2025 Dyslexia Symposium | Saturday, November 8, 2025
Registration is now open!
Join us for a day of in-person learning, networking, and five hours of professional development.
Keynote | Dyslexia: What We Know and What We Can Do
Our keynote speaker is Kelli Sandman-Hurley, Ed.D., founder of the Dyslexia Training Institute, author, and national advocate for dyslexia education. (see details below)
Event Highlights:
- Keynote address, breakout sessions, and vendor tables
- Lunch and networking opportunities
- Free video recordings of select presentations post-event
This annual symposium, hosted by the VCU School of Education and the T/TAC, is funded by the Ruth Harris Professorship. The event is open to students, educators, advocates, and the general public and provides insights, research, and resources to support students with dyslexia.
Questions? Contact ruthharris@vcu.edu or request to join our event email list.
Event Registration Fees
- VCU students may attend at | no charge
- Students from another college or university who register with their college/university email address | $20
- Community members, parents, teachers, other professionals, etc. | $40
Attendee Benefits
- Enjoy our keynote speaker, peruse vendor tables and select from a choice of breakout sessions, see below
- FREE raffle ticket
- FREE PARKING to the first 100 guests who arrive
- A boxed lunch
- Five (5) professional development hours
- A post-event survey and a link to video recordings of select sessions (there is no live, virtual option this year)
Keynote Speaker, Breakout Sessions and Presenters
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Kelli Sandman-Hurley, Ed.D. is the author and founder of the Dyslexia Training Institute. She is a national speaker, advocate and expert witness for students and their families. Dr. Sandman-Hurley has studied Structured Word Inquiry (SWI), the Orton-Gillingham (OG) approach, Lindamood-Bell, RAVE-O and Read Naturally. She co-created and produced “Dyslexia for a Day: A Simulation of Dyslexia,” as well as writing the well-received books, Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System, Dyslexia & Spelling: Making Sense of it All and The Adult Side of Dyslexia.
Dr. Sandman-Hurley earned a Doctorate in Literacy with a specialization in dyslexia from San Diego State University and the University of San Diego. Her love of language led her to earn an additional MA degree in Linguistics from San Diego State University as well as a TESOL certificate from UC San Diego.
When she is not working, you can find Dr. Sandman-Hurley spending time with her son, husband, and beloved rescue dog – usually at a baseball game of some sort. If she’s not with them, you can find her on the tennis courts or boarding a plane somewhere.
- The Overlooked Link: Dyslexia and Mental Health - Presented by Robin Norris (S1)
- This session explores the intersection of dyslexia and mental health, highlighting how literacy challenges impact emotional well-being, behavior, and self-esteem. Participants will gain practical ideas to identify signs of dyslexia, support students effectively, and foster resilience in educational settings through empathy, understanding, and community strategies.
- This session explores the intersection of dyslexia and mental health, highlighting how literacy challenges impact emotional well-being, behavior, and self-esteem. Participants will gain practical ideas to identify signs of dyslexia, support students effectively, and foster resilience in educational settings through empathy, understanding, and community strategies.
- Using Inclusive and Assistive Technology to Support Reading and Writing - Presented by Amber Butler and Sharon Jones (S1)
- Participants will discover new ways to consider the needs of all students when selecting and using inclusive and assistive technology to support reading and writing for elementary-aged students with dyslexia. Participants will have the opportunity to create and take home some low-tech supports for use in their classrooms.
- Participants will discover new ways to consider the needs of all students when selecting and using inclusive and assistive technology to support reading and writing for elementary-aged students with dyslexia. Participants will have the opportunity to create and take home some low-tech supports for use in their classrooms.
- Implementing Structured Literacy Practices in Grades 6-12 - Presented by Mary Murray Stowe (S1)
- Despite advances in early literacy interventions, secondary educators often lack tools to support older students with dyslexia or persistent reading challenges. Grounded in the science of reading and NCIL’s evidence-based framework, this session demonstrates how structured literacy practices can be effectively adapted for grades 6–12 (NCIL, n.d.). Participants will walk away with research-supported strategies, routines for older learners, and clear pathways to integrate structured literacy into discipline-specific instruction.
- Despite advances in early literacy interventions, secondary educators often lack tools to support older students with dyslexia or persistent reading challenges. Grounded in the science of reading and NCIL’s evidence-based framework, this session demonstrates how structured literacy practices can be effectively adapted for grades 6–12 (NCIL, n.d.). Participants will walk away with research-supported strategies, routines for older learners, and clear pathways to integrate structured literacy into discipline-specific instruction.
- Preventing and Reducing Unwanted Problem Behaviors in the Classroom - Presented by Kevin Sutherland (S1)
- This workshop will teach participants strategies comprising BEST in CLASS, a tier 2 intervention targeting students with unwanted behavior. Participants will learn to use evidence-based practices in classroom settings to prevent and ameliorate students' unwanted problem behaviors, promote positive teacher-student interactions, and increase student engagement and learning.
- This workshop will teach participants strategies comprising BEST in CLASS, a tier 2 intervention targeting students with unwanted behavior. Participants will learn to use evidence-based practices in classroom settings to prevent and ameliorate students' unwanted problem behaviors, promote positive teacher-student interactions, and increase student engagement and learning.
- Turning Data into Action: Using Virginia Language & Literacy Screening System (VALLSS) to Identify and Support Students at Risk for Reading Difficulties - Presented by Laurie Gingrich and Rebecca McCray (S2)
- Participants will explore the components of VALLSS, gain a deeper understanding of what the data reveals about students’ reading abilities, and learn how to use that information to identify students at risk for reading difficulties. The session will emphasize using data to inform targeted instruction and early intervention strategies.
- Participants will explore the components of VALLSS, gain a deeper understanding of what the data reveals about students’ reading abilities, and learn how to use that information to identify students at risk for reading difficulties. The session will emphasize using data to inform targeted instruction and early intervention strategies.
- The Science of Advocacy- Presented by Kelli Sandman-Hurley (S2)
- We all understand why advocating for students with disabilities is essential, but do we truly understand how to do it effectively? This presentation bridges the gap between intention and action, delving into the science behind successful special education advocacy, particularly within the often-tense landscape of IEP meetings.
- We all understand why advocating for students with disabilities is essential, but do we truly understand how to do it effectively? This presentation bridges the gap between intention and action, delving into the science behind successful special education advocacy, particularly within the often-tense landscape of IEP meetings.
- From the Blank Page to Brave Writing: Self-Regulated Strategy Development (SRSD) for All Writers - Presented by Jennifer Askue-Collins (S2)
- Students with dyslexia and learning disabilities face unique challenges in writing, from organizing ideas to managing spelling and attention. This interactive session showcases how Self-Regulated Strategy Development (SRSD), paired with assistive technology, can support executive function, self-regulation, and writing success for diverse learners in inclusive classrooms.
- Students with dyslexia and learning disabilities face unique challenges in writing, from organizing ideas to managing spelling and attention. This interactive session showcases how Self-Regulated Strategy Development (SRSD), paired with assistive technology, can support executive function, self-regulation, and writing success for diverse learners in inclusive classrooms.
- Who-did-what-to-whom-when: Developing Syntactic Awareness in Students - Presented by Diane Gillam (S2)
- Syntax is the foundational skill for comprehension that often gets the short shrift in the literacy lineup. This session will share the benefits of explicit instruction needed for students to acquire syntactic awareness with a focus on the function of words, phrases, and clauses in writing and reading.
- Syntax is the foundational skill for comprehension that often gets the short shrift in the literacy lineup. This session will share the benefits of explicit instruction needed for students to acquire syntactic awareness with a focus on the function of words, phrases, and clauses in writing and reading.
- Successful Transition Planning and the IEP - Presented by Amanda Raymond (S3)
- This workshop will encourage active participation in developing a meaningful and useful transition plan to help students prepare for life as an adult when they finish school. A transition plan is a required part of the IEP for Virginia students aged 14 and older. Attendees will learn what needs to be in the transition plan and what the Individuals with Disabilities Education Act (IDEA) says about transition services.
- This workshop will encourage active participation in developing a meaningful and useful transition plan to help students prepare for life as an adult when they finish school. A transition plan is a required part of the IEP for Virginia students aged 14 and older. Attendees will learn what needs to be in the transition plan and what the Individuals with Disabilities Education Act (IDEA) says about transition services.
- Considerations Regarding the Current Definition of Dyslexia - Presented by Mary Murray Stowe (S3)
- The current definition of dyslexia was adopted by the International Dyslexia Association (IDA) in 2002 and exists within the Virginia Administrative Code. This presentation will explore the key themes emerging from current research that reveals consensus and points of divergence among experts in the field. Attendees will gain insight into the evolving understanding of dyslexia’s characteristics, causes, and implications for identification and intervention. We will explore the path taken by IDA to align current understandings around dyslexia and appropriate educational practices.
- The current definition of dyslexia was adopted by the International Dyslexia Association (IDA) in 2002 and exists within the Virginia Administrative Code. This presentation will explore the key themes emerging from current research that reveals consensus and points of divergence among experts in the field. Attendees will gain insight into the evolving understanding of dyslexia’s characteristics, causes, and implications for identification and intervention. We will explore the path taken by IDA to align current understandings around dyslexia and appropriate educational practices.
- Leveraging Morphology to Support Students in the Primary Grades - Presented by Angelica (Ang) Blanchette and Maria Hamilton (S3)
- Morphology’s big kid stuff, right? Actually, morphological awareness instruction helps remove barriers for students with dyslexia. Capitalizing on the meaningful parts of words provides students struggling with sound-symbol relationships alternative strategies to unlock literacy success. We use children’s books to develop morphological awareness in K-2 students and share engaging activities for instruction.
- Morphology’s big kid stuff, right? Actually, morphological awareness instruction helps remove barriers for students with dyslexia. Capitalizing on the meaningful parts of words provides students struggling with sound-symbol relationships alternative strategies to unlock literacy success. We use children’s books to develop morphological awareness in K-2 students and share engaging activities for instruction.
- Structured Literacy for Students with Dyslexia & Other Language Disabilities K-5 - Presented by Diane Lewis (S3)
- Structured Literacy is an approach to reading and writing instruction grounded in the science of reading that is an explicit, systematic way of teaching all of the foundational literacy skills including phonemic awareness, phonics, fluency, vocabulary, comprehension, and written expression. This session will focus on explicit phonics instruction and how a structured literacy approach looks different for students with varying degrees of dyslexia and other more complex language difficulties.
Stay informed!
Check back here or check the VCU School of Education's social media accounts where we will continue to post details regarding this year's symposium and other events. To receive email updates about the symposium and all of our professional development events, join our mailing list by contacting us at ruthharris@vcu.edu.
Highlights and videos from previous
Dyslexia Symposium events
2023 Highlights
Resha Conroy's Keynote Address
Jamey Peavler: The Power of Practice
Janel Bowman: Dive into Decoding
