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Meet Your Read to Succeed Requirements

The University of South Carolina’s Department of Communication Sciences and Disorders is offering three, one-credit (20 hour) literacy modules to help speech-language pathologists (SLPs) and speech-language therapists meet the R2S requirements for SLPs (non-instructional staff) in the public school setting. SLP personnel, certified by the SC State Department of Education with the classification of “Speech-Language Therapist,” are required to obtain three-credits (60 hours) of literacy coursework. All three modules must be taken to earn R2S credit. The first two modules, originally offered Summer 2016 and summer 2017, may now be taken online via digital streaming video (see information below). Module 3 will be offered this (2018) summer on July 9-10. Specific information about the times and location will be forthcoming.

Module 1: This module covers the following topics:

  • Role of the Speech-Language Pathologist in Literacy
  • Evidence-based Practice and Literacy
  • Emergent Literacy
  • Narrative Development, Assessment, and Intervention
  • Factors Contributing to Literacy Development
  • Word-level Reading and Spelling Assessment
  • Word-level Reading and Spelling Intervention
  • Working with Other Professionals on Word-Level Literacy

Module 1 Instructor: Kenn Apel, PhD

Module 1 Agenda: Day 1


8:00 a.m.     Role of the SLP in Literacy
9:00 a.m.     EBP and Literacy
10:15 a.m.   BREAK 
10:30 a.m.   Emergent Literacy
12 noon       Lunch
1:00 p.m.     Narrative Development
2:00 p.m.     Narrative Assessment
3:00 p.m.     BREAK 
3:15 p.m.     Narrative Intervention
4:45 p.m.     Wrap Up and Questions

Module 1 Agenda: Day 2


8:00 a.m.     Factors Contributing to Literacy Development
10:15 a.m.   BREAK 
10:30 a.m.   Word-level Reading and Spelling Assessment
12 noon       Lunch
1:00 p.m.     Word-level Reading and Spelling Intervention 
3:00 p.m.     BREAK 
3:15 p.m.     Working with Other Professionals on Word-Level Literacy
3:45 p.m.     Wrap up and questions

Click here to register for Module 1 registration.

Module 2: This module covers the following topics:

  • The Simple View of Reading
  • Subgroups of Readers
  • Phonemic Awareness
  • Decoding
  • Morphological Awareness
  • Spelling
  • Levels of Reading Comprehension
  • Vocabulary, including Instruction
  • Complex Syntax
  • Inference and Its Role in Literacy
  • Comprehension Strategies
  • Writing and Writing Instruction

Module 2 Instructors:

Suzanne Adlof, PhDKrystal Werfel, PhD, Lesly Wade-Woolley, PhD

Click here to register for Module 2 registration.

ASHA CE Logo

Module 2 also is offered for 1.4 ASHA CEUs (Intermediate level, Professional area)

After Module 2, participants will be able to:

  1. describe the strengths and limitations of a range of assessment tools and their appropriate uses related to literacy,
  2. explain vocabulary development and means to assess and intervene in vocabulary development,
  3. differentiate and explain to others the importance of reading comprehension and written composition and the role SLPs play in assessing and intervening in these written language areas.


Disclosures:
Financial DisclosuresNA.
Non-Financial Disclosures: Drs. Adlof, Werfel and Wade-Woolley work for the University of South Carolina Department of Communication Sciences and Disorders and are providing instruction voluntarily.

 

Module 2 Agenda: Day 1


8:00 a.m.     Review of course content from Module 1 and use over previous year
10:15 a.m.   BREAK
10:30 a.m.   Assessment issues specific to reading
12 noon       Lunch
1:00 p.m.     Assessment issues (cont.)
2:00 p.m.     Vocabulary and literacy
3:00 p.m.     BREAK
3:15 p.m.     Assessment of vocabulary
4:45 p.m.     Vocabulary instruction/intervention

Module 2 Agenda: Day 2


8:00 a.m.     Reading comprehension development
10:15 a.m.   BREAK
10:30 a.m.   Reading comprehension assessment and intervention/instruction
12 noon       Lunch
1:00 p.m.     Writing composition development, assessment and intervention/instruction
3:00 p.m.     BREAK
3:15 p.m.     Writing composition intervention/instruction (cont.)
3:45 p.m.     Wrap up and questions

Registrants may take the course for university credit or professional development.

 

Module 3: This module covers the following topics:

  • Reading and Writing: An Update
  • Adolescent Language/Literacy
  • The Role of the SLP in Response to Intervention
  • Literacy Skills in Children with Hearing Impairment
  • Literacy Skills in Children with autism Spectrum Disorder
  • Second Language and Dialect Influences on Literacy Skills
  • Pseudoscience and Controversial Practices

Module 3 Instructors:

Suzanne Adlof, PhD, Kenn Apel, PhDKrystal Werfel, PhD, Lesly Wade-Woolley, PhD

ASHA logo

This course is offered for 1.4 ASHA CEUs (Intermediate level, Professional area)

After Module 3, participants will be able to:

  1. identify evidence-based instructional approaches, techniques and procedures relevant to the reading and writing demands of PreK–12 instruction, and critically examine practices contributing to applied knowledge of reading (and writing) assessment and intervention within their scope of practice,
  2. describe reading and writing activities that a) represent appropriate and varied instructional approaches, b) demonstrate scaffolded learning, and c) can be implemented at one or more levels of the classroom or intervention room,
  3. examine, evaluate, and articulate how instructional programs, curriculum materials, and assessment practices impact the literacy outcomes of diverse students.

Disclosures: 
Financial Disclosures: Drs. Adlof, Apel, Klusek, Werfel, and Wade-Woolley are employed by the University of South Carolina Department of Communication Sciences and Disorders and receive salaries.

Nonfinancial Disclosures: Drs. Adlof, Apel, Klusek, Werfel, and Wade-Woolley have no relevant nonfinancial relationships to disclose

Click here to register for Module 3 registration.