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Seminar Description
The success of students’ academic, vocational, and social endeavors often hinges on their literacy abilities. In this second of two modules, we discuss the strategies and procedures for word-level reading (decoding) and spelling instruction and intervention. Specifically, instructional and intervention activities that highlight the five underlying language components of word study are highlighted. Research demonstrating the benefits of this approach is reviewed. Implications for both special and general education specialists are addressed.
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
Module Name: Word level Reading and Spelling Instruction: Putting the Pieces Together (2 hours)
Introduction and Overview - 00:00 - 3:37
The Relationship between Spelling and Reading – 3:38 - 10:28
Word Study Instruction and Intervention – 10:29 - 35:06
Sample Tasks for the 5 Foundational Language Skills - 35:07 - 86:12
Use of Technology in Assessment and Intervention – 86:13 - 91:11
Case Study of Students with Special Needs – 91:12 - 94:50
Classroom Study Application – 94:51 - 97:07
Pilot Intervention Study – 97:08 – 99:23
What Professionals are Responsible for Word Study - 99:24 - 116:00
Hurdles to Overcome and Summary – 116:00 – 121:02
Learning Outcomes
Participants Will
Identify specific strategies for word-level reading and spelling (word study) instruction.
Delineate their roles and responsibilities for development of these skills.
Demonstrate an understanding of the initial research evidence that supports a multiple linguistic approach to word study.
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. Julie Masterson, CCC-SLP is Professor of Communication Sciences and Disorders at Missouri State University, where she teaches courses in phonology, language-learning disabilities, and research design. Dr. Masterson currently serves as President for the Council of Academic Programs in Communication Sciences and Disorders. She is a Fellow of the American Speech-Language-Hearing Association, and served as ASHA Vice President for Research and Technology from 2001-2003 and as the ASHA Convention Co-Chair in 1999. Dr. Masterson has over 100 publications and presentations at professional conferences in the areas of spelling, child language, phonology, and technology. She has been an Associate Editor for the American Journal of Speech-Language Pathology and has served as a Guest Associate Editor for Journal of Speech and Hearing Research, Language, Speech, and Hearing Services in Schools, Topics in Language Disorders, and Seminars in Speech and Language. Dr. Masterson served as a reviewer and provided technical assistance for the U.S. Department of Education’s Early Reading First program. |
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d
r. Kenn Apel, CCC-SLP
Kenn Apel, PhD, CCC-SLP is professor of Communication Disorders at The Florida State University, Tallahassee, FL, and a Fellow of the American Speech-Language-Hearing Association.
Over the last two decades, he has conducted research on spoken and written language and literacy abilities. Dr. Apel has authored or co-authored numerous peer-reviewed articles, books, book chapters, software programs, and a spelling instructional curriculum. Currently, his research focuses
on the underlying linguistic components that support the development of reading and spelling, including morphological awareness and orthographic processing. He is the Editor for Language, Speech, and Hearing Services in the Schools
(2007-2009) and has served as a guest editor or associate editor for other professional journals. |
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