Curriculum Collaboration for Preschool Language and Literacy

Language Literacy - Oct 2016These pre-recorded lectures are on-demand and last only an hour, so you can listen to them whenever time permits!

Preparing Today's Preschoolers for Tomorrow (Plenary)
Donna Boudreau, PhD

This session will discuss current research and policy trends that affect preschool education and introduce the topics that will be presented in the online conference.

After completing this session, you will be able to:

  • identify key issues in preschool education and learning and how they have changed over time
  • describe expectations of 21st-century learners and how SLPs can support these skills in early learners

Vocabulary Development in Young Children
Erica Barnes, PhD

Both biological and experiential factors affect the course of vocabulary development. This session will explore vocabulary acquisition in young children as well as methods for promoting vocabulary development in early childhood settings. We will pay special attention to the relationship between academic vocabulary and literacy development as well as strategies to support learning in classrooms and other early childhood settings.

After completing this session, you will be able to:

  • use new instructional strategies to support children's vocabulary development
  • engage children in conversations that foster vocabulary and conceptual learning

Early Writing in Preschool Classrooms: A Framework for Supporting Children's Literacy Skills
Sonia Cabell, PhD

Early writing is linked to children's concurrent literacy skills and later reading ability. This session will introduce the Early Writing Framework, a tool that SLPs and teachers can use to understand and support young children's early writing development.

After completing this session, you will be able to:

  • explain why early writing is important to children's concurrent literacy skills and later reading ability
  • describe how early writing develops in young children
  • apply the Early Writing Framework to scaffold children's literacy development during writing activities

Language and Early Literacy Connections Among English Learners
Elsa Cárdenas-Hagan, EdD, CALT, CCC-SLP

English learners are one of the fastest growing populations in the U.S., and early language and literacy opportunities are important for their future academic success. This session will discuss how speech-language pathologists can incorporate the development of language skills with emergent literacy concepts among English learners. SLPs will learn how to promote second language and early literacy development while being culturally relevant. Procedures and routines for shared book reading will be modeled. These routines can reinforce the development of phonological awareness, concepts about print, vocabulary, syntax, and pragmatics.

After completing this session, you will be able to:

  • select books that are culturally relevant
  • use a procedure for incorporating second language and emergent literacy concepts during a shared book reading

Maximizing Literacy Skills for Preschoolers With ASD and Complex Communication Needs
Jessica Gosnell Caron, PhD, CCC-SLP

Individuals with autism spectrum disorder (ASD) and complex communication needs (CCN) can learn to read when provided with effective, evidence-based instruction, and this session will briefly review the evidence supporting this notion. We will explore evidence-based instruction strategies to support literacy and examine case examples of preschoolers with ASD and CCN engaged in literacy tasks.

After completing this session, you will be able to:

  • describe ways to adapt literacy instruction to allow participation by individuals with CCN (with limited speech) and ASD
  • identify resources for continued learning and examples related to providing literacy instruction for individuals with ASD and CCN
  • list strategies that can increase engagement and motivation in literacy instruction

Supporting Preschoolers' Literacy Skills Using Authentic Materials and Routines in Speech Telepractice
Nathan Curtis, MA, CCC-SLP

Telepractice continues to emerge as a highly effective delivery system, yet some barriers remain. This session will offer 20 strategies and techniques to build partnerships, provide authentic learning experiences, and engage preschoolers as they work on language and literacy skills via telepractice. We will discuss examples of how to personalize materials to match any cultural or interest-specific student need.

After completing this session, you will be able to:

  • state three ways to build collaborative partnerships within telepractice
  • list three techniques to engage preschoolers in telepractice
  • identify three web-based resources available to use in telepractice

Fostering Peer Interaction in Young Children
Amy Donaldson, PhD, CCC-SLP

It is vital that young children at all communicative levels have the opportunity to successfully communicate with each other in everyday environments. Yet many young children with special needs struggle in this area, which can significantly affect development of peer relationships and friendships. This session will focus on fostering equitable peer relationships within routine activities using evidence-based practices.

After completing this session, you will be able to:

  • identify key principles of peer-mediated intervention and the evidence for its use in promoting social communication, play, and language skills for young children with special needs
  • identify key social communication behaviors across the continuum of development that can be targeted within peer interactions
  • identify methods for integrating supported peer interactions into routine activities within the classroom across all communication levels, while maintaining equity in peer relationships

Speech-Language Pathologists and School Psychologists: Working Together to Enhance Preschool Programming
Andrew Shanock, PhD, and Dominick Fortugno, PhD

School psychologists and SLPs are often the main service providers in preschool evaluations. So it is very important for both professions to recognize where their expertise overlaps and how they can collaborate most efficiently to collect data, especially within the context of sometimes challenging frameworks like Universal Design for Learning (UDL) and Common Core. This session explores the various ways SPs and SLPs can work together to craft effective learning goals and formulate individualized interventions for young students.

After completing this session, you will be able to:

  • identify the three main principles of UDL and the main components of response and recognition
  • state ways that school psychologists and SLPs can work together in identifying clear baselines and formulating goals based on the baseline and typical rate of improvement
  • identify any overlap between SLP normative measures and school psychologist normative measures, the language demands of the various tests, and cultural/linguistic loadings

Treating Narrative Discourse in Preschool Children With Language Disorders
Sandra Laing Gillam, PhD, CCC-SLP, and Ron Gillam, PhD, CCC-SLP

This session will describe a contextualized language instruction program designed to improve discourse comprehension and production for several special populations of preschool children: those with language and learning impairments, those with autism spectrum disorder, those who are learning English as a second language, and/or those who are at-risk for academic failure. We will also discuss procedures for reducing cognitive and memory load to strengthen discourse comprehension and production.

After completing this session, you will be able to:

  • describe story grammar elements used in the contextualized instruction
  • describe ways to improve the complexity and quality of children's narratives
  • describe ways to improve children's use of mental state and causal language in discourse

The Path From Listening to Language to Literacy for Young Children Who Are Deaf or Hard of Hearing
Mary Ellen Nevins, EdD, and Kimberlee Crass, PhD, CCC-SLP, LSLS Cert. AVT

With access to today's state-of-the-art listening technologies, young children who are deaf or hard of hearing can be expected to develop the precursor skills to code breaking and reading with comprehension in much the same manner as their typically hearing peers. Whether consulting with a classroom teacher, coaching a family, or providing direct intervention at a school or clinic, speech and hearing professionals can enhance young students' reading journey. This session will emphasize phonemic awareness and word recognition as well as repeated interactive story sharing while exploring particular strategies and techniques designed especially for supporting children with hearing loss.

After completing this session, you will be able to:

  • modify interventions for the acquisition of phonemic awareness to support children who are deaf or hard of hearing
  • plan story shares for young children who are deaf or hard of hearing that include identification of story theme, building Tier 2 vocabulary, and character development

Ideas for Children with Severe and Multiple Disabilities
Bill T. Ogletree, PhD, CCC-SLP

This session will explore ideas to promote emergent literacy skills in preschool learners with severe and multiple disabilities, who often are not exposed to these foundational principles. The session will provide specific suggestions and evidence-based strategies that can be applied to all learners, regardless of their level of functioning.

After completing this session, you will be able to:

  • explain and implement literacy experiences for young children with severe and multiple disabilities
  • apply evidence-based strategies to initiate reading and writing activities with children with severe and multiple disabilities

Harnessing the Power of Dynamic Assessment and Multi-Tiered Systems of Language Support
Douglas B. Petersen, PhD, CCC-SLP

This presentation will discuss the current, pressing need for a greater focus on oral language progress monitoring, dynamic assessment, and multi-tiered systems of language support, and will highlight the SLP's role in this process as a language expert. This presentation will provide an overview of—and offer specific training on—dynamic assessment, oral language progress monitoring tools, and multi-tiered narrative-based language intervention procedures that can be used by a single SLP with his or her caseload or by an entire preschool education system.

After completing this session, you will be able to:

  • explain how dynamic assessment can reduce assessment bias
  • explain why narrative assessment is suitable for progress monitoring
  • administer and score curriculum-based measurements (CBMs) for language

Phonological Awareness for Preschoolers: Developmentally Appropriate Expectations on the Road to Reading and Writing
C. Melanie Schuele, PhD, CCC-SLP

Children who begin kindergarten with a strong base of emergent literacy skills are far more likely to meet Common Core Literacy Standards than are children without this foundation. This session focuses on how SLPs can make noteworthy contributions to the emergent literacy learning of preschoolers, particularly those with speech-language impairments. First, we will review preschool phonological awareness benchmarks, factors that influence the achievement of these benchmarks, and the risk for literacy deficits in children with speech and/or language impairments. Second, we will discuss instruction, intervention, and progress monitoring for preschool phonological awareness, targeting instruction and intervention from multiple perspectives, including collaborating with parents and early childhood educators and integrating phonological awareness into intervention that targets broader deficits.

After completing this session, you will be able to:

  • design a new tool or adapt available tools to measure preschoolers' phonological awareness learning in order to intervene appropriately and monitor progress
  • coach parents to promote children's phonological awareness learning
  • infuse phonological awareness learning opportunities into current approaches to speech-language intervention

Using Progress Monitoring to Provide Better Services to Preschoolers
C. Melanie Schuele, PhD, CCC-SLP

Although progress monitoring instruments have been used for more than a decade with school-age children, the use of the instruments with preschool children has a much shorter history. This session describes the characteristics of progress monitoring instruments, discusses how progress monitoring tools might be used to improve intervention outcomes, and reviews some language and literacy progress monitoring instruments.

After completing this session, you will be able to:

  • describe the history and basic principles of progress monitoring
  • discuss how progress monitoring can be used to improve child outcomes
  • describe a few progress monitoring instruments for preschool children

The Role of Technology in Preschool: Objectives, Language of Themes, and Key Methodologies for Early Learners
Sean J. Sweeney, MS, MEd, CCC-SLP

This session will provide an overview and demonstration of easy-to-use technology resources for addressing developmentally appropriate objectives at the preschool level. Topics will include play, narrative, grammar, vocabulary, and alignment with early Common Core standards. We will discuss how to best evaluate apps and other resources that can be used in creative ways to engage students and align with methods to foster language and social development.

After completing this session, you will be able to:

  • describe four technology resources that align with goal areas for preschool students
  • state rationale and perform task analyses to evaluate apps beyond those designed for speech and language intervention

Preschool Foundations for Later Reading Comprehension: Academic Talk and Executive Functions
Anne van Kleeck, PhD, CCC-SLP

Reading ability consists of two components—decoding and reading comprehension. For many years, SLPs have been fostering preschool foundations for later decoding ability (e.g., letter knowledge and phonological awareness) while paying far less attention to emerging higher-level oral language skills that are critically important to later reading comprehension. This session will focus on two categories of language-based skills that are related to later reading comprehension and academic success—emotional and cognitive executive functions that control goal-directed behavior, and the academic talk register that is a manifestation of the social-interactive and cognitive goals of teaching and learning contexts. The session will define and give examples of these broad conceptual constructs and their subdomains as well as present specific ideas for fostering them.

After completing this session, you will be able to:

  • explain the language-based nature of exposure to and development of executive functions and academic talk beginning in the preschool years
  • classify the co-occurring dimensions of language that distinguish between casual talk and academic talk
  • identify strategies to promote executive functions and academic talk in preschoolers as a foundation for later reading comprehension

Preschool Service Delivery Models
Perry Flynn, MEd, CCC-SLP

This session will discuss service delivery options for preschool children with language and literacy challenges. The session will cover documentation of preschool service delivery options, considerations specific to this population, pros and cons of different models, and how to serve preschool students in the Least Restrictive Environment.

After completing this session, you will be able to:

  • describe a variety of service delivery options for preschool children with language and literacy needs
  • select the options and models that best meet a particular child's needs
  • explain how different service delivery models help to serve students in the Least Restrictive Environment

Working with Parents, Teachers, and Paraprofessionals to Enhance Preschoolers' Language Development
Carol Scheffner Hammer, PhD, CCC-SLP, Shelley Scarpino, PhD, and Brook Sawyer, PhD

This session will discuss how to establish positive collaborative relationships with parents, early childhood teachers, and paraprofessionals to improve outcomes for preschoolers. The session will cover creating activities for promoting language that incorporate teacher and parent input and that can be implemented in the classroom and/or at home, using the student's classroom and curriculum as the context for intervention, and overcoming barriers to collaboration.

After completing this session, you will be able to:

  • discuss ways to establish relationships with parents, early childhood teachers, and paraprofessionals
  • develop activities for promoting language that incorporate teacher and parent input and that integrate classroom activities and the curriculum
  • identify potential barriers to collaboration and solutions for overcoming them

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