2026 NHSLHA Spring Conference

Literacy Across the Lifespan

Friday, April 10, 2026, 8:00 am – 4:00 pm

Puritan Conference and Event Center

245 Hooksett Rd, Manchester, NH 03104

Course Description

Morning Schedule (All Attendees):

Keynote Presentation: Literacy Across the Lifespan

Presenter: Laura Gonnerman, Ph.D.

Afternoon Schedule (Choose One):

-Track 1: Dyslexia in School-Age Students: From Assessment to Action

Presenter: Brenda Peters, MA, MEd, SAIF

-Track 2: Comprehensive Literacy Instruction and Progress Monitoring for Students with High Support Needs

Presenters: Amy Bereiter, MS, CCC-SLP, ATP, BCS-CL and Jess Bowen-Taylor, MS, CCC-SLP, ATP

-Track 3: Understanding and Treating Acquired Dyslexias in Adults

Presenter: Elizabeth Hoover, Ph.D., CCC-SLP

Schedule of Events

7:30-8:00 a.m. Registration

8:00-9:30 a.m. Welcome/Opening Remarks & Keynote Presentation

9:30-9:45 a.m. Morning Break/Visit with Vendors

9:45-11:15 a.m. Keynote Presentation (continued)

11:15-11:30 a.m. NHSLHA Business Meeting for all in attendance

11:30-12:30 p.m. Lunch provided/Visit with Vendors

12:30-2:00 p.m. Afternoon Presentations, (choose one of three tracks)

2:00-2:15 p.m. Afternoon Break/Visit with Vendors

2:15-3:45 p.m. Afternoon Presentations (continued)

3:45-4:00 p.m. Questions/Closing Remarks/Certificates

4:00-5:00 p.m. Optional Happy Hour

Morning Keynote Presentation:

Literacy Across the Lifespan presented by Laura Gonnerman, Ph.D.

This presentation will review recent research on literacy development and skilled reading from preschool through adulthood, with particular emphasis on the role of morphological awareness across different stages of reading development. Clinical and educational implications for assessment and intervention will be discussed, highlighting how knowledge of morphological development can inform evidence-based practices across the lifespan. In addition, the presentation will examine how digital technologies are influencing reading processes and reading development, with consideration of their implications for literacy instruction and intervention.

Learner Outcomes:

1. Describe research findings related to literacy development and skilled reading from preschool through adulthood, including the role of morphological awareness across stages of reading development.
2. Identify ways in which morphological awareness supports reading accuracy, fluency, and comprehension, and apply this knowledge to evidence-based literacy assessment and intervention across the lifespan.
3. Analyze the effects of digital technologies on reading processes and reading development and determine implications for literacy instruction and clinical practice.

Dr. Laura Gonnerman is Professor and Chair of the Department of Communication Sciences and Disorders at the University of New Hampshire. She joined the UNH faculty in 2024 after a distinguished academic career that includes faculty appointments at McGill University and Lehigh University. Dr. Gonnerman earned her Ph.D. in Linguistics from the University of Southern California and completed postdoctoral training in Psychology and Neuroscience at Carnegie Mellon University.

Her research focuses on language development and processing across the lifespan, with a particular emphasis on word knowledge, morphological awareness, and literacy in both typical and atypical populations. She has published widely in top peer-reviewed journals, received competitive funding from agencies such as the US National Institutes of Health and Canada’s Social Sciences and Humanities Research Council, and been recognized for excellence in both research and teaching. Her current work includes projects that explore how morphological knowledge can inform evidence-based reading and spelling interventions for school-aged children.

Disclosures:

Financial: Paid employee at the University of New Hampshire.

Non-Financial: Waived speaker fee.

Afternoon Sessions (choose one):

Track I: Dyslexia in School-Age Students: From Assessment to Action

Presenter: Brenda Peters, MA, MEd, SAIF

Description: Part 1 — Assess: Is it dyslexia?

We define dyslexia (IDA, Oct 2025), review core reading theories, and demonstrate a practical data driven approach that starts with school-level sources (state/summative data, universal screening, curriculum measures) and, when indicated, uses diagnostic information (cognitive and achievement testing) to clarify why a student struggles.

Part 2 — Implement: What do we do next?

An applied lab using diagnostic-level case packets. Teams match students to primary needs (Word-Recognition/Dyslexia; Language-Comprehension/DLD; Mixed; Typical), recommended supports.

Learner Outcomes:

1. Define the International Dyslexia Association (October 2025) working definition of dyslexia and summarize IDEA/ SLD implications for school-based assessment.
2. Recognize how school-level data (state/summative tests, universal screening, curriculum-embedded assessments, and progress-monitoring/CBM) inform decisions about whether additional diagnostic evaluation is needed and which assessment domains to prioritize.
3. Identify the four reader quadrants (Dyslexia; DLD; Dyslexia + DLD; Typical) and the key measurable signatures that support each placement.
4. Describe a practical, data-driven process that moves a student from screening to diagnostic clarification and pathway assignment, and summarize school-ready instructional recommendations tied to those pathways.

Brenda Peters is Director of Assessment & Consultation at ACT Dyslexia Solutions in Londonderry, NH. She is a certified Reading and Writing Specialist, Learning Disabilities Specialist, Special Educator (K–12), SAIF, and Orton-Gillingham instructor and therapist with more than 25 years of experience in Structured Literacy and psychoeducational evaluation. She has trained and supervised over 150 Orton-Gillingham practitioners and worked with hundreds of children and families through the Children’s Dyslexia Center and her private practice.

Brenda previously spent a decade as a special education case manager in New Hampshire and earlier worked in organizational development at PricewaterhouseCoopers, bringing a systems-level lens to practical school solutions. She has dyslexia and is the mother of two sons with dyslexia, a perspective that grounds her work in clarity, empathy, and action.

Disclosures:

Financial: Paid employee and ownership from ACT Dyslexia Solutions. Honoraria from NHSLHA and Orton-Gillingham Training. Non-Financial:I have dyslexia and am the parent of two adult children with dyslexia. I have no personal friendships with companies whose products will be discussed. Active leadership within the International Dyslexia Association (IDA). I am the Immediate Past Branch Council Chair. I served on the IDA National Board ad Branch Council Chair, and I am the Pacific Region Representative for IDA Branch Council. These are volunteer/leadership roles within the professional association. Director/Owner of ACT Dyslexia Solutions (private practice providing assessments, consultation, and tutoring); serve in volunteer leadership at the International Dyslexia Association (Immediate Past Branch Council Chair and former National Board member); former Director, Children’s Dyslexia Center.

Track 2: Comprehensive Literacy Instruction and Progress Monitoring for Students with High Support Needs

Presenters: Amy Bereiter, MS, CCC-SLP, ATP, BCS-CL and Jess Bowen-Taylor, MS, CCC-SLP, ATP

Description: Speech-Language Pathologists frequently collaborate with classroom teachers to support students with complex communication needs who require carefully designed, comprehensive instruction to develop language and literacy skills. As SLPs, we understand that language and literacy are deeply interconnected and essential for effective communication, academic achievement, self-advocacy, independence, recreation, and future employment. Therefore, strong language and literacy outcomes are critical. With a focus on students with high support needs—particularly emergent readers and writers who use Augmentative and Alternative Communication (AAC)—this session will explore definitions of literacy; relevant federal and state guidance; alignment with CCSS and DLM standards; methods for selecting appropriate instructional routines; effective implementation strategies; and approaches to progress monitoring.

Learner Outcomes:

1. Participants will define “Comprehensive Literacy” and the distinction between emergent literacy and conventional literacy.
2. Participants will recognize Federal laws and the necessity of IEP alignment with Common Core State Standards, as well as the NH Dynamic Learning Map (DLM) Essential Elements.
3. Participants will determine how to identify where student(s) fall on the emergent->conventional continuum, select appropriate instructional routines, and monitor progress over time.
4. Participants will describe emergent literacy routines for students with high support needs
5. Participants will identify additional resources for implementing comprehensive literacy in classrooms with students with high support needs.

Amy Bereiter received her Bachelor of Health Sciences degree from the University of Kentucky and her Master of Science degree in Communication Sciences and Disorders from the University of Redlands. She has been a speech-language pathologist since 2004, working with toddlers through young adults with developmental disabilities. Amy has worked in a variety of settings, including private practice, in-home Early Intervention, public schools, pediatric rehabilitation, and University clinics. She currently serves as an AAC consultant and the Service Delivery Manager of the AAC/AT Team at Boothby Therapy Services (BTS). She has held Clinical Professor positions at two different Universities and is passionate about clinical education and mentorship. She has taught graduate-level courses on clinical practicum and AAC. She has lectured and conducted clinical education seminars regionally and internationally on language development and AAC. Amy is an active member of ASHA, a RESNA Certified Assistive Technology Professional, Board Certified Specialist in Child Language (ABCLLD), and a LAMP Certified Professional. She serves on the USAAC Education Committee and the American Board of Child Language and Language Disorders Marketing and Communications Committee.

Disclosures:

Financial: Paid employee at Boothby Therapy Services. Registration waiver and honorarium from NHSLHA. Non-Financial: Serves as a member of USAAC Education Committee. Serves as a member of the ABCLLD marketing and communication committee.

Jessica Bowen-Taylor is an ASHA certified Speech-Language Pathologist and RESNA Certified Assistive Technology Professional who obtained both her Bachelor and Master of Science in Communication Sciences & Disorders from the University of New Hampshire. Jess has been a licensed Speech-Language Pathologist since 2013 - working with clients at all stages of life within skilled nursing facilities, school districts, homes, and specialized day schools for students with complex needs. Currently, Jess works at Boothby Therapy Services (BTS) as an AAC consultant, traveling throughout Maine and New Hampshire, completing evaluations and providing consultation/training to school teams and families. Additionally, she provides Comprehensive Literacy professional development and coaching services to build capacity within districts to support literacy development for students with high support needs. As a member of the BTS AAC Team, Jess also functions as one of the AAC Team Leads, providing additional support, training, and mentorship to other members of the AAC team and other BTS providers.

Disclosures:

Financial: Paid employee at Boothby Therapy Services. Registration waiver and honorarium from NHSLHA.

Non-Financial: Member of ASHA.

Track 3: Understanding and Treating Acquired Dyslexias in Adults

Presenter: Elizabeth Hoover, Ph.D., CCC-SLP

Description: This talk will provide an overview on current methods for differentially diagnosing the various subtypes of acquired dyslexia (and dysgraphia). Using this diagnostic framework, we will discuss different treatment approaches to remediate dyslexia along a continuum. We will 1) discuss evidence-based programs that seek to remediate discrete reading impairments, 2) introduce strategies for using different technologies to support function in reading, and 3) we will consider a group treatment option to offer psychosocial in addition to reading support for clients with acquired dyslexia.

Learner Outcomes:

1. Participants will identify 3 subtypes of direct dyslexias and describe how they differ from sub-lexical (or indirect) dyslexias
2. Participants will identify three measures that could be used to subtype acquired dyslexia profiles.
3. Participants will identify a treatment program and expected outcomes for a client with a deep dyslexia profile.
4. Participants will identify 2-3 ways that technology can support reading function for an adult with a direct dyslexia.
5. Participants will identify 3 benefits of a bibliotherapy-based group treatment group for people with aphasia and dyslexia.

Elizabeth Hoover, PhD is a Clinical Professor in Sargent College of Health and Rehabilitation Sciences at Boston University. She is a licensed speech-language pathologist, holds board certification in adult neurogenic communication disorders from the Academy of Neurogenic Communication Disorders and Sciences and is a Fellow of the American Speech-Language and Hearing Association. Liz directs the Sargent College Aphasia Resource Center and teaches graduate coursework in the MS SLP program. She is a founding member of the Aphasia Access organization and a member of the international Collaboration of Aphasia Trialists. Her clinical practice and her research, which is funded by major grants from the NIH, are focused on socially oriented intervention approaches for people with aphasia, with a specialty in conversational treatment.

Disclosures:

Financial: Paid employee at Boston University. Registration waiver and honorarium from NHSLHA. Grant funding from NIH.

Non-Financial: Member of Aphasia Access.

At the completion of this course, attendees will be required to fill out a short self-assessment/survey regarding the learner outcomes during the course(s) presented during today’s conference in order to be reported to ASHA CE.

REGISTRATION INFORMATION

(Please note: We are unable to offer refunds)

NHSLHA Members: (early bird through 3/20/2026) $220.00

Non-Members: (early bird through 3/20/2026 ) $290.00

General Registration NHSLHA Members: $250.00

General Registration Non-Members: $325.00

SLA/CFY Members: $50.00

SLA/CFY Non-Members: $75.00

Student Members: Free

Membership to any other state SLP or Allied Health Association calculates as a NHSLHA member. Please forward your proof of membership to [email protected]

Your membership is appreciated and will support NHSLHA’s educational, advocacy, and professional efforts. To become a member: Go to http://www.nhslha.org/store/

Know what’s Happening Next — before everyone else does.

Get App

Host or Publisher New Hampshire Speech and Hearing Association