Speech and Language Literacy Training for Schools
Learning skills form the basis for reading.
Reading is a language-based skill.
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, as a member of the school district reading team and intervention linkages with the districts’ reading/language arts curriculum.
SLPs specialize in differentially diagnosing speech and language skill delays. These skills are also significant areas related to literacy development (Adlof & Hogan, 2018; Bishop, 2004). These include areas of oral language development, phonemic awareness, and language comprehension/interpretation. These language domains are also the keys to the development of good early literacy skills in children (Snowling & Melby-Lervag 2016).
Our training will highlight K-3rd literacy development and discuss red flags that lead to later reading difficulties (Catts, Fey, Zhang, & Tomblin (2001). The sessions will also provide structured and focused literacy (K-3rd) approaches and how an SLP as an integral member of the instructional team while also providing additional knowledge and guidance for intervention.
The participant will also learn about diagnostic methods to differentiate needs of struggling readers and will learn specific intervention elements and their role in providing coordinated intervention alongside classroom teachers. SLP’s will also learn to recognize the state standards that address language and literacy skills, assessment and screening approaches for early identification, so that the SLP will be better positioned to provide guidance and information on language/literacy development for school teams. This training is primarily for the assessment of and instruction of children ages 3 to 9 years old.
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.
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.