This session—a recorded session from ASHA’s 2020 Schools Connect conference—demonstrates how to use a language-levels model (i.e., sound, word, sentence, discourse) to explain relationships across oral and written language modalities and to advocate for the role SLPs play in literacy intervention. The speaker discusses how and why intervention strategies differ based on students’ target goals, strengths, and weaknesses. The session explores how and why certain intervention strategies are best to target the sound/word structure knowledge that is essential for reading, decoding, spelling, and vocabulary learning, while other strategies are good for working on the sentence/discourse and vocabulary knowledge that is essential for language comprehension and formulation.

Learning Outcomes
You will be able to:

• Explain to teachers and other professionals the role of the SLP in targeting written language in tandem with spoken language in intervention
• Describe a plan for an intervention session targeting word structure knowledge (phonological and morphological) using reciprocal decoding/encoding practice in association with spoken word production and perception
• Describe a plan for targeting integrated sentence/discourse skills as part of a specific curriculum-based activity

What is Included?

You'll get online access to all the course content, including the full video, handouts, and references so you can access it from anywhere!

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.