Literacy Intervention: Controversies, Explanations, and Targeting Strengths and Needs
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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
You will be able to:
to teachers and other professionals the role of the SLP in targeting written
language in tandem with spoken language in intervention
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
a plan for targeting integrated sentence/discourse skills as part of a specific
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!
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.