How many times have you uttered the words multisensory structured-language reading instruction? If you are a long-time member of IDA or a seasoned reading and learning-disabilities practitioner, that mantra, or a version thereof, has rolled off your tongue countless times. If you had a dollar for every time you spoke or wrote those words, you would be rich. In fact, those words and the principles and practices they represent are so ingrained in the IDA community, they have earned an acronym—MSL reading instruction.

Meanwhile, you probably cheered over the years as scientific evidence mounted in support of reading instruction that explicitly addresses oral and written language components in an integrated, systematic, and cumulative manner. Very likely, phrases like evidence-based instruction also have become part of your lexicon, along with nearly everyone else’s in this era of No Child Left Behind.

Most members of IDA’s rank and file probably espouse both mulitisensory structured-language instruction and evidence-based education, particularly for students with dyslexia. Steeped in venerable MSL traditions, IDA and its members played a role in advancing reading research and in linking it to educational policy. As you probably know, however, there is no substantial body of scientific research supporting the efficacy of the multisensory component in structured-language reading instruction.

If that wasn't enough, Ms. Cowen goes on to ask the question quite bluntly: "Can [IDA] raise the banner of evidence-based education in a campaign to promote structured-language reading instruction, yet overlook the inconvenient truth that our multisensory tenet lacks scientific evidence?"

To it's credit, IDA is putting up funds to promote research about the efficacy of multisensory structured-language reading instruction. It's a great opportunity for folks to propose applied studies of multisensory structured-language reading instruction. People may differ with Ms. Cowen's assessment of the extent of the research base for multisensory structured-language reading instruction; some may consider it strong, in fact (see Kristen & Goeke, 2006, for example). Regardless of the relative strength of the evidence, there is surely room for additional studies, especially those that refine the knowledge base.

For more information, please peruse these IDA Web pages:

• IDA’s Multisensory Research Grant Program: A Bold and Challenging Initiative and
• IDA Research Grant Guidelines (note that as of 20110202 the link to the specific guidelines on that page pointed to a document for 2010, not 2011; I presume it will be updated soon).

For those who are looking for a starting place, here's a review of one multi-sensory structured-language reading intruction program that will provide direction about current research and possible research directions:

Kristen D. R., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham-Based Reading Instruction: A Review of the Literature. The Journal of Special Education, 40, 171-183.

Upon completion of the project, the grantee will receive $3,000 in compensation. Digital media and special education majors are encouraged to apply. Proposals are due March 26. Direct questions to Patricia Oholeguy at 202.536.3476 or poholeguy [at] rif [dot] org. Learn more about RIF. Download a copy of the RFP.

Session Proposals Invited-Deadline extended to September 15

Colleagues and Friends:

The Behavioral Institute for Children and Adolescents and co-sponsors, the Council for Children with Behavioral Disorders (CCBD) and the National Association of School Psychologists (NASP), are pleased to present the biennial International Child and Adolescent Conference XIV on November 6-8, 2008 at the Hilton Minneapolis/St. Paul Airport-Mall of America Hotel. The conference theme is zxcvDecoding RTI-PBS-EBD to Improve Learning and Social Outcomes for Students.

This event will feature keynote addresses, in-depth workshops and topical strands. The conference is a transdisciplinary forum for individuals from education, mental health, juvenile justice and related fields to share information on effective interventions and programs for challenging children and youth.

Proposal deadline has been extended to September 15, 2008.

We are seeking proposals for a wide variety of presentations surrounding this theme from practitioners, administrators, researchers, trainers, advocates, parents, students and others who work in or with education, mental health, juvenile justice or related fields. You are invited to submit a proposal and participate in the program. Topical strands include: .Assessment/RTI * Autism Spectrum. Behavioral/Clinical Interventions * Coaching/mentoring/professional training * Community/Interagency Services * Curriculum and Instruction - Academic * Curriculum and Instruction - Social Development * Diversity and Culture * Families * Gender-specific Interventions * Hospital/Residential Services * Inclusion Services in General Education * Juvenile Justice/Secure Settings * Law/Policy/Research * Mental Health. Positive Behavior Interventions and Supports (PBIS) * Transition

• All proposals must be submitted on line at our website, www.behavioralinstitute.org
• Click the conference logo on the home page and complete the requested information. Please note:
• All presenters and co-presenters must register for the conference. BICA is unable to offer either an honorarium or a waiver of registration fees to program presenters. Presenters will be eligible for discounted registration rates. Your proposal is an acknowledgement of this requirement.
• Acceptance of a proposal does not imply approval or support by BICA, its employees or Board of Directors or co-sponsoring organizations.

See the website for additional information about registration, lodging, program and exhibiting opportunities.

Link to the IASE Web site.