Lavi Institute

Current Status
Not Enrolled
Price
$125 annual membership
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How This Works

Step One

Watch live conference sessions below. Access to replays will be posted below on August 15th, 2021.

Step Two

Visit our Virtual Exhibit Hall, enter raffles, win prizes, get discounts.

Step three

Get CMH certificates or use ASHA CE registry forms below

step four

Feel empowered by EBP

VIRTUAL EXHIBIT HALL

Enter here to win raffle prizes and get discount codes 

MAIN CONFERENCE PLATFORM

Conference Introduction video

Schedule

We know how valuable your time is, so we scheduled the entire event strategically to meet your needs

incredible people
Meet top talent in a unique 2-day experience
GAIN EBP CONFIDENCE, get 1.5 LIVE ASHA CEUs

Our speakers

Kenn Apel, PhD, ASHA Fellow, Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia

Dr. Ken Apel

August 5th, 11 am- 3 pm ET

Dr. Jaumeiko Coleman

August 6th, 11am ET

Tatyana Elleseff, MA, CCC-SLP

Conference Host; Pre-recorded sessions

Gary Troia, PhD, Associate Professor of Special Education at Michigan State University

Dr. Gary Toia

August 6th, 1:00 pm - 5:30 pm ET

Dr. Victoria Henbest, CCC-SLP

August 5th, 3:30-7:30 PM ET

Angie Neal,
MS, CCC-SLP

pre-recorded

Richard P. Zipoli, Ph.D., CCC-SLP, Associate Professor, Southern Connecticut State University

Dr. Richard P. Zipoli,
CCC-SLP

August 6ht, 5:30-6;30 PM ET

Lauren Thompson
M.A., C.A.S.

pre-recorded

Dr. Adriana Lavi, CCC-SLP

Conference Host, Moderator

MASTER CLASS PRESENTATIONS

Spelling Assessment: A Multi-linguistic Approach
Dr. Apel

August 5th at 11 am PT/8 am ET

This session will present the basis and components for an evidence based approach to assessment of spelling. In this seminar, the metalinguistic skills that support spelling will be discussed and then a demonstration of implementing a metalinguistic assessment approach that incorporates these skills will be presented. 

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Kenn Apel, PhD, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia. Formerly, he was chair of that department. Dr. Apel has more than 30 years of experience conducting research in the areas of spoken and written language. His recent research focus is on the linguistic factors that contribute to the development of reading and spelling, including morphological awareness and orthographic knowledge. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the Honors of that Association.

  1. explain the linguistic underpinnings of spelling and its development 
  2. list assessment procedures that pinpoint the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. list components of a spelling assessment report.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Apel will receive a speaking fee from the Lavi Institute/Power Up Conference. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. 

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. explain the linguistic underpinnings of spelling and its development 
  2. list assessment procedures that pinpoint the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. list components of a spelling assessment report.

50 mins – Methodology: assessment requirements per IDEA, written report requirements per Educational Code, assessment procedures, components of spelling assessment 

30 mins – Recommendations: use of validity statements, importance of informal observations, considerations for special populations, adverse impact on education

10 mins – Q&A

Spellbound and Letter Perfect: Strategies for Effective Spelling Instruction and Intervention
Dr. Apel

August 5th at 1 pm ET/ 3 pm PT

This session will present the basis and components for an evidence based approach to spelling intervention. In this seminar, the metalinguistic skills that support spelling will be discussed and then a demonstration of implementing a metalinguistic intervention approach that incorporates these skills will be presented. 

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Kenn Apel, PhD, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia. Formerly, he was chair of that department. Dr. Apel has more than 30 years of experience conducting research in the areas of spoken and written language. His recent research focus is on the linguistic factors that contribute to the development of reading and spelling, including morphological awareness and orthographic knowledge. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the Honors of that Association.

  1. explain the linguistic underpinnings of spelling and its development 
  2. list intervention procedures and activities that address the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. Develop a cluster of word-study instruction and intervention strategies that contribute to students’ language and literacy skills.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Apel will receive a speaking fee from the Lavi Institute/Power Up Conference. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. 

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. explain the linguistic underpinnings of spelling and its development 
  2. list intervention procedures and activities that address the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. Develop a cluster of word-study instruction and intervention strategies that contribute to students’ language and literacy skills.
  4.  

50 mins – Methodology: evidence based procedures and activities for spelling intervention  

30 mins – Recommendations:  importance of informal observations, considerations for special populations, adverse impact on education

10 mins – Q&A

Morphological Use and Awareness: What’s the Difference and How do I Assess Them?
Dr. Henbest

August 5th, 3:30pm ET/ 12:30pm PT

This course will address the difference between morphological use and morphological awareness.  The various components of morphological awareness and the relation of morphological awareness to children’s literacy success will be highlighted.  Strategies and tasks for assessing the components of morphological awareness including key clinical considerations will be presented.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Victoria S. Henbest is an ASHA certified Speech-Language Pathologist and Assistant Professor in the Speech Pathology and Audiology Department at the University of South Alabama (USA) where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and assistive technology courses.  Dr. Henbest earned her B.S.E in Speech-Language Pathology from the University of Arkansas and M.S. in Speech-Language Pathology from Missouri State University. She earned her Ph.D. in Communication Sciences and Disorders from the University of South Carolina in May 2020. Dr. Henbest has over 10 years of experience working with young children with speech, language, and literacy deficits and since 2016 has published 11 peer-reviewed papers on language and literacy.

  1. The learner will compare and contrast morphological use and morphological awareness.
  2. The learner will name and describe the four components of morphological awareness.
  3. The learner will identify tasks/tests that measure morphological use and morphological awareness.
  4. The learner will describe the relation between morphological awareness performance and literacy achievement.
  5. The learner will plan task(s) for morphological awareness assessment applying key considerations.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Henbest will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. compare and contrast morphological use and morphological awareness.
  2. describe the four components of morphological awareness.
  3.  identify tasks/tests that measure morphological use and morphological awareness.
  4. describe the relation between morphological awareness performance and literacy achievement.
  5. plan task(s) for morphological awareness assessment applying key considerations.

50 mins – Methodology: evidence based procedures and activities for assessment of morphology

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

    1.  

Strategies for Teaching Morphological Awareness to Support Literacy Success
Dr. Henbest

August 5th, 5:30pm ET/ 2:30pm PT

This course will review the importance of morphological awareness instruction for supporting the literacy skills of children of a variety of ages. A summary of the research-base on the effectiveness of morphological awareness instruction/intervention will be highlighted. Practical and easily implementable strategies and activities for supporting the morphological awareness skills of children of a variety of age ranges and abilities will be presented.    

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Victoria S. Henbest is an ASHA certified Speech-Language Pathologist and Assistant Professor in the Speech Pathology and Audiology Department at the University of South Alabama (USA) where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and assistive technology courses.  Dr. Henbest earned her B.S.E in Speech-Language Pathology from the University of Arkansas and M.S. in Speech-Language Pathology from Missouri State University. She earned her Ph.D. in Communication Sciences and Disorders from the University of South Carolina in May 2020. Dr. Henbest has over 10 years of experience working with young children with speech, language, and literacy deficits and since 2016 has published 11 peer-reviewed papers on language and literacy.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Henbest will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. summarize the evidence-base for morphological awareness instruction and intervention.
  2. name the key instructional components of morphological awareness instruction and intervention.
  3. create activities/tasks that teach morphological awareness.

50 mins – Methodology: evidence based procedures and activities for morphological awareness

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

    1.  
  1. The learner will summarize the evidence-base for morphological awareness instruction and intervention.
  2. The learner will name the key instructional components of morphological awareness instruction and intervention.
  3. The learner will create activities/tasks that teach morphological awareness.

 

Clinical Assessment of Grade-Level Reading Abilities: Focus on Fluency and Comprehension
Tatyana Elleseff, MS, CCC-SLP

pre-recorded

This webinar describes how to perform clinical assessments of grade-level reading fluency and reading comprehension of elementary-aged and adolescent students. It provides information regarding how professionals can conduct a thorough analysis of the student’s reading rate, accuracy, and prosody. It also reviews in detail appropriate text selection for reading fluency and comprehension purposes as well as discusses the type of questions professionals can create based on text content in order to perform a deep assessment of reading comprehension abilities. 

ASHA: 0.15 ASHA CEUs, Intermediate Level

CA SLPAHB: 1.5 

CMH: 1.5 

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

At the end of this webinar learners will be able to:

1.Conduct thorough grade-level assessments of reading fluency and comprehension of elementary-aged and adolescent aged students

2.Appropriately select text complexity based on the students’ grades  

3.Calculate reading fluency rates based on the latest reading fluency data (Hasbrouck and Tindal, 2017 ORF Measures)

4.Analyze reading fluency error types for intervention purposes

5.Determine the students’ reading comprehension error types for intervention purposes 

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Tatyana Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

1.Conduct thorough grade-level assessments of reading fluency and comprehension of elementary-aged and adolescent aged students

2.Appropriately select text complexity based on the students’ grades  

3.Calculate reading fluency rates based on the latest reading fluency data (Hasbrouck and Tindal, 2017 ORF Measures)

4.Analyze reading fluency error types for intervention purposes

5.Determine the students’ reading comprehension error types for intervention purposes 

20 mins – Methodology: evidence based procedures for the assessment of fluency and comprehension

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

  1.  

Forging a Pathway Toward “Reading to Learn”
Dr. Coleman

August 6th at 11 am ET/ 8 am PT

Strong reading comprehension skills are critical to achieving the status of “reading to learn,” which is a pivotal point in reading skill development noted in older elementary age students. The pathway to robust reading comprehension skills includes developing a sound foundation in spoken language skills, most notably listening comprehension, and accompanying higher order thinking skills, like inference generation and comprehension monitoring. Using evidence based methodology, this session will highlight underpinnings of reading comprehension as well as considerations for reading comprehension assessment and intervention.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Dr. Jaumeiko Coleman is the Director of Clinical Services in the Clinic at the Atlanta Speech School. She is a published author of peer-reviewed journal articles and practice toolsDr. Coleman’s career focus on spoken language and literacy has been infused in all of her previous work positions which include school-based speech-language pathologist, assistant professor, public school administrator, and Director of School Services at the American Speech-Language-Hearing Association. She is a board member of Learning Disabilities Association of Georgia and Learning Disabilities Association of America.

·         Describe reading comprehension relative to the Simple View of Reading

·         Discuss the relationship between listening comprehension and reading comprehension

·         List and define reading comprehension strategies

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Coleman will receive a speaking fee from the Lavi Institute/Power Up Conference. 

Nonfinancial— Dr. Coleman is a board member of Learning Disabilities Association of Georgia and Learning Disabilities Association of America.

5 mins – Disclosures, Introduction

25 mins – Objectives:

·         Describe reading comprehension relative to the Simple View of Reading

·         Discuss the relationship between listening comprehension and reading comprehension

·         List and define reading comprehension strategies

50 mins – Methodology: evidence based procedures and strategies for reading comprehension

30 mins – Recommendations:  importance of reading comprehension for academic success, considerations for special populations, adverse impact on education

10 mins – Q&A

High-Leverage Writing Assessment Practices for the Busy Educator
Dr. Gary Troia

August 6th, 1 pm ET/ 10 am PT

In this presentation, Dr. Troia will review sources of variance in writing that can impact writing assessment outcomes, principles of designing strong writing prompts and rubrics, some unique rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.    

ASHA: 0.2

Intermediate

CA SLPAHB: 2.0

CMH: 2.0

Gary A. Troia is an associate professor of Special Education at Michigan State University. Prior to receiving his doctorate from the University of Maryland in 2000, he worked 10 years in the public schools as a special educator and speech-language pathologist, and 6 years as a university clinical supervisor. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press. With colleagues Froma Roth and Colleen Worthington, he developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. Troia has authored over 50 research papers, book chapters, and white papers and has given numerous presentations about his work in the areas of phonological processing and awareness, writing assessment and instruction, and teacher professional development in literacy. He has been awarded over $5 million in intramural and extramural grants and contracts.

Learning Objectives:

  1. Participants will be able to identify the three main sources of variation in writing assessment outcomes.
  2. Participants will be able to summarize the key characteristics of high quality writing prompts and rubrics.
  3. Participants will be able to identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Troia will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

    1. TBA

High-Leverage Writing Intervention Practices for the Busy Educator
Dr. Gary Troia

August 6th, 3:30 pm ET/ 12:30 pm PT

In this presentation, Dr. Troia will address some of the most impactful ways educators can help improve students’ writing, including developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling, and MTSS implementation.    

ASHA: 0.2

Intermediate

CA SLPAHB: 2.0 

CMH: 2.0 

Gary A. Troia is an associate professor of Special Education at Michigan State University. Prior to receiving his doctorate from the University of Maryland in 2000, he worked 10 years in the public schools as a special educator and speech-language pathologist, and 6 years as a university clinical supervisor. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press. With colleagues Froma Roth and Colleen Worthington, he developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. Troia has authored over 50 research papers, book chapters, and white papers and has given numerous presentations about his work in the areas of phonological processing and awareness, writing assessment and instruction, and teacher professional development in literacy. He has been awarded over $5 million in intramural and extramural grants and contracts.

­Learning Objectives:

  1. Participants willbe able to identify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and MTSS.
  2. Participants will complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
  3. Participants will be able to summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing MTSS for writing.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Toia will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

    1. TBA

Targeted Intervention that Supports Students' Understanding of Challenging Sentence Structures
Dr. Zipoli, CCC-SLP

August 6th, 5:30pm ET/ 2:30pm PT

Instruction that targets challenging sentence structures is relatively underemphasized in many reading programs. We will identify four potentially confusing types of sentence structures, examine misleading processing strategies, and introduce intervention procedures that can be used to improve readers’ comprehension of challenging sentences.

ASHA: 0.1 ASHA CEUs, Intermediate Level

CA SLPAHB: 1.0 

CMH: 1.0 

Richard P. Zipoli, Ph.D., CCC-SLP, is an Associate Professor and Clinical Instructor in the Department of Communication Disorders at Southern Connecticut State University. He received a Ph.D. in the Department of Educational Psychology at the University of Connecticut, with a program of study in special education emphasizing learning and reading disabilities. In 2018, Richard was awarded the Connecticut State Universities Board of Regents Systems-Wide Teaching Award. His clinical and research interests include childhood and adolescent language disorders, learning disabilities, and reading difficulties, as well as service delivery in high need schools.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Zipoli will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. identify four sentence structures that may be challenging for students with language impairments or language learning disabilities. 

     2) explain three misleading processing strategies that can adversely impact readers’ understanding of challenging sentences. 

     3) describe five instructional procedures that can enhance readers’ comprehension of complicated sentences. 

50 mins – Methodology: evidence based procedures and activities to enhance comprehension of complicated sentences

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

    1.  

1) Participants will be able to identify four sentence structures that may be challenging for students with language impairments or language learning disabilities. 

 2) Participants will be able to explain three misleading processing strategies that can adversely impact readers’ understanding of challenging sentences. 

 3) Participants will be able to describe five instructional procedures that can enhance readers’ comprehension of complicated sentences. 

Teaching Emergent Readers via the Synthetic Phonics Approach
Tatyana Elleseff, MS, CCC-SLP

pre-recorded

This webinar discusses aspects involved in skilled reading for emergent readers. It will
outline emergent reader profiles, describe the limitations of the “sight word approach”, list the terminology of
common phonics terms, discuss instructional practices relevant for readers with intellectual impairments, as well as
explain the importance of systematic phonics for emergent readers. Additional topics will include phonics goal
formation, strategies for blending sounds, the benefits of decodable readers as well as free resources educators can
use in order to implement synthetic phonics approach effectively with emergent readers.

ASHA: 0.15 ASHA CEUs, Intermediate Level

CA SLPAHB: 1.5 

CMH: 1.5 

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

At the end of this presentation participants will be able to:

  • Discuss aspects involved in skilled reading
  • Describe emergent reader profiles
  • Outline the limitations of the “sight word approach”
  • List terminology of common phonics terms
  • Identify that even emergent readers with intellectual disability can benefit from phonics instruction
  • Summarize the difference between synthetic and analytic phonics
  • Explain the importance of systematic phonics for emergent readers to read
  • Access phonics goals from the Florida Center for Reading Research
  • Restate strategies of teaching emerging readers to blend sounds
  • State the value of decodable readers
  • Locate links to free decodable readers online

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Tatyana Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  • Discuss aspects involved in skilled reading
  • Describe emergent reader profiles
  • Outline the limitations of the “sight word approach”
  • List terminology of common phonics terms
  • Identify that even emergent readers with intellectual disability can benefit from phonics instruction
  • Summarize the difference between synthetic and analytic phonics
  • Explain the importance of systematic phonics for emergent readers to read
  • Access phonics goals from the Florida Center for Reading Research
  • Restate strategies of teaching emerging readers to blend sounds
  • State the value of decodable readers
  • Locate links to free decodable readers online

20 mins – Methodology: evidence based procedures for the assessment of fluency and comprehension

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

  1.  

Auditory Processing Disorder Diagnosis: Science or Pseudoscience?
Tatyana Elleseff, MS, CCC-SLP

Pre-Recorded

This presentation reviews current controversies pertaining to the validity of assessment and treatment of auditory processing disorder (APD). It also discusses how the APD label results in professionals discounting true language and literacy deficits in students who require appropriate language and literacy assessment and targeted language and literacy intervention services.

ASHA: 0.15

Intermediate

CA SLPAHB: 1.5 

CMH: 1.5 

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

  1. List ‘APD’-related symptoms and describe their overlap with other disorders as per APD testing results
  2. Describe the current controversy pertaining to ‘APD’ diagnosis
  3. Discuss how speech-language pathologists can assist students with “processing deficits” with respect to language and literacy assessment and intervention

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Tatyana Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Discussion of the purpose for each type of assessment

30 mins: comparative analysis of neuropsychological vs. language/literacy assessment batterie45 mins

25 min: Discussion about  assessment components relevant to intervention provision 

5 mins: Q&A

    1.  

Using Phonics Based Assessment to Develop Targeted Phonics Intervention
Lauren Thompson, M.A., C.A.S.

pre-recorded

Learn to use accessible, low-cost phonics assessments to analyze students’ strengths and
challenges, and to plan targeted phonics intervention. This presentation will demonstrate how
to use two freely-available, informal, criterion-based phonics surveys to measure how secure
students are in their knowledge of discrete phonics skills, and how to design structured,
systematic intervention based on assessment data. Topics will include analyzing assessment
results to discover gaps in students’ phoneme-level proficiency and phonics skills; using a
phonics scope-and-sequence to plan instruction; referencing state standards for ELA
foundational skills as part of setting goals for phonics instruction; appropriately incorporating
controlled-decodable texts fit into phonics instruction.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Lauren Thompson, M.A., C.A.S. is certified as a Structured Literacy Interventionist by the
Center for Effective Reading Instruction. She is also certified in the Wilson Reading System, and
a graduate of the Certificate of Advanced Study in Language and Literacy program at the
Institute of Health Professions at Massachusetts General Hospital. She has worked as a private
dyslexia and literacy tutor for more than 8 years, assisting more than 100 students in Brooklyn,
NY, to become stronger readers and writers. Memories of her brother’s unmet learning needs
inspired her to help other children avoid similar traumas. Prior to embarking on a career as a
literacy instructor, she was (and still is) a best-selling children’s book author, and worked as a
children’s trade book editor for 18 years. Her entire adult life has been devoted to bringing the
world of literacy to all children. (Identifiers: she/her pronouns, White European ancestry).

• Access two criterion-based free or low-cost foundational reading skills assessments for
Grades K to 5 and up

• Analyze foundational skills assessment data to clarify students’ areas of skills security
and insecurity

• Design a targeted, hierarchical plan of phonics intervention in response to assessment
data

• Align common phonics scope-and-sequence frameworks with CCSS Foundational
Reading Skills grade expectations

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Lauren Thompson will receive a speaking fee from the Lavi Institute/Power Up Conference. 

Nonfinancial— No relevant nonfinancial relationships

5 mins – Disclosures, Introduction

25 mins – Objectives:

• Access two criterion-based free or low-cost foundational reading skills assessments for
Grades K to 5 and up

• Analyze foundational skills assessment data to clarify students’ areas of skills security
and insecurity

• Design a targeted, hierarchical plan of phonics intervention in response to assessment
data

• Align common phonics scope-and-sequence frameworks with CCSS Foundational
Reading Skills grade expectations

50 mins – Methodology: evidence based procedures and strategies for targeted phonics intervention

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

Which Came First: The Sound or the Letter? The Role of Phonological Awareness in Evidence- Based Reading Instruction
Angie Neal, MS, CCC-SLP

pre-recorded

Which Came First: The Sound or the Letter? While it seems like the answer should be obvious, reading instruction may not always reflect this knowledge. Without an understanding that written language is meant to represent speech, children often struggle to learn to read. In fact, because of advances in science and the ability to study the brain while it is reading there is a clear understanding that we use what we’ve already developed through speech to form the networks necessary for reading. As Mark Seidenberg so eloquently states in his book Language at the Speed of Sight, “we may read with our eyes, the starting point for reading is speech (Seidenberg, 2017)”.  Therefore, reading instruction should begin well before the first letter is introduced by ensuring appropriate development and instruction in the sounds of language also known as phonological awareness. This two hour presentation will share information regarding the evidence-base for phonological awareness and the laws that require systematic and explicit instruction in phonological awareness, discuss strategies for instruction, explore assessment of phonological awareness, explain the direct connection between phonological awareness and reading instruction as well as explain why children with speech sound disorders are especially at risk.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Angie Neal is an Education Associate for Early Language and Literacy at the South Carolina State Department of Education. She is also an adjunct professor for the University of South Carolina, a Board Member for the South Carolina Branch of the International Dyslexia Association and has presented across the United States using her animated presentation style to share how spoken language has a direct connection to literacy along with practical strategies that can be quickly and easily implemented in the classroom.   

At the end of this presentation participants will be able to:

  • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
  • Explain the role of phonological awareness in reading instruction
  • List a minimum of 10-15 activities or strategies for teaching phonological awareness

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Angie Neal will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
  • Explain the role of phonological awareness in reading instruction
  • List a minimum of 10-15 activities or strategies for teaching phonological awareness

50 mins – Methodology: evidence based procedures for teaching phonological awareness

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

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Accommodations. Contact Dr. Lavi (909) 724-8564 or adriana@laviinsitute.com  if you require accommodations such as video course transcripts or video captioning.

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