Organized by HILL for Literacy, we will explore a number of important topics around a central topic: literacy is a public health imperative.

Dyslexia is the most common learning disability affecting children, but what does the research actually tell us about how to identify and support students with dyslexia in practice? In this episode, Phil Capin will moderate a discussion with leading scholars Nadine Gaab (Harvard Graduate School of Education) and Tim Odegard (Middle Tennessee State University), exploring how the science of reading can inform effective supports for students with dyslexia across grades and contexts.

Register Here: https://calendar.gse.harvard.edu/en/36YmkP6/g/B9wfbV2eNN/ep-2-supporting-students-with-dyslexia-5a5YUc2KTj3/overview

A Conversation with Dr. Nadine Gaab, Professor at the Harvard Graduate School of Education

This is an essential session for special education teachers, administrators, school psychologists, and related service providers seeking to deepen their understanding of the science of reading and ensure that intervention starts the moment a need is identified.

Register Here!

Dr. Gaab presented at UMass Amherst Cognition and Neuroscience program’s colloquium series on December 3rd.

Join Dr. Gaab’s seminar at The American Speech-Language-Hearing Association (ASHA) 2025 Annual Conference in Washington, DC on November 20th at 10:30am!

34th Annual Japan Academy of Learning Disabilities Conference in Tokyo, Japan

Dr. Gaab visited Hiroshima University and presented a graduate seminar and lecture as part of the International Lecture Series in the Department of Education.

“On July 1, 2025, in the second session in CGLR’s Technology-Enhanced Teaching and Learning Institute, panelists explored the evolution of “assistive technology” that has longed been used to enhance and enable instruction for children who learn differently due to neurodivergence and other conditions affecting knowledge acquisition. Education technology (EdTech) for students with learning differences has come a very long way, and schools across the United States saw an influx of EdTech in the wake of the pandemic aimed at accelerating equitable learning recovery.”

Learning to read is a significant milestone in a child's life, linked not just to academic success, but also to future opportunities and overall well-being. This talk is designed to help parents understand the stages of reading development that children typically go through, from recognizing letters to understanding complex text. We'll explore how different parts of the brain work together to make reading possible, and delve into how the environment at home and in a child's community can greatly support a child's literacy journey. We will further discuss what reading disabilities are, how we can spot early signs, and why early identification is so important. Finally, we will talk about how we can work together as parents, teachers, and community members to create a supportive environment that nurtures a love for reading. Through collaboration and shared resources, we can help make reading an enjoyable and fulfilling experience for every child.

Join us at the Manitoba Museum (Auditorium) for an insightful event with an online synchronous session with Dr. Nadine Gaab. Learn about dyslexia, screening methods, and how language-literacy skills play a crucial role. This blended (online and in-person) event is a fantastic opportunity to expand your knowledge and engage with experts in the field. Don't miss out on this informative session!

This talk will focus on learning differences in reading acquisition within a learning disability framework. It will present results from our longitudinal behavioral and neuroimaging studies that characterize differences in learning to read as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adulthood. Results are discussed within an early multifactorial framework of learning differences, emphasizing screening in educational and community settings, early identification, preventative strategies, and a research-to-practice tool development pipeline. Finally, using a global lens, the implications of these findings for contemporary challenges in educational and clinical practice and policy are discussed.

The New England Research on Dyslexia (NERDY) Society is an interdisciplinary community of researchers, educators, clinicians, and policy experts, whose work aims to elucidate the biological, psychological, and social underpinnings of developmental dyslexia and related disorders with the objective of improving prevention, early detection, diagnosis, treatment and social support associated with this learning disability.

Learning trajectories are shaped by the dynamic interplay between nature and nurture, starting in utero and continuing throughout the lifespan. Learning differences/disabilities are often not identified until childhood or adolescence, but diverging trajectories of brain development may be present as early as prenatally. Furthermore, children's experiences and their interactions with their environment have long-lasting influences on cognitive and brain development and future academic outcomes. This talk will focus on learning differences in reading acquisition within a learning disability framework. It will present results from our longitudinal behavioral and neuroimaging studies that characterize differences in learning to read as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adulthood. Results are discussed within an early multifactorial framework of learning differences, emphasizing screening in educational and community settings, early identification, and preventative strategies. Finally, using a global lens, the implications of these findings for contemporary challenges in educational and clinical practice and policy are discussed.

Join us to discuss reading development, reading disabilities, and early intervention!

This topic is especially relevant and insightful as Somerville Public Schools is currently in the process of selecting a reading curriculum for our students. Additionally, roughly 50% or more of SPS students are struggling to meet expectations in english language arts per 2024 MCAS data. Nadine is an associate professor of Education at the Harvard Graduate School of Education. Her work focuses on typical/atypical learningtrajectories from infancy to adolescence with an emphasis onlanguage/reading development within a learning disabilities framework. Nadine is well recognized for her work by: International Society of Mind,Brain, and Education; World Literacy Foundation; Learning DisabilitiesAssociation America & International Dyslexia Association.

REGISTER & join us on zoom here: https://tinyurl.com/SSEPACNadineGaab

TRANSLATION AVALIABLE!

I am looking forward to this in-person lunchtime seminar in South Carolina  Camperdown Academy next week on 2/7! Please join us! Registration link is here: https://form.jotform.com/250053480459153
#dyslexia #literacy #reading #screening

International #CognitiveDevelopment Seminar Series continues in February with Dr Nadine Gaab (Harvard University) discussing "The Typical and Atypical Reading Brain." Don’t miss it—join us on 4th February!

Sign up: lnkd.in/eVERArbw

Details about the series: lnkd.in/ebQz_fXd

Learning trajectories are shaped by the dynamic interplay between nature and nurture, starting in utero and continuing throughout the lifespan. Learning differences/disabilities are often not identified until childhood or adolescence, but diverging trajectories of brain development may be present as early as prenatally. Furthermore, children’s experiences and their interactions with their environment have long-lasting influences on cognitive and brain development and future academic outcomes. This talk will focus on learning differences in reading acquisition within a learning disability framework. It will present results from our longitudinal behavioral and neuroimaging studies that characterize differences in learning to read as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adulthood. Results are discussed within an early multifactorial framework of learning differences, emphasizing screening in educational and community settings, early identification, and preventative strategies. Finally, using a global lens, the implications of these findings for contemporary challenges in educational and clinical practice and policy are discussed.

Join us for a meaningful day of learning and collaboration at the Region 4 Dyslexia Conference. This annual event is designed for educators, specialists, and professionals who are passionate about supporting students with dyslexia.

Together, we’ll explore the latest insights in dyslexia research, intervention strategies, assessment techniques, legal considerations, and accommodations. This conference is more than just sessions—it's a chance to connect with like-minded professionals, share experiences, and grow in our collective mission to empower every student. Whether you’re a teacher, reading specialist, interventionist, or instructional coach, you’ll find sessions tailored to your role, equipping you with practical tools and knowledge to make a real difference

We invite you to be part of this supportive community dedicated to advancing dyslexia education. Together, we can continue making a lasting impact in the lives of learners. We hope to see you at the Region 4 Dyslexia Conference!

Reading Instruction based on Science and Evidence (RISE): A Speaker Series designed to help educators and others understand and implement the Ontario Right-to-Read recommendations.

Nadine Gaab is an associate professor of Education at the Harvard Graduate School of Education. Her work focuses on typical/atypical learning trajectories from infancy to adolescence with an emphasis on language/reading development within a learning disabilities framework. Her work is at the intersection of neuroscience, psychology, learning sciences, EdTech, and policy. She is the 2024 awardee of the Translation Award from the International Society of Mind, Brain, and Education and the 2023 recipient of the Academic Research Recognition Award from the World Literacy Foundation. Furthermore, she received the Learning Disabilities Association America Award in 2019 and has received the Norman Geschwind Memorial Lecture in 2020, and the Alice Garside Award in 2017 from the International Dyslexia Association. Furthermore, she is the founder of EarlyBird Education, an edtech platform for the early identification of children at risk for language-based learning disabilities with an integrated professional development platform for teachers.

To register: https://westernuniversity.zoom.us/meeting/register/tJYqdO-orDIoHNZxCysVOhymtmwQwrvReErA#/registration

Outreach at The Odyssey School presents a free community education event featuring international dyslexia expert, Nadine Gaab, Ph.D. 

Featuring Dr. Nadine Gaab! Join us as Dr. Gaab addresses screening for literacy milestones and reading disabilities, including developmental dyslexia in early elementary grades. She will provide the WHY behind the screening movement, focusing on the neurobiology of reading development and reading disabilities. It will further introduce the ‘Dyslexia Paradox,’ outline the important constructs to screen for with a developmental lens, and discuss practical steps for implementing a screening protocol in various educational or clinical settings. The session will conclude with an overview of different screening instruments and criteria for picking the most appropriate screener for various contexts, as well as a discussion about the educational and clinical implications of screening young children for learning disabilities.

Robert J. Schwartz Memorial Lecture - The Windward School

Please join us for the 2024 Robert J. Schwartz Memorial Lecture
Thursday, April 4 at 6:30 p.m.

Nadine Gaab, PhD, will present “Moving from a Reactive to a Proactive Model in Education: How a Neurobiological Framework of Reading Development Can Inform Educational Practice and Policy”

Event Page

BrainMap: From the MR scanner to the Classroom: How a Translational Neurobiological Framework of Early Language and Reading Development Can Inform Educational Practice and Policy

March 20 @ 12:00 pm - 1:00 pm

Speaker

Prof. Nadine Gaab, PhD – Harvard University

Zoom Link: https://zoom.us/j/153319823

Or iPhone one-tap :
US: +13126266799,,153319823# or +16468769923,,153319823#
Or Telephone:
Dial(for higher quality, dial a number based on your current location):
US: +1 312 626 6799 or +1 646 876 9923 or +1 301 715 8592 or +1 346 248 7799 or +1 408 638 0968 or +1 669 900 6833 or +1 253 215 8782
Webinar ID: 153 319 823
International numbers available: https://zoom.us/u/adBWphwtx6

Spotlight on Structured Literacy #3: Screening for Dyslexia and Other Reading Disabilities: The WHY, WHEN, WHOM and HOW - IDA Georgia (dyslexiaida.org)

Learn more:

Developmental Dyslexia and Other Reading Disabilities: How a Neurobiological Framework of Early Language and Reading Development can Inform Educational and Clinical Practice/Policy - Child Mind Institute