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Arnold School of Public Health

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 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

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, PhD,  Krystal Werfel, PhD, Lesly Wade-Woolley, PhD

Click here to register for Module 2 registration.

 
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, PhD,  Krystal Werfel, PhD, Lesly Wade-Woolley, PhD

This course is offered for 1.4 ASHA CEUs (Intermediate level, Professional area; offered until June 1, 2019)

After Module 3, participants will be able to:

  • 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,
  • 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

ASHA Continuing Education

Click here for Module 3 registration.