Maryland School 
 Psychologists' Association

2017 Summer Institute

  • 20 Jun 2017
  • 7:15 AM
  • 22 Jun 2017
  • 12:30 PM
  • Atlantic Sands Hotel & Conference Center, Oceanfront at 101 N. Boardwalk, Rehoboth Beach, Delaware
  • 10


  • 1 table for each day of the Summer Institute; Meals provided for 1 person per vendor registration

Registration is closed

2017 Summer Institute


Tuesday, Wednesday, & Thursday

June 20, 21, & 22, 2017

REGISTER TODAY!  The Late Fee is applied beginning June 1st and registration closes on June 9th. 

Language-Based Literacy Challenges: Assessment and Intervention


Kathleen T. Williams, PhD, NCSP

Reading teacher; speech pathologist; school psychologist; nationally recognized expert and speaker on reading, oral language, and vocabulary development; Vice President of the Office of Academic Initiatives and Test Development for the College Board; Author or coauthor of several reading and language-based measures, including the Phonological and Print Awareness Scale, and the OWLS Reading Comprehension Scale. 


Day 1:Understand the Oral Language Connection to Reading and Writing: Preschool through High School

Description:  Success with reading and writing instruction is dependent on strong receptive and expressive oral language skills. This dependency will be explored at seven levels of language organization from phonology (below word level) to discourse (organization of connected sentences). Collaboration for intervention with classroom teachers will be discussed for preschool through high school students. The presenter will demonstrate several research-based techniques designed to help students improve their comprehension and expression of textual material.

Learning Objectives:

  1. Describe how sharing research on the interdependency of oral language and literacy skills with instructional team members fits into a comprehensive role as outlined by the NASP Practice Model.      
  2. Explain how the organization of oral language relates to the challenges of learning to read and write.
  3. Demonstrate several age-appropriate strategies for building receptive and expressive oral and written language skills to elementary and secondary classroom teachers.    


Day 2: Differentiate the Source of Reading Disabilities to Implement Effective Interventions

Description:  Using case studies and relevant research, participants will learn how to differentiate individuals with dyslexia, those with a specific phonological processing deficit, from students with more wide-ranging reading difficulties. Content will focus on research-based instructional strategies and methods for monitoring progress for individuals at all age levels, including young students having difficulty learning to read and older students who struggle to use reading to learn.

Learning Objectives:

  1. Describe how sharing current research on reading disabilities and, specifically on dyslexia, with instructional teams fits into a comprehensive role as outlined by the NASP Practice Model.
  2. Explain to instructional teams how brain imaging allows researchers to observe the brain as one reads fluently or has difficulty reading.
  3. Explain to instructional team members the phonologic model, how it identifies the weakness specific to students with dyslexia, and how it differentiates these students from those with broader reading disabilities.
  4. Implement instructional strategies for a phonologic deficit in students learning to read and those struggling to use reading to learn.

Day 3: Implement Research-Based, Age-Appropriate Word Decoding Strategies

Description: Using individual and small group activities, participants will learn research-based strategies for developing word decoding skills in students 5 to 21 employing both phonological and morphological approaches. Research with young children has concluded that phonological awareness helps early literacy growth. However, research with older students has revealed that by age 10, knowledge of the structure of words (morphological awareness) better predicts decoding ability. Strategies targeting morphological skills are especially effective with LD students.

Learning Objectives:

  1. Describe how sharing research with instructional team members on effective word decoding strategies fits into a comprehensive role as outlined by the NASP Practice Model.
  2. Implement code-focused word decoding strategies for primary students who are struggling to learn to read.
  3. Implement word decoding strategies based on morphology for older struggling readers.
  4. Explain to instructional team members the research basis for needing to teach code-focused strategies to younger students and morphological strategies to older students.

Download Brochure here! REVISED AGENDA Summer Institute 2017.pdf


Kathleen T. Williams, PhD, NCSP has a BS in Audiology and Speech Sciences from Purdue University, an MEd in Elementary Education-Reading from Valparaiso University, an MA in Educational Psychology, and a PhD in School Psychology from Ball State University. A Nationally Certified School Psychologist (retired), she holds an Indiana Life License as an elementary education teacher. Dr. Williams worked from 1968 to 1989 as a classroom and remedial reading teacher and over the next twenty years was employed as preschool and K-12 speech pathologist, and K-12 school psychologist. She has taught at the graduate and undergraduate levels. From 1989 to 2009, she was engaged in the development and publishing of assessment and curriculum materials. Most recently, she was Vice President for the Office of Academic Initiatives and Test Development for The College Board. Prior to that, she served as Vice President of Product Development for AGS Publishing (now part of Pearson Assessments). Dr. Williams provides continuing education workshops in reading, oral language, and vocabulary development.  She is the author of the Phonological and Print Awareness Scale and its companion intervention guide, Building Early Literacy Skills. She is also the author of the Reading Fluency Indicator, the Group Math Assessment and Diagnostic Evaluation, the Math-Level Indicator, the Group Reading Assessment and Diagnostic Evaluation, the Reading-Level Indicator, and the Expressive Vocabulary Test (first and second editions). She is the co-author of the OWLS Reading Comprehension Scale with Dr. Elizabeth Carrow-Woolfolk.



Atlantic Sands Hotel & Conference Center

Oceanfront at 101 N. Boardwalk

Rehoboth Beach, Delaware 


New Pool, New Deck 


Program Agenda-Days 1 &2

7:15 -   8:00   Continental Breakfast

8:00 -  10:15  Workshop Session

10:15 - 10:45  Break and Refreshments

10:45 - 1:00  Workshop Session


Program Agenda-Day 3

7:15 -   8:00   Continental Breakfast

8:00 -  10:00  Workshop Session

10:00 - 10:30  Break and Refreshments

10:30 - 11:30  Workshop Session 




The Maryland School Psychologists’ Association will provide three days of training for school psychologists interested in continuing professional development. Sessions are planned each morning from 8:00 a.m. to 12:30 p.m. The Registration fee includes three days of skill development, buffet breakfasts, and refreshments during breaks. The special conference rate at the Atlantic Sands Hotel (800-422-0600 or 302-227-2511) is no longer available.  You must stay at the Atlantic Sands in order to get free parking (1 space per room). If you do not stay at the conference hotel, be sure to arrive early each day in order to find parking in time for the start of the presentation.  Parking is not available at the hotel for conference attendees not staying at the hotel.

A total of 12 hours of Continuing Professional Development/ Continuing Education (CPD/CE) are available. Documentation of attendance will be provided to certified school psychologists and licensed psychologists who complete the entire workshop each day. There will be 4.5 hours of CPD/CE credit provided on days 1 & 2 and 3 hours of CPD/CE credit will be provided on day 3. Partial credit cannot be awarded. In order to receive CPD/CE credit, attendees must arrive no later than 15 minutes after the start, and may not leave prior to 15 minutes before the end of the program. The National Association of School Psychologists (NASP), and hence the Maryland Board of Examiners of Psychologists, recognize MSPA as an approved provider of CPD/CE for psychologists (NASP APS #1002). MSPA maintains responsibility for the program. Registration must be postmarked by May 31, 2017 ($25 late fee applied beginning June 1; Deadline June 9), but registration is limited and will be accepted on a first come, first served basis based on the postmark of the envelope. If you want confirmation of your registration, please include a stamped, self-addressed postcard or email Amy Jagoda at Your attendance certificate acts as your receipt (monetary receipts are available at the conference upon request).    The MSPA Program Committee recognizes the commitment of time and resources to attend professional conferences.  Due to the sensitive nature of the topics discussed, as well as the professional setting of our activities, we cannot accommodate children at our conferences. We will make efforts at each conference to accommodate the privacy needs of nursing mothers. Thank you for understanding. Persons with questions or special needs should contact: Amy Jagoda at (410) 386-1818 or








Vision: All students will thrive in school, at home, and throughout their lives.

Mission: MSPA promotes and advocates for best practices in school psychology to improve learning, behavior, and mental health for all students, families, and schools.

Direct website related questions to Direct other questions to the appropriate board member at Executive Board or Officers.

Powered by Wild Apricot Membership Software