About the Conference
The Academic Language Therapy Association (ALTA) is excited to announce its 36th Annual Conference 2023: Reach for the Sky: Changing the future one life at a time!
The ALTA annual conference provides members an opportunity to gain 12 CEs and explore topics related to the identification and remediation of language-based learning differences that impact reading and writing.
This year, join us in Houston to hear from an expert lineup of speakers that will address the latest research available to inform and elevate our practice in topics related to dyslexia, including dysgraphia, executive skills in comprehension, impacts of dyslexia in math, second language learners, and social/emotional aspects of dyslexia.
ALTA has grown to include 23 Chapters within 28 states. ALTA is honored to return our annual conference to our flagship state of Texas in 2023. Join us as we Reach for the Sky and explore the related impacts of dyslexia.
The ALTA National Conference will be two days of gifted speakers and sessions geared toward anyone interested in learning about the latest research and practice in teaching individuals to learn to read, while also helping our members earn their Continuing Education Credits (CEs). Other benefits include:
- Learning from an expert lineup of speakers who will address the latest research available to inform and elevate our practice in the topics of early identification, syntax, and effective instruction for struggling students
- Networking opportunities to build relationships with other attendees from across the country and sponsors that support our profession
- Fun and engaging social events, including a President’s Reception
Missy Schraeder, Ph.D.
Certified Speech-Language Pathologist, CALT-QI
Joyce Pickering, Hum.D.
Executive Director Emerita, Shelton School
Dr. Joyce S. Pickering is a 40-year Montessorian, speech and hearing pathologist, and learning disabilities specialist who has devoted her life to addressing the needs of students with learning differences. Currently, Joyce is Executive Director Emerita of Shelton School & Evaluation Center in Dallas, Texas, the world’s largest independent school for intelligent children with learning differences. Under Joyce’s tenure as executive director (1990 – 2010), Shelton saw significant growth and development, including an expansion of the application of the Montessori philosophy and practice and, in 2009, the launching of Shelton Montessori Teacher Education. Joyce also oversaw the creation of an outreach center that annually responds to more than 27,000 requests for information and resources and the development of a unique collaboration between Shelton, The University of Texas Southwestern Medical Center, and The University of Texas Dallas’s Center for Brain Health.
Anson Koshy, MD
Board-certified Developmental and Behavioral Pediatrician
Dr. Anson Koshy is a board-certified Developmental and Behavioral Pediatrician, Associate Professor of Pediatrics at Baylor College of Medicine, and Adjunct Associate Professor with the McGovern Center for Humanities and Ethics. Dr. Koshy completed his fellowship training in Developmental and Behavioral Pediatrics at The Children’s Hospital of Philadelphia before returning to his hometown of Houston, where he has been providing clinical care for children with special healthcare needs for the last 10 years. Dr. Koshy is a past president of the Houston Branch of the International Dyslexia Association (HBIDA) and launched HBIDA’s annual art contest for children and young adults with dyslexia and other learning differences, currently in its fourth year.
Alexandra Hudson, Ph.D.
Dr. Hudson is a licensed psychologist who attained her doctoral degree in child psychology at The University of Texas at Austin with a specialty in school psychology. She completed her pre-doctoral internship through the Virginia Beach Public Schools and her post-doc through Round Rock ISD. After seven years of working for public schools, Dr. Hudson opened a private practice in 2010 with particular expertise in the assessment and treatment of specific learning disabilities, ADHD, and anxiety. As part of her practice, she was also a contract psychologist for the Scottish Rite Dyslexia Center. She currently serves on and off as an Adjunct Professor at Texas State University, typically teaching Master’s level assessment courses.
Special Ed Instructor & CALT-QI
Mr. Stokes received a Bachelor of Arts from the University of Texas in Austin in 1988. He was certified to teach in the field of Special Education through the Region XIII Education Service Center of Austin in 1998. Mr. Stokes earned his master’s degree in Special Education in 2010. Mr. Stokes became a Certified Academic Language Therapist in 2004. He became a Qualified Instructor in 2013. Mr. Stokes has over twenty years of teaching experience in the Central Texas area. He currently serves as the Dean of Instruction at the Rawson Saunders School, where he has been on staff since 2005. He is also an active trainer at the Rawson Saunders Institute. Mr. Stokes published a book on experiential morphology instruction in 2012.
A nationally certified Academic Language Therapist and former public–school classroom/demonstration teacher, Ms. Zecher is a specialist in applying multisensory strategies to various content areas. Her graduate-level Multisensory Math courses have been used as methods courses at the university level, and she is a frequent speaker at national, international, and local conferences. She is well known for her work in the fields of mathematics, literacy strategies for older learners, and study skills. Her presentations and professional development for teachers incorporate general multisensory instructional strategies, Orton–Gillingham strategies, the principles of UDL, and recommendations from the NCTM, The What Works Clearinghouse, and the Common Core State Standards, as well as local state standards.
Kelly Cartwright, Ph.D.
Professor of Psychology
Kelly B. Cartwright, Ph.D., Professor of Psychology, Neuroscience, and Teacher Preparation at Christopher Newport University, directs the Reading, Executive function, And Development Lab (READ Lab) and is a Research Scholar for the Center for Education Research and Policy. Kelly studies the neurocognitive and affective factors that underlie reading processes and difficulties from preschool through adulthood. She regularly works with educators throughout the US to better understand and improve reading, and these experiences inform her research.
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