2021 ITA Conference

Biliteracy: Learning to Read in Different Languages

Did you know English has the highest incidence of dyslexia in the world? Also, children who learn to read in a transparent (phonetic) writing system master in one year what takes English-speaking children three years to accomplish.

For an overview of the one-day virtual ITA conference on learning to read in different languages, download/view the conference schedule on the right sidebar.

Galletly Photo 2

Keynote Speaker: Dr. Susan Galletly
Central Queensland University, Australia

Dr. Susan Galletly, is a teacher, speech pathologist, lecturer and researcher with over 30 years hands-on experience working with children experiencing learning difficulties, and a passion for supporting teachers and parents in accelerating children’s literacy progress.

Susan loves sharing her knowledge on how to optimize children’s literacy learning, and is a popular speaker at conferences and seminars in Australia and internationally.

You can access her extensive curriculum vitae on the sidebar.

Dr. Galletly’s Keynote Speech


Breakout Session 1

Paired Spanish-English Literature Program: Chicago 8th Grade

Edith Galvez: Reading Teacher
Little Villages Academy-Chicago Public Schools


Edith presented her experience developing novel-based instruction for her 7th and 8th grade students, 99% of whom are Latino, and 80-90% English Language Learners.

In classes of 30-33 students each hour, Edith paired English novels such as Monster and The Giver with Spanish translations using Google translate and her own Spanish background, with adaptations of texts to her students’ instructional reading levels.

Click the following image to open Breakout Session 1 presentation


Breakout Session 2

Using National Reading Panel Research to Teach Reading in Ojibwe K-1

Persia Erdrich and Brooke Simon: Teachers
Waadookodaading Ojibwe Language Immersion School
Hayward, Wisconsin



Persia and Brooke demonstrated how they use the findings of the National Reading Panel on phonological awareness to teach Ojibwe language and reading to their kindergarten and first grade children. Their children, who come to Waadookodaading as English speakers, are immersed from the first day in the school’s effort to revitalize their endangered language through listening, speaking, and reading Ojibwe.

Although Ojibwe has been transcribed as a transparent (phonetic) writing system, many of the children need direct teaching of phonological awareness for Ojibwe sounds, letters, and words. Persia and Brooke adapted the recommendations of the National Reading Panel (2000) to the teaching of Ojibwe.

Click the following image to open Breakout Session 2 presentation


Breakout Session 3

Using ITA to Teach English Literacy in Puerto Rico

Angie Muniz: Project Director
Stephanie Gomez and Kyara Morales: Lead Teachers
ITA Program, Puerto Rico




Project Director, Angie Muniz, and her lead teachers, Stephanie Gomez and Kyara Morales, explain how they use ITA “secret code” to help second and third graders in Puerto Rico learn to pronounce and write English words, sentences, and stories.

The reading program uses traditional orthography books available free for download at www.texproject.org.

Click the following image to open Breakout Session 2 presentation