CEUs for SLPs

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

Course Description

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.

Course Agenda

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

CEUs/Hours Offered

ASHA: 0.2 ASHA CEUs, Advanced 
CA SLPAHB: 2 hrs 
CMH: 2 hrs

About the Presenter

Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL

Bio and Disclosures
Bio: Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is Professor Emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders. Dr. Nelson's research and publications focus on curriculum-based language and literacy assessment and intervention.

Disclosures

Financial— Dr. Nelson received a speaking fee from the Lavi Institute/Power Up Conference. is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders.

Nonfinancial— No relevant nonfinancial relationship exists.

Learning Outcomes

  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.

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

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