknowledge that I’ve learned from this pro-gram in order to find reading interferenceswithin the classrooms. I will also have theopportunity to provide adequate andcoherent suggestions to other colleagues,and my school system would like to sustainthe program after initial training. My coordi-nator, Khristie Goodwin, would like for me tobecome a MSLE trainer for new teachersand consult with staff to enhance teachingof reading.

6. What has been the hardest part of yourtraining? The hardest part of my trainingwas the vast amount of information thatwas given during the first summer of train-ing. Breaking the personal barrier andallowing myself to be succumbed to thisnew form of instruction was also a difficulttask for me to overcome. There is a onehour time slot for this instruction to betaught, and it takes a massive effort to fit allof the material within the hour.

Trainee Spotlight: Donna Garland Strott

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Donna Ga r l and S t ro t t CONTINUED

DONNA G

ARLAND STROTT 7. What have been the most valuable parts of

your training? The most valuable part of mytraining is being provided with seminars,videos, and trainers’ guides. The feedbackthat is provided from my advisor at Sheltonis very beneficial in the teaching process.Having an opportunity to teach aresearched based multisensory approachto my students has been extremely valu-able.

8. What areas do you feel are a struggle fortrainees? My struggles as a new traineewould be coming out of my traditionalteaching comfort zone, juggling expecta-tions of my profession, and maintaining anormal home environment while keeping inmind that one student’s life could bechanged forever; that in itself is worth everystruggle.

9. How can ALTA assist new trainees? ALTA canbe of assistance to new trainees by provid-ing resources and updated webinars.

10. Why do you want to join ALTA? I want tojoin ALTA to be a part of a professionalorganization that will keep me informedand up to date with the latest and bestacademic information on related learningdisorders.

11. How has your training changed otherareas of your life? My training haschanged my own personal struggles withreading and language; it has given me abetter insight of students’ academicneeds and confidence in knowing thatwhat I teach will benefit students withlearning difficulties for the rest of their lives.

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S M U S P R I N G G R A D S

SMU SPRING G

RADS

Left to right: Tanya Smith; Leah Rios; Terri Matherne; Kim Cole; Sharron Andrews; Janna Dobbs;

Nancy Redington; Mimi Grant; Haley Keeling; Jo Polk; Buddie Mahone; Juancita Petro; Janell

Dempsey; Ginger Gustovich; Terri Zerfas; Bonnie Callahan; Karen Guttag; Marlene Trissell;

Allison Puls; Hillary Peters; Karen Vickery; June Brubaker; Carrie Bays; Michelle Reeves; Carol

Doughty Not pictured: Sally Cain & Heather O'Toole

Congratulations to the Spring 2010 SMULearning Therapy Program graduates!

ALTA CONFERENCE GARAGE SALE REMINDERAre you a new therapist or, like all of us, always on the lookout for some inexpensive teachingmaterials? Well, this year's ALTA Garage Sale is exactly where you'll want to be. And this year,we'll hold the sale for BOTH days of the spring conference.

Our Garage Sale is an always popular way to pick up additional materials, supplies, books,ideas, even incentive items for your teaching--DIRT CHEAP!! We have already received someamazing items this year, so get ready to shop. We accept cash or checks only and proceedsgo to the ALTA Foundation. Shop early and bring a strong bag; you'll need it.

Please, take this opportunity to unload your excess or longer-used teaching supplies and mate-rials and share them with others. If you have any usable items to donate, please contact LindaByther at linda_byther@yahoo.com. or phone her at 214-538-0431. Contact Linda also if youwould be willing to help us set up, dismantle, or work during the Garage Sale. Please includeyour cell phone number when emailing Linda.

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C H I L D R E N ’ S D Y S L E X I A C E N T E R

CHILDREN’S DYSLEXIA C

ENTER 17 Women from Children’s Dyslexia Centers

Receive CALP Certification

Marilyn Mathis, CALT, QI, Director of Children’s Dyslexia Center of Allentown, PA (center)

congratulates Denise Murphy (left) and Jackie Henchy, (right) on becoming the 1st of her stu-

dents to become CALP’s.

The word is spreading throughout theChildren’s Dyslexia Centers, formerly known asthe 32° Masonic Learning Centers for Children,Inc., that joining the highest quality profession-al organization is a good idea. SeventeenTutors and/or Directors from the NortheastLearning Centers are showing a strong interestin high standards and professionalism in thefield of dyslexia by taking the Alliance Examand joining ALTA. The name change from 32°Masonic Learning Centers came about inorder to simplify the name and clarify to thecommunity the purpose and population theyserve. There are currently 53 Centers in theNortheast who have tutored more than 8,000children and trained over 2,000 tutors, free ofcharge, through the generosity and benevo-lence of the Masons.

We congratulate the following women fromthe Children’s Dyslexia Centers and thankthem for adding greater diversity to ALTA’sorganization:

Carin Illig, ICALP—Supervisor of ClinicalTraining-- Lexington, MAAileen Cormier, CALP—Director--Nashua, NHKelley Brooker, CALP--Tutor—Nashua, NHHeather Petruccelli, CALP—Director—Akron, OHVirginia Miller, CALP—Director--Eerie, PAJacqueline Henchy, CALP—Supervisor/Trainer—Allentown, PADenise Murphy, CALP—Tutor—Allentown, PAMarsha Landis, CALP—Director—StateCollege, PACathy Clements, CALP—Director—Bloomsburg, PAJanet Levinson, CALP—Tutor—Philadelphia, PAAnne Fishman, CALP—Tutor—Philadelphia, PAErica Alimario, CALP—Tutor-- Philadelphia, PAGillian Dorfman, CALP—Tutor---Burlington, VTMary Newton, CALP—Tutor-- Milwaukee, WICheryl Ward, CALP—Tutor-- Milwaukee, WIRuth Corddry, CALP—Tutor--Milwaukee, WIYvonne Larme, CALP—Tutor-- Milwaukee, WI

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N EW YO R K C I T Y A L TA G R O U P

NEW YORK C

ITY A

LTA G

ROUP New York City ALTA Group

The New York City ALTA Group is very proudand happy to announce that they are an offi-cial ALTA Chapter. Although just recently offi-cial, the NYC ALTA group has been meetingfor nearly 12 years. It was in the spring of 1999that a few therapists recognized the need forAcademic Language Therapists practicing inthe tri-state area, to gather on a regular basisfor support, inspiration and keeping abreast ofresearch and practices affecting our profes-sion. Invitations to attend the first meetingwere sent out and the response was over-whelmingly positive. Over sixty membersresponded from the onset. At the first meetingWilma Gilbert and Catherine Ghassemi werenominated as co-chairpersons and Dian Smithwas nominated as treasurer to collect dues tocover the cost of speakers and, of course, cof-fee! Thereafter, three or four times each year,members have traveled to ColumbiaUniversity Teachers College from all boroughsof NYC, New Jersey, Connecticut, UpstateNew York, Long Island, and Massachusetts toshare ideas, seek support from colleagues,and learn about new methods and tech-niques from speakers.

Through the years a venue of topics has beenpresented to the NYC ALTA Group. Presentershave been scheduled to share with the grouptheir expertise and experiences on suchimportant domains as comprehensionresearch and strategies, composition, fluency,assessment, IDEA and Federal Law 504,Samuel Orton’s work (displayed at NYPresbyterian), adhering to the multisensorycomponent of our teaching, supporting anddealing with parents, and to display soft warethat is valuable to Academic LanguageTherapists such as Lexia, Inspiration andKidspiration, and WYNN. In our most recentmeeting, Delos R. Smith discussed his personalexperiences in language learning difficultiesas a child and adult, and his remediationteacher…Samuel T. Orton!

The NYC Wilma Gilbert Chapter values thetime spent in these meetings with friends andcolleagues as an opportunity to grow as pro-fessionals.

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W I L M A G I L B E R T

WILMA G

ILBERT Wilma Gilbert, Co-Chairman of

New York City ALTA GroupGenerous, gentle, gracious, intelligent, hum-ble, intellectual, kind and modest are a fewof the adjectives that come to mind when try-ing to describe our Wilma Gilbert. She wasthe heart and soul of our New York City ALTAgroup. She initiated the existence of our groupand with indefatigable energy planned meet-ings, found speakers, sent out notices, ranmeetings, took minutes and graciously hostedseveral meetings at her home.

Wilma had a long career as a school psy-chologist for BOCES in Westchester, NY. Shetested and worked with students and helpedteachers to understand the psychologicalnature of their students’ problems. Her finalyears at BOCES were as an administrator. Sheretired after thirty years on the job and cele-brated her retirement by taking her family ona cruise.

“Retired,” not really, not Wilma. She knewthere was much more she could contribute.An avid reader herself, she wanted to helpenable others to share her ardor. Her friendsand family knew Wilma to be a perennial stu-dent. She was in her seventies when sheenrolled in Teachers College, ColumbiaUniversity to learn to teach reading by devel-oping multi-sensory skills. She accomplishedher goals and went on to work with childrenand adults.

Sadly and suddenly Wilma passed away onSeptember 13, 2010 after months of illness.Wilma’s beloved nephews John and DavidGordon and her sister, Doris Gordon, theirmother will miss her. Even during her illnessWilma graciously allowed the ALTA group tomeet at her lovely apartment. We, her friendsand colleagues, already feel the loss andhave decided to name our ALTA chapter theWilma Gilbert chapter.

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2 0 1 1 E X AM DAT E S

2011 EXAM DATES

2011 EXAM DATESMarch 12, 2011Valley of Chicago Learning Center441 S. Ninth Ave, Bldg 5LaGrange, IL 60525708/439-4815Arrival- 12:30PMExam- 1:00PM

March 26, 2011JPW Learning Center403 Washington Dr.San Angelo, TX 76903325-655-2331Arrival- 8:30AMExam- 9:00AM

April 9, 2011LEAD11020 Audelia Rd, Ste. B114Dallas, TX 75243214-536-9046Arrival- 8:45AMExam- 9:00AM

May 14, 201132° Masonic Learning Centers for Children, Inc.Kapke Room- Humphrey Scottish Rite Bldg790 North Van Buren StreetMilwaukee, WI 53202-3881414-765-9189Arrival- 8:30AMExam- 9:00AM

June 4, 2011JPW Learning Center403 Washington Dr.San Angelo, TX 76903325-655-2331Arrival- 8:30AMExam- 9:00AM

June 11, 2011Neuhaus Education Center4433 BissonnetBellaire, TX 77401713-664-7676Arrival- 8:30AMExam- 9:00AM

June 11, 2011Southwest Multisensory Training Ctr600 S. Jupiter RdAllen, TX 75002972-359-6646Arrival- 8:30AMExam- 9:00AM

June 11, 2011Payne Education Center10404 Vineyard Blvd, Ste AOklahoma City, OK 405-755-4205Arrival- 8:30AMExam- 9:00AM

June 18, 2011Shelton School15720 Hillcrest RdDallas, TX 75248972-774-1772 x2223Arrival- 8:45AMExam- 9:00AM

June 25, 2011Scottish Rite Learning Center of Austin, Inc.12871 N. US Highway 183 Ste 105Austin, TX 512-472-1231Arrival- 8:30 AMExam- 9:00AM

July 1, 2011Scottish Rite Learning Center West Texas1101 70th StLubbock, TX 79412806/765-9150Arrival- 8:30AMExam- 9:00AM

August 20, 2011Children’s Dyslexia Center of Nashua200 Main StNashua, NH 03060978-844-6470Arrival- 9:30AMExam- 10:00AM

Contact the ALTA office for an exam application, casey@madcrouch.com, or call 972/233-9107 ext. 208.