Our training will provide Speech and Language Pathologist (SLP) an understanding of the basics of literacy development that are related to a child’s speech and language development.  Participants will also learn more about the role of the SLP in a clinical setting.

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Reading is a language-based skill with key language skills related to literacy development.  These key language skills include oral language development, phonemic awareness, and language comprehension/interpretation (Adlof & Hogan, 2018; Bishop, 2004) and are critical to the development of good early literacy skills in children (Snowling & Melby-Lervag 2016).

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As trained speech and language diagnosticians and interventionists, our training will help SLPs to identify how language and literacy skills are related.  It will focus on K-3rd literacy development and investigate red flags that lead to later reading difficulties (Catts, Fey, Zhang, & Tomblin (2001).  The session will also provide structured and focused literacy (K-3rd) approaches to address literacy skills while addressing language delays or disorders in the intervention plan.

The participant will also learn about diagnostic methods to identify and differentiate needs of struggling readers and will learn specific intervention methods/tools.  This training is primarily for the assessment of and instruction of children ages 3 to 9 years old.

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Adolf, S.M., H0gan,  T.P. (2018).  Understanding dyslexia in the context of developmental language disorders.  Language, Speech, and Hearing in the Schools.  49(4);762-773.

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Catts H. W., Fey ME, Zhang X, & Tomblin J.B. (2001).  Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation.  Language, Speech, and Hearing Services in Schools.  32:38-50.

 

Snowling, M. J., Melby-Lervag, M. (2016).  Oral language deficits in familial dyslexia: A meta-analysis and review.  Psychological Bulletin.  142:498-545.