CEUs for SLPs

Disciplinary Literacy Interventions Master Course

Master Class Series, 7.5-hours

Course Description

Part 1:
Contextualized Academic Language Intervention
Academic language is the sophisticated language required to comprehend and express knowledge. It consists of word-, sentence-, and discourse-level patterns characteristic of written language. However, academic language is also present in certain types of oral language, such as narration and information discourse, and oral language precedes the development of written language. All students need intentional instruction on academic language features such as discourse structures, sentence structures, vocabulary, morphological awareness, and inferencing; however, students on SLPs’ caseloads have an even greater need for academic language intervention. In this event, the presenter will do a deep dive into what academic language is and how to teach it. Importantly, the context of academic language is the academic curriculum that students need to access in general education. The presenter will cover practical and empirically based recommendations for promoting students’ academic language in the context of their grade-level expectations and general education curriculum, as well as present several examples of academic language goals. She will draw materials from open education resources and present case scenarios showing efficient, powerful, and integrated academic language lesson plans.
Part 2:
Supporting Literacy Learning Across Grades
The presentation will outline key concepts that relate to literacy-based language intervention approaches with a focus on the integration of spoken and written language. The two-hour presentation will provide a conceptual framework that underpins the writing of meaningful goals and objectives for children and adolescents that address language and literacy connections. The themes addressed will be that language includes and encompasses literacy and literacy includes and encompasses language. Highlighting the continuum from early elementary school to middle and high school levels, we will ask: What should language-literacy based intervention “look like” at each level? And what is the role of the speech-language pathologist in literacy? The components of intervention will be addressed including: (1) the beginnings and evolution of literacy; (2) the use of background knowledge in the construction of meaning; and (3) the integration of content and structure knowledge. A strategic approach to intervention weaves its way through the discussion. We will also question questionable practices that exist and persist and offer evidence-based alternatives.
Part 3:
Contextualized Expository
Intervention
Expository discourse is hard. There are difficult ideas, words, sentences, and text structures, and no “magic of story” to keep the learner’s attention. Speech-language pathologists must find ways to systematically teach skills and strategies while providing meaningful communicative contexts that motivate and engage students in their own learning. This presentation addresses these challenges with evidence-based, practical guidance within a contextualized skill framework. It explains expository discourse and academic expectations across the grades, address key elements of treatment, and explain a whole-part approach with examples of goals, activities, procedures, and materials.
Part 4:
Disciplinary Literacy, Language Comprehension, and Oral and Written Expression for Students with Language/Literacy Disorders
Being relevant to the needs of students with language and literacy disorders across the school-age years requires awareness of the demands of disciplinary literacy, grade-level texts, and written language as discipline-specific communication for different areas of academic learning. Participants will learn how to apply four questions of curriculum-based language assessment and intervention to personalize interventions for individual students. Principles of intervention and examples of change will be illustrated with case studies across the age-range K-12plus, with examples illustrating word-level to discourse-level intervention goals and outcomes.

CEUs/Hours Offered

ASHA: 0.75 ASHA CEUs, Advanced  
CA SLPAHB: 7.5 hrs 
CMH: 7.5 hrs

About the Presenters

Learning Outcomes

  1. Define academic language and describe its features.
  2. Explain how to use the general education curriculum to contextualize academic language intervention.
  3. Develop appropriate academic language goals.

(1) Discuss current intervention practices across the language learning continuum that integrate literacy-based approaches

(2) Write goals and objectives that are contextually-relevant and curriculum based

(3) Ask at least three critical questions that help clinicians develop and deliver strategic-based and literacy-focused intervention

Explain expository discourse and expectations across the grades.

Identify key evidence-based features of effective SLP intervention.

Plan expository language intervention within a contextualized skill framework.

  1. Discuss disciplinary literacy and why it is important for being relevant to language intervention needs for students across the school-age years and into college.
  2. List and apply the four questions of curriculum-based language assessment and intervention.
  3. Describe intervention activities and how they vary by language level and disciplinary literacy demands for targets including word-structure knowledge, vocabulary and morphological awareness, syntactic formulation and comprehension, and representation of discourse organization and semantic relationships.

Satisfactory Course Completion Requirements

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Agenda

Part 1: Contextualized Academic Language Intervention

5 mins - Disclosures, Introduction
25 mins - Review of current research
50 mins - Objectives
Define academic language and describe its features.
Explain how to use the general education curriculum to contextualize academic language intervention.
Develop appropriate academic language goals.
30 mins - Results and Recommendations
10 mins - Q&A

Part 2: Supporting Literacy Learning Across Grades

5 mins - Disclosures, Introduction<br>

25 mins - Review of current research<br>

50 mins - Objectives<br>

(1) Discuss current intervention practices across the language learning continuum that integrate literacy-based approaches<br>
(2) Write goals and objectives that are contextually-relevant and curriculum based<br>
(3) Ask at least three critical questions that help clinicians develop and deliver strategic-based and literacy-focused intervention<br>


10 mins - Q&A

Part 3: Contextualized Expository Intervention

5 mins - Disclosures, Introduction

25 mins - Review of current research

50 mins - Objectives

Explain expository discourse and expectations across the grades.

Identify key evidence-based features of effective SLP intervention.

Plan expository language intervention within a contextualized skill framework.

30 mins - Results and Recommendations

10 mins - Q&A

Part 4: Disciplinary Literacy, Language Comprehension, and Oral and Written Expression for Students with Language/Literacy Disorders

5 mins - Disclosures, Introduction 

25 mins - Review of current research 

50 mins - Objectives 

Discuss disciplinary literacy and why it is important for being relevant to language intervention needs for students across the school-age years and into college. 
List and apply the four questions of curriculum-based language assessment and intervention. 
Describe intervention activities and how they vary by language level and disciplinary literacy demands for targets including word-structure knowledge, vocabulary and morphological awareness, syntactic formulation and comprehension, and representation of discourse organization and semantic relationships.
 


30 mins - Results and Recommendations

10 mins - Q&A

ABIU Brand Block - Color Long - Name Only

Our Guarantee. Lavi Institute seeks to maintain and enhance our reputation of providing you with high quality educational services for the speech pathology industry. If you attend one of our seminars or webinars and do not receive the educational and professional benefits described in our literature, or have some other professional complaint, please let us know in writing within seven days of attending our seminars/webinars. We value complaints as they assist us to improve our products, services and customer service. Lavi Institute is committed to being responsive to the needs and concerns of our customers or potential customers and to resolving your complaint as quickly as possible. You may contact us at www.laviinstitute.com/contact 

Accommodations. Contact Dr. Lavi (909) 724-8564 or [email protected]  if you require accommodations such as video course transcripts or video captioning.

Scroll to Top