{{ (moduleVm.actions && moduleVm.changeStatus) ? moduleVm.status : '' }} Evidence-based Class Literacy Instruction for Children with Speech and Language Difficulties
Activity Steps
Description
Note: ASHA CEUs cannot be reported to ASHA unless your ASHA member number is included in your profile. Research has shown that there are cumulative benefits from successful early reading and writing attempts for beginner learners. Children who enter school with speech and oral language problems require additional support and monitoring. The authors' study investigated the response to class-wide phonological awareness and oral language teaching for children who entered school with such difficulties Their findings support the positive impact that derives from SLPs and teachers collaborating to enhance the quality of classroom literacy instruction. Accreditation
This course is offered for 0.10 ASHA CEUs
(Intermediate Level, Professional Area).
Purpose of Activity
To gain knowledge about a study performed by the authors investigating speech and language impairments of children with an intervention that yielded gains in phoneme awareness and vocabulary learning with a continued need to transfer skills to word decoding and spelling.Learning Objectives
After completing this continuing education activity you will be able to:
- Recognize the relationship between speech/language and literacy.
- Summarize appropriate interventions for children with speech/language and literacy needs.
- Explain the role of the Speech-Language Pathologist (SLP) as associated with literacy intervention.
Disclosures
Gail Gillon, PhD has no financial disclosures or potential conflicts of interest.
Brigid McNeill, PhD disclosed ongoing financial payment to her institution Child Well Being Research Institute at the University of Canterbury by the National Science Challenge for A Better Start from the Ministry of Business, Innovation and Employment (MBIE), New Zealand. She also disclosed receipt of ongoing financial payment by the University of Canterbury. She has no other financial disclosures or potential conflicts of interest.
Amanda Denston, PhD disclosed ongoing financial payment to her institution Child Well Being Research Institute at the University of Canterbury by the National Science Challenge for A Better Start from the Ministry of Business, Innovation and Employment (MBIE), New Zealand. She also disclosed that money was paid to her institution when she was previously named on a Cure Kids/A Better Start contestable grant. She has no other financial disclosures or potential conflicts of interest.
Amy Scott, PhD disclosed ongoing financial payment to her institution Child Well Being Research Institute at the University of Canterbury by the National Science Challenge for A Better Start from the Ministry of Business, Innovation and Employment (MBIE), New Zealand. She has no other financial disclosures or potential conflicts of interest.
Angus Macfarlane, PhD has no financial disclosures or potential conflicts of interest.
Credits:
- ASHA 0.1 CEU