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Written Language -Roles, Responsibilities, and Ethical Considerations by Carolee Dean,
Salepage link: At HERE. Archive:

Faculty:: Carolee Dean
Duration:: 2 Hours 2 Minutes
Format:: Audio and Video
Copyright:: Sep 28, 2020

Description

Do you wonder, as an SLP, what your roles and responsibilities are to your students’ written language needs? Are you looking for ways to expand your knowledge and competence in this area? Would you like more information about the role that oral language plays in reading and writing?

Many students with communication disorders also have reading and writing disabilities (including dyslexia) or are at risk for developing them. School administrators and classroom teachers may not recognize the vital role SLPs play in literacy development. This session outlines the roles, responsibilities, and ethical considerations of SLPs in working with students with written language challenges and explains the relationship between oral and written language. It equips the SLP and other educators with evidence-based strategies for supporting students, empowers professionals to work together more collaboratively, and directs them to resources to further enhance their learning.

Handouts

Outline

ASHA Code of Ethics – Specific Applications for Written Language Disorders

Roles and Responsibilities of Speech-Language Pathologists with Regard to Reading and Writing

The connections between spoken and written language.
How SLPs play a critical and direct role in the development of literacy.

Identifying Children at Risk and the Relationship Between Spoken Language and Literacy (Colenbrander et. al. 2018)

Genetic factors
Oral Language
- Phonemic awareness
- Letter knowledge
- Vocabulary knowledge
- Morphological awareness
Hearing difficulties
Speech sound disorders
Other cognitive factors

The Role of the SLP in Assessing Reading and Writing

Can SLPs diagnose dyslexia?
Speech and Language Assessments
Considering state and local standards
What the new DSM-5 says about IQ testing

Using Evidence Bases Strategies to Target the Components of Spoken and Written Language

Phonology
Morphology
Semantics
Syntax
Pragmatics and Discourse

Advancing the Knowledge Base

Improve your own knowledge base (IDA Knowledge and practice standards, additional training).
Provide knowledge and assistance to general education teachers, parents, and students
Advocating for effective literacy practices in the school and district

Additional Professional and Ethical Considerations

Determining your role on the literacy team, acknowledging the role of others
Following state and local guidelines
Promoting evidence-based practices
Assessing gaps in your own knowledge and knowing where to go for information

Faculty

Carolee Dean, M.S., CCC-SLP, CALP Related seminars and products: 1

Carolee Dean, M.S., CCC-SLP, CALT is a speech-language pathologist/teletherapist in private practice. She is also a Certified Academic Language Therapist and member of the Academic Language Therapy Association, an organization dedicated to the remediation of written language skills, including dyslexia. She is a past president of the Southwest Branch of the International Dyslexia Association and has created educational resources for teachers and SLPs including Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling coming March 2021 with Brookes Publishing. She has resources available on her Teachers Pay Teachers Page (Carolee Dean at Word Travel LLC) and she is a frequent speaker at state and national conferences including ASHA and IDA. In addition, Dean is the award-winning author of the young adult novels, Comfort (Houghton Mifflin), Forget Me Not (Simon & Schuster), and Take Me There (Simon & Schuster), a YALSA Quick Pick for Reluctant Readers.

Speaker Disclosure:

Financial: Carolee Dean maintains a private practice. She is an author for Houghton Mifflin, Simon & Schuster, and Brookes Publishing and receives royalties. Ms. Dean receives a speaking honorarium from PESI, Inc.

Non-financial: Carolee Dean is a member of the American Speech-Language-Hearing Association; and the Academic Language Therapy Association (CALP).

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