ASHA Learning Pass

This presentation explores the foundational components of effective language-based assessment and intervention in a multilinguistic literacy approach, with a unique focus on morphological awareness for school-age students who struggle with language and/or literacy development. Speakers discuss functional assessment and treatment techniques for the school SLP, with a focus on individualized, small group, and classroom settings.

This course is a recorded session from the 2021 ASHA Convention Virtual Library (session 2234V).

Learning Outcomes
You will be able to:

• Appraise the research basis for morphological awareness intervention 
• Determine morphological awareness functioning in school-age students with and without language and literacy deficits 
• Implement morphologically based intervention for school-age students with and without language and literacy deficits

Presenter Information

Julie A. Wolter, PhD, CCC-SLP (Presenting Author), is anASHA Fellow and Professor and Chair of the School of Speech, Language, & Hearing Sciences at the University of Montana. Her teaching and research focus on school-age language-literacy development in children with DLD/dyslexia. Dr. Wolter is widely published, and her training and research are currently supported through the U.S. Department of Education and National Institutes of Health.

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Ginger Collins, PhD, CCC-SLP (Nonpresenting Author), is an Associate Professor at the University of Montana in the School of Speech, Language, Hearing, and Occupational Sciences. Dr. Collins’s research focuses on school-based interprofessional collaborative practices to promote language-literacy success and prevent academic failure, with an emphasis of morphology, postsecondary transition planning, and effective pedagogy in communication sciences and disorders.

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

[Ashley Bourque Meaux, PhD, CCC-SLP (Nonpresenting Author), is an Assistant Professor and SLP Program Director in the School of Speech, Language, Hearing, and Occupational Sciences at the University of Montana. Dr. Meaux explores caregiver (i.e., guardian, teacher) interactions with children to support language and literacy development in the child’s primary environment (e.g., home, classroom). Dr. Meaux also explore the efficacy of different models of classroom delivery through the scholarship of teaching and learning in CSD.

Financial Disclosures:

• Salary from a university institution

Nonfinancial Disclosures:

• ASHA member
• Topic reviewer for the Literacy Assessment and Intervention committee

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by December 9, 2027.

Program History and CE Information

Content origination date: November 2021
End date: December 9, 2027

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).