{{ (moduleVm.actions && moduleVm.changeStatus) ? moduleVm.status : '' }} Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review
Activity Steps
Description
Speech-Language Pathologists will gain knowledge about dual language learners (DLLs) and the rationale for providing culturally responsive strategies and activities to support early literacy. SLPs will be able to recognize culturally consistent early literacy strategies designed specifically for parents of two- to three-year-old DLLs and to identify the level of strength for parent-implemented strategies that support early literacy in young DLLs.
Accreditation
This course is offered for 0.05 ASHA CEUs
(Intermediate Level, Professional Area).
Learning Objectives
After completing this continuing education activity you will be able to:
- Define dual language learners (DLLs) and the rationale for providing culturally responsive strategies and activities to support early literacy.
- Recognize culturally consistent early literacy strategies designed specifically for parents of two- to three-year-old DLLs.
- Identify the level of strength for parent-implemented strategies that support early literacy in young DLLs.
Disclosures
This study was funded by the National Institute of General Medical Sciences of the National Institutes of Health: #1U54GM104944. Graduate assistant support was also through the Institutional Development Award (IDeA) from the National Institute of General Medical Sciences of the National Institutes of Health under Grant # 2P20GM103432.
Financial: Mark Guiberson, Ph.D., CCC-SLP, disclosed that he received funding from the National Institutes of Health (NIH). The data from the study was part of the following multi-site grant: National Institute of General Medical Sciences of the National Institutes of Health: #: 1U54GM104944. He was also awarded graduate assistant support through the following: Institutional Development Award (IDeA) from the National Institute of General Medical Sciences of the National Institutes of Health under Grant # 2P20GM103432. Nonfinancial: Mark Guiberson, Ph.D., CCC-SLP, is a professor at the University of Wyoming. He researches early language interventions for culturally and linguistically diverse children. His recent research includes scoping and systematic reviews that evaluated the evidence base for interventions with young dual language learners and multilingual learners with hearing loss. He also conducts research in the areas of cultural competence in graduate programs and practitioners.Credits:
- ASHA 0.05 CEU