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Seminar Description
This seminar outlines the application of shared reading as a powerful remedial and intervention technique for children of exceptionality who are struggling readers, including principles on shared reading, information needed for effective implementation, selection of appropriate materials and ways to mediate with the child within the shared reading format.
Seminar Availability
This seminar will be available for your online viewing (or re-viewing) for 45 days after purchase. Upon purchase, this seminar will be available to you online 24 hours a day, 7 days a week.
Time Ordered Agenda
Introduction 00:00-08:45
Who are Struggling Readers? 08:46-23:29
Meaning Making Principles 23:30-38:44
Shared Reading 38:45-62:42
Assessing For Reading Difficulties 62:43-74:53
Shared Reading Interaction 74:54-98:48
Shared Reading: Weaving in Meaning 98:49-107:10
Shared Reading Strategies 107:11-119:16
Summary and Conclusion 119:17-124:31
Learning Outcomes
Participants Will
Discuss the important principles of shared reading with struggling readers
Identity and monitor the points during reading where a reader loses the underlying meaning of the text being read
Implement shared reading as an intervention technique in a one-on-one or small group setting for struggling readers (including the exceptional child).
Continuing Education Credit and Certificate of Attendance
All participants that successfully complete this module will receive a certificate of attendance (2 clock hours). Authorization from your individual school district or organization prior to enrollment is recommended.
National CEU is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for .2 CEUs (intermediate level; professional area). ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.
About The Presenter(s)
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Dr. Jack S. Damico, CCC-SLP is the Doris B. Hawthorne Eminent Scholar in Special Education and Communicative Disorders at the University of Louisiana - Lafayette where he teaches graduate level courses, conducts research, and writes in a number of areas related to language, social interaction, and learning in both children and adults.
Dr. Damico, an ASHA Fellow, is the author or editor of more than 90 publications. He has served as Editor for the National Student Speech Language Hearing Association Journal and has served as an associate editor/reviewer/editorial consultant for 14 peer-reviewed professional journals. One of his articles, "The establishment of a dominant interpretive framework in language intervention" (1997) coauthored with Sandra Damico received the 1997 Editor's Award from Language, Speech and Hearing Services in Schools. |
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Technical Requirements
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