CEUs for SLPs

Emergent Reading Master Course

Master Class Series, 7.5-hours

Course Description

Part 1
Strong reading comprehension skills are critical to achieving the status of “reading to learn,” which is a pivotal point in reading skill development noted in older elementary age students. The pathway to robust reading comprehension skills includes developing a sound foundation in spoken language skills, most notably listening comprehension, and accompanying higher order thinking skills, like inference generation and comprehension monitoring. Using evidence based methodology, this session will highlight underpinnings of reading comprehension as well as considerations for reading comprehension assessment and intervention.
Part 2
Learn to use accessible, low-cost phonics assessments to analyze students’ strengths and challenges, and to plan targeted phonics intervention. This presentation demonstrated how to use two freely-available, informal, criterion-based phonics surveys to measure how secure students are in their knowledge of discrete phonics skills, and how to design structured, systematic intervention based on assessment data. Topics  included analyzing assessment results to discover gaps in students’ phoneme-level proficiency and phonics skills; using a phonics scope-and-sequence to plan instruction; referencing state standards for ELA foundational skills as part of setting goals for phonics instruction; appropriately incorporating controlled-decodable texts fit into phonics instruction.
Part 3
This part of the course discusses aspects involved in skilled reading for emergent readers. It will outline emergent reader profiles, describe the limitations of the “sight word approach”, list the terminology of common phonics terms, discuss instructional practices relevant for readers with intellectual impairments, as well as explain the importance of systematic phonics for emergent readers. Additional topics will include phonics goal formation, strategies for blending sounds, the benefits of decodable readers as well as free resources educators can use in order to implement synthetic phonics approach effectively with emergent readers.
Part 4
Which Came First: The Sound or the Letter? While it seems like the answer should be obvious, reading instruction may not always reflect this knowledge. Without an understanding that written language is meant to represent speech, children often struggle to learn to read. In fact, because of advances in science and the ability to study the brain while it is reading there is a clear understanding that we use what we’ve already developed through speech to form the networks necessary for reading. As Mark Seidenberg so eloquently states in his book Language at the Speed of Sight, “we may read with our eyes, the starting point for reading is speech (Seidenberg, 2017)”.  Therefore, reading instruction should begin well before the first letter is introduced by ensuring appropriate development and instruction in the sounds of language also known as phonological awareness. This two hour presentation will share information regarding the evidence-base for phonological awareness and the laws that require systematic and explicit instruction in phonological awareness, discuss strategies for instruction, explore assessment of phonological awareness, explain the direct connection between phonological awareness and reading instruction as well as explain why children with speech sound disorders are especially at risk.

CEUs/Hours Offered

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

About the Presenters

Angie Neal, MS, CCC-SLP

Bio and Disclosures

Learning Outcomes

 Describe reading comprehension relative to the Simple View of Reading

Discuss the relationship between listening comprehension and reading comprehension

List and define reading comprehension strategies

Design a targeted, hierarchical plan of phonics intervention in response to assessment
data

Describe emergent reader profiles

Outline the limitations of the “sight word approach”

Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle

List a minimum of 10-15 activities or strategies for teaching phonological awareness

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

5 mins - Disclosures, Introduction

25 mins - Objectives:

  • Discuss aspects involved in skilled reading
  • Describe emergent reader profiles
  • Outline the limitations of the “sight word approach”
  • List terminology of common phonics terms
  • Identify that even emergent readers with intellectual disability can benefit from phonics instruction
  • Summarize the difference between synthetic and analytic phonics
  • Explain the importance of systematic phonics for emergent readers to read
  • Access phonics goals from the Florida Center for Reading Research
  • Restate strategies of teaching emerging readers to blend sounds
  • State the value of decodable readers
  • Locate links to free decodable readers online

20 mins - Methodology: evidence based procedures for the assessment of fluency and comprehension

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

10 mins - Q&A

  1.  

5 mins - Disclosures, Introduction

25 mins - Objectives:

·         Describe reading comprehension relative to the Simple View of Reading

·         Discuss the relationship between listening comprehension and reading comprehension

·         List and define reading comprehension strategies

50 mins - Methodology: evidence based procedures and strategies for reading comprehension

30 mins - Recommendations:  importance of reading comprehension for academic success, considerations for special populations, adverse impact on education

10 mins - Q&A

5 mins - Disclosures, Introduction

25 mins - Objectives:

• Access two criterion-based free or low-cost foundational reading skills assessments for
Grades K to 5 and up

• Analyze foundational skills assessment data to clarify students’ areas of skills security
and insecurity

• Design a targeted, hierarchical plan of phonics intervention in response to assessment
data

• Align common phonics scope-and-sequence frameworks with  Foundational
Reading Skills grade expectations

50 mins - Methodology: evidence based procedures and strategies for targeted phonics intervention

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

10 mins - Q&A

  1. 5 mins - Disclosures, Introduction

    25 mins - Objectives:

    • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
    • Explain the role of phonological awareness in reading instruction
    • List a minimum of 10-15 activities or strategies for teaching phonological awareness

    50 mins - Methodology: evidence based procedures for teaching phonological awareness

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

    10 mins - Q&A

    1.  

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