This webinar reviews the role of language in the acquisition of reading and explains why children with reading difficulties must be assessed for language deficits. It explains how undetected language deficits can adversely hamper reading interventions causing the students to plateau in their literacy gains. Finally, it offers suggestions regarding which assessments should be considered by parents and professionals for students who exhibit persistent reading difficulties.
CA SLPAHB: 1.5 self-study
CMH: 1.5 self-study
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.
- Discuss the role of language in the development of literacy.
- Identify risk factors associated with language and literacy disorders
- Describe the value of language assessments for children with confirmed/suspected reading disorders.
- Identify the most sensitive standardized language and literacy assessment instruments for students 6-18 years of age
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— Will receive a speaking fee from the Lavi Institute/Power Up Conference
Nonfinancial— No relevant nonfinancial relationship exists.
5 mins – Disclosures, Introduction
15 mins – Literature Review: previous studies
30 mins – Methodology and Strategies
30 mins – Results and Recommendations
5 mins – Q&A