In this presentation, Dr. Troia addressed some of the most impactful ways educators can help improve students’ writing, including developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Gary A. Troia is an associate professor of Special Education at Michigan State University. Prior to receiving his doctorate from the University of Maryland in 2000, he worked 10 years in the public schools as a special educator and speech-language pathologist, and 6 years as a university clinical supervisor. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press. With colleagues Froma Roth and Colleen Worthington, he developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. Troia has authored over 50 research papers, book chapters, and white papers and has given numerous presentations about his work in the areas of phonological processing and awareness, writing assessment and instruction, and teacher professional development in literacy. He has been awarded over $5 million in intramural and extramural grants and contracts.

1. Participants will be able to identify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and writing.
2. Participants will complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
3. Participants will be able to summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing intervention for writing.

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.

Financial— Dr. Troia will receive a speaking fee from the Lavi Institute/Power Up Conference. With colleagues Froma Roth and Colleen Worthington, Dr. Troia developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. 

Nonfinancial— Dr. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press.

5 mins – Disclosures, Introduction

25 mins – Objectives:

1. 1. Participants will be able to identify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and writing.
   2. Participants will complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
   3. Participants will be able to summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing intervention for writing.

50 mins – Methodology: developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling, and writing.

30 mins – Recommendations: considerations for special populations, adverse impact on education

10 mins – Q&A