Students
who learn and think differently commonly struggle with academic language
knowledge, and class time for single vocabulary word instruction is limited.
Meanwhile, SLPs have unique knowledge and skills for fostering improved
vocabulary and morphological knowledge to enhance literacy outcomes, but we are
often underutilized on literacy instruction teams. This webinar will discuss
ideas to overcome these challenges. The speaker will review key academic
language components that influence literacy outcomes, outline effective
strategies to enhance elementary students' academic language performance, and
deliver actionable tips for collaborating with educational personnel to support
students' literacy outcomes.
Learning
Outcomes
You will
be able to:
- Describe effective instructional
strategies for
supporting students' academic
language
- Give examples of classroom-based
activities that
provide opportunities for bolstering
morphological knowledge with guided
practice and feedback
- Identify effective teaming
strategies for
collaborating with educational personnel
on literacy instruction
Contents
- Brief review of
problem and influencing factors (10 min.)
- Overview of academic language
and morphological knowledge (20 min.)
- Effective instructional
strategies for enhancing literacy outcomes (30 min.)
- Active stretch break
with a question to consider or respond to in the chat (5 min.)
- Examples and practice (20
min.)
- Teaming tips and essentials to
collaborating with educational personnel (20 min.)
- Review of key concepts and
Q&A (15 min.)
Presenter
Information
Carla
Wood, PhD, CCC-SLP (she/her/hers) is a Professor and the
Director of the School of Communication Science and Disorders at Florida State
University. Her teaching and research engagement focuses on child language
development and disorders, with specific emphasis on language and literacy
interventions for underserved students from culturally and linguistically
diverse backgrounds. She has been a certified speech-language pathologist for
over 25 years, which included working in elementary schools and early
intervention.
Financial
Disclosures:
- Financial compensation from ASHA
for this presentation
Nonfinancial
Disclosures:
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new
knowledge.
To earn
continuing education credit, you must complete and submit the learning
assessment by the end date below.
Program
History and CE
Information
Content origination date: December 14, 2023
End date: December 16, 2028
This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional area).
