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Arnold School of Public Health


Literacy for Speech-Language Pathologists (SLPs)

The University of South Carolina’s Department of Communication Sciences and Disorders is offering a literacy course to help speech-language pathologists (SLPs) learn about their role in assessing and treating literacy disorders. The course, which consists of three, inter-related modules, is offered online via digital streaming video. The course can be taken to fulfill the South Carolina State Department of Education Read to Succeed (R2S) requirement.

This course reviews the role of speech language pathologists (SLPs) in literacy across a range of topics. In the first module, the speakers provide an in-depth look at early literacy development, assessment, and intervention.  In the second module, the speakers focus on the simple view of reading and the component parts of reading fluency and comprehension.  Finally, in the third of the three inter-related modules, the speakers address the SLP’s role in Response to Intervention, and literacy skills in special populations. Specifics about each module of the course are listed below.

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

Instructor: 

Kenn Apel, PhD is professor and chair of COMD at USC. For nearly 30 years, Dr. Apel has been conducting research in the areas of spoken and written language and working with children, adolescents, and adults who have language-based learning deficits, including reading and writing disorders.

Agenda:

  60 minutes     Role of the SLP in Literacy
  75 minutes     EBP and Literacy
  90 minutes     Emergent Literacy
  60 minutes     Narrative Development
  60 minutes     Narrative Assessment
  90 minutes     Narrative Intervention
  15 minutes     Wrap Up and Questions

End of Part 1   [7 ½ hours]

135 minutes     Factors Contributing to Literacy Development
  90 minutes     Word-level Reading and Spelling Assessment
120 minutes     Word-level Reading and Spelling Intervention 
  30 minutes     Working with Other Professionals on Word-Level Literacy
  15 minutes     Wrap up and questions

End of Part 2   [6 ½ hours]

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

Instructors: 

Suzanne Adlof, PhD is an assistant professor in the Department of Communication Sciences and Disorders (COMD) at the University of South Carolina (USC). Her research examines relationships between language and reading development and disorders, with long term goals of predicting, preventing, and remediating reading comprehension difficulties.

Krystal Werfel, PhD is an assistant professor in COMD at USC. Her research examines the relation of spoken and written language acquisition, with a focus on improving literacy assessments and assessment practices and developing and validating effective literacy instruction and intervention programs.

Lesly Wade-Woolley, PhD is an associate professor in COMD at USC.  Her research focus is on literacy development and difficulties. Before joining the faculty at USC, Dr. Wade-Woolley was a professor in the Faculty of Education at Queen’s University in Canada.

Agenda:

135 minutes     Review of course content from Module 1 and use over previous year
  90 minutes     Assessment issues specific to reading
  60 minutes     Assessment issues (cont.)
  60 minutes     Vocabulary and literacy
  90 minutes     Assessment of vocabulary 
  15 minutes     Vocabulary instruction/intervention

End of Part 1   [7 ½ hours]

135 minutes     Reading comprehension development
  90 minutes     Reading comprehension assessment and intervention/instruction
120 minutes     Writing composition development, assessment and intervention/instruction 
  30 minutes     Writing composition intervention/instruction
  15 minutes     Wrap up and questions

End of Part 2   [6 ½ hours]

 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

Instructors:

Suzanne Adlof, PhD is an assistant professor in the Department of Communication Sciences and Disorders (COMD) at the University of South Carolina (USC). Her research examines relationships between language and reading development and disorders, with long term goals of predicting, preventing, and remediating reading comprehension difficulties.

Kenn Apel, PhD is professor and chair of COMD at USC. For nearly 30 years, Dr. Apel has been conducting research in the areas of spoken and written language and working with children, adolescents, and adults who have language-based learning deficits, including reading and writing disorders.

Krystal Werfel, PhD is an assistant professor in COMD at USC. Her research examines the relation of spoken and written language acquisition, with a focus on improving literacy assessments and assessment practices and developing and validating effective literacy instruction and intervention programs.

Lesly Wade-Woolley, PhD is an associate professor in COMD at USC.  Her research focus is on literacy development and difficulties. Before joining the faculty at USC, Dr. Wade-Woolley was a professor in the Faculty of Education at Queen’s University in Canada.

Agenda:

135 minutes    Review of word- and text-level literacy  
  90 minutes    Adolescent Literacy   

120 minutes    Literacy skills in children with hearing impairment
105 minutes    Literacy skills in children with neurodevelopmental disorders

End of Part 1   [7 ½ hours]

240 minutes     Second language and dialects and literacy abilities
120 minutes     Pseudoscience and controversial practices
  45 minutes     Wrap-up and questions

End of Part 2   [6 ½ hours]

Learning Outcomes:  Upon completion of this course, participants will be able to:

  • explain language and reading development across early childhood and elementary years, and
  • differentiate and explain to others the importance of phonemic, orthographic, and morphological awareness that readers and writers need to use as they process and create texts,
  • describe the strengths and limitations of a range of assessment tools and their appropriate uses related to literacy,
  • explain vocabulary development and means to assess and intervene in vocabulary development,
  • 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.
  • 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,
  • 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, and
  • 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 access the registration form.

ASHA Continuing Education

This course is offered for 4.2 ASHA CEUs (Intermediate level, Professional area)

All three inter-related modules must be completed before earning credit for this course.  CEU participant forms will be submitted to ASHA at 6 month intervals beginning June 30th, 2019.  No partial credit will be offered.

Participants can access the registration form through a link on the webpage referenced at the bottom of the page. The participant will then complete the registration form and then mail the form and the registration fee (by snail mail) to the U.S.C. Department of Communication Science and Disorders at 1224 Sumter Street Suite 300, Columbia, South Carolina 29201. Once the department receives the registration, we will email a link to the participant, which allows access to the digital streaming video.