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Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: A 2019 Language, Speech, and Hearing Services in Schools forum, Vocabulary Across the School Grades, presented evidence that strong vocabulary is important for students’ literacy and overall academic success across grade levels. The articles in this journal self-study course describe effective instructional strategies for facilitating vocabulary growth and improving reading comprehension in middle and high school students. The authors present recommendations and implications for practice.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: Literacy skills begin to develop in early childhood, and addressing deficits in reading and writing skills early may prevent later problems in school. This journal self-study explores special situations that may affect literacy skills, including the presence of speech sound disorders, hearing impairment, and cultural and/or socioeconomic differences. It also includes articles that discuss intervention techniques to improve phonological awareness, an important emergent literacy skill. Clinicians can use this information to improve reading and writing assessment and treatment techniques for preschool and early elementary school children.
Credit(s): PDHs: 8.0, ASHA CEUs*: 0.8
Summary: Studies have shown that grammar is foundational to a child’s communication and academic growth. SLPs who work with children with development language disorders (DLD) – regardless of the etiology of the disorder – need effective research-based grammar interventions in their toolbox. The articles in this journal self-study (selected from a Language, Speech, and Hearing Services in Schools forum, “Morphosyntax Assessment and Intervention for Children”) describe evidence-based approaches for grammar assessment and treatment and provide tools to support goal-setting and progress monitoring. The articles discuss new approaches and practical implications for practice.