Sessions at Language and Literacy: Preschool and School-Age Children

Pre-recorded sessions are on-demand and last about an hour, so you can watch them whenever your schedule permits! More session descriptions coming soon.

Building Partnerships for Emergent Literacy Instruction
Danika Pfeiffer, PhD, CCC-SLP

Teachers are often unaware of speech-language pathologists' roles and responsibilities related to literacy. This can lead to missed opportunities for collaboration to support children with speech, language, and emergent literacy delays and disorders. This session will review strategies for communicating clearly with teachers to promote positive working relationships and to plan successful, collaborative, classroom-based emergent literacy lessons.

After completing this session, you will be able to:

• describe your roles and responsibilities related to literacy to other school professionals using concise, jargon-free language
• select a classroom-based, co-teaching model to provide emergent literacy instruction
• plan a classroom-based emergent literacy lesson

Literacy Development in Children With Speech Sound Disorders
Kathryn Cabbage, PhD, CCC-SLP

Children with speech sound disorders often face challenges that extend beyond speech production, including increased risk for literacy difficulties. This session will provide evidence-based and practical strategies for integrating literacy instruction into speech sound intervention, helping clinicians maximize intervention time while supporting broader academic success.

After completing this session, you will be able to:

• describe the interaction between speech sound disorders and literacy development in children
• identify roles and responsibilities of SLPs to support literacy development in children with speech sound disorders
• describe integrated literacy intervention approaches to support phonological and morphological development in children with speech sound disorders

Language-Mediated Executive Functioning: Preschool Assessment and Intervention
Tatyana Elleseff, MA, CCC-SLP, BCS-CL

Executive functioning challenges in young children are frequently misinterpreted as attention or behavioral problems when they are, in fact, driven by underlying language weaknesses. This session will examine how breakdowns in comprehension, syntax, and discourse directly impact working memory, self-monitoring, and task completion in academic and social contexts. The session will share a structured approach to assessment that integrates language, executive functioning, and pragmatic skills across real-world demands. It will use case-based examples to demonstrate how to identify language-mediated executive dysfunction and make informed decisions regarding intervention versus referral.

After completing this session, you will be able to:

• identify and attribute executive functioning breakdowns to underlying language weaknesses by analyzing patterns in comprehension, discourse, and task demands
• analyze how breakdowns in language (e.g., comprehension, syntax, discourse organization) impact core executive functions such as working memory, cognitive flexibility, and self-monitoring during academic tasks
• conduct integrated assessments that examine language, executive functioning, and social-pragmatic skills across standardized testing, language samples, and real-world task demands
• design context-based intervention approaches that simultaneously target language and executive functioning within academic and social contexts

Equitable Care Anywhere: Plan, Prepare, and Deliver Effective SLP Services via Telepractice
Deborah Campbell, PhD, CCC-SLP

This session will provide SLPs with a practical, evidence-informed framework for delivering high-quality telehealth assessment and intervention to preschool and school-age children and their families. The session will discuss evaluating telehealth readiness, establishing appropriate supports, and ensuring adequate technology and environmental conditions. The session will outline strategies for designing and implementing effective, engaging sessions that maintain clinical integrity through best practices, scaffolding, and intentional adaptations for the digital environment. The session will address real-world challenges—including access barriers, training gaps, and client appropriateness—and actionable solutions.

After completing this session, you will be able to:

• utilize a telehealth readiness checklist to determine if a child meets the clinical, technology, and environment profiles to participate in virtual services
• design a session plan that anticipates challenges and prepares materials and supports in advance while proactively addressing safety, ethics, and documentation requirements
• implement virtual sessions with appropriate materials and equipment, and include a scaffolding plan, engagement strategies, and adaptations and modifications required for the digital environment

Collaborative Classroom Instruction for SLPs in Preschool Settings
Leesa Marante, PhD, CCC-SLP

As schools shift toward integrated, team-based service delivery, SLPs are uniquely positioned to lead language and literacy instruction in partnership with educators. This session explores the full spectrum of collaborative service delivery models, from co-teaching dyads to MTSS/RTI teams, with practical frameworks for implementing and sustaining these approaches in preschool settings. The session will highlight SLPs’ distinct expertise in language-based literacy, how to communicate that value to collaborative partners, and how to navigate real-world challenges like scheduling, role ambiguity, and limited time. Case-based examples will illustrate how push-in, pull-out, and consultative services can work together within a continuum of support. You will leave with concrete tools and decision-making frameworks ready to use right away.

After completing this session, you will be able to:

• describe and differentiate at least four co-teaching and collaborative service delivery models applicable to pre-school language and literacy intervention
• analyze the benefits and limitations of push-in versus pull-out service delivery using an evidence-informed decision-making framework tailored to student needs, classroom context, and IEP goals
• identify and articulate the SLP's unique contributions to collaborative teams, including language expertise, dynamic assessment skills, and leadership in language-based literacy instruction.

DLD and Literacy: Assessment and Intervention in the School-Age Years
Nickola Nelson, PhD, CCC-SLP, BCS-CL

This session will use case examples to illustrate assessment and intervention practices for differentiating two primary developmental language disorder (DLD) profiles (with and without dyslexia). The speaker will discuss using DLD profiles, while also taking into account individual differences, to optimize strengths-based and evidence-based intervention planning. The session will demonstrate clinical decision-making that includes use of four critical questions to guide curriculum-based language assessment and intervention for treating language/literacy challenges students with DLD commonly face.

After completing this session, you will be able to:

• analyze assessment profiles to describe high/low patterns of phonological and nonphonological language skills that point to diagnosis of DLD with and without dyslexia
• list at least two goal areas to match language/literacy assessment profiles, with modifications to account for individual differences, including strengths
• apply the four questions of curriculum-based language assessment and interventions to conduct interventions with students with DLD

Interactive Book Sharing to Support Pre-K Language and Literacy
Shaylee Woods, MS, CCC-SLP

Interactive book sharing is a powerful, evidence-based approach for supporting meaning-related emergent literacy (MREL) skills for young children. This session will provide a practical framework for selecting high-impact children’s books and identifying embedded opportunities to target vocabulary, syntax, narrative representation, and listening comprehension during semi-structured book-reading activities. The session will discuss practical strategies for adapting both familiar and new books to address MREL. You will leave with concrete tools and strategies to apply on your own and within collaborative teams.

After completing this session, you will be able to:

• explain what MREL is and its importance for literacy
• evaluate children’s books based on their potential to support MREL skills including vocabulary, narrative structure, syntax, and listening comprehension
• generate a list of active ingredients used during interactive book sharing

Conceptualizing Language and Literacy Screenings for Multilingual Learners
Erica Gutmann, MS, CCC-SLP

This session will address questions like: How can SLPs apply their literacy knowledge and expertise to support universal literacy screening processes that many school districts require? What are key considerations for language and literacy screenings for a multilingual student body? What feasible solutions can be implemented in real-world contexts? The session will review best practices for language and literacy assessment when working with multilingual students, including discussion of effective screening tools and how to modify monolingual data analysis approaches for multilingual students. The speaker will discuss recent research exploring the implementation of a universal screener in a public-school setting, including key clinical practice implications. The session will highlight how SLPs can take action to support effective language and literacy screenings for multilingual students.

After completing this session, you will be able to:

• differentiate best practices for code- and meaning- focused literacy assessment for a multilingual student population
• advocate for universal language/literacy screening in your school setting that is appropriate for a multilingual student body
• collaboratively modify monolingual language/literacy screening procedures for multilingual students

Two Systems, One Reader: A Practical Look at Small-Group Literacy Intervention
Trina D. Spencer, PhD, BCBA-D

This practical, fast-paced session will demonstrate how skilled reading depends on two language systems: the code that connects print to speech and the spoken language that makes print meaningful. The session will utilize animated explainer models and video examples to explain why spoken language is the foundation that all other literacy skills are built upon. The session will also use current research and classroom-ready examples to highlight the active ingredients of high-quality, small group literacy intervention. You will leave with a clear framework, shared vocabulary, and concrete ideas to implement in your own small groups.

After completing this session, you will be able to:

• map the components of skilled reading to typical activities of your practice
• explain to a teacher, administrator, or colleague how spoken language is the foundation for all aspects of literacy
• list the characteristics of high-quality, small group intervention