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
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 mail the form and the registration fee (by snail mail) to:
Traci Williams, Communication Sciences and Disorders, University of South Carolina, 1705 College St., Suite 207, Columbia, SC 29208. Once the department receives the registration, we will email a link to the participant, which allows access to the digital streaming video.