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Literacy and Phonological Awareness Articles for SLP CEUs

Search results for "Literacy and Phonological Awareness" in Articles


20Q: Grammar and Syntax for School-Age Learners

Monica Gordon Pershey, EdD, CCC-SLP

November 17, 2022

SLPs must diagnose and help school-age children and adolescents who struggle with grammar and syntax. Information on the development of grammar and syntax, procedures for assessment, academic challeng...   Read More

   


20Q: Providing Supportive Intervention for Trauma-Exposed Students With Communication Disorders

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA

October 27, 2022

The concept of trauma-informed intervention and what experiences constitute trauma in a student’s life are described with practical, hands-on suggestions given for supporting students with communica...   Read More

    


20Q: The Importance of Explicit Literacy Instruction in Early Elementary Grades

Angela Anthony, PhD, CCC-SLP

September 15, 2022

Key processes in literacy development and tools for differentiating between typical and disordered written language are described in this article.   Read More

  


20Q: English Learners and Developmental Language Disorder - Strategies to Develop Academic Vocabulary Skills

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA

August 25, 2022

Specific, research-based strategies for developing academic vocabulary skills of English Learners with Developmental Language Disorder are provided in this article.   Read More

    


20Q: A Continuum Approach for Sorting Out Processing Disorders

Gail J. Richard, PhD, CCC-SLP

February 4, 2022

There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentia...   Read More

    


20Q: Focusing on Academic Language in Preparing Preschoolers with Foundations for Later Reading Development

Anne van Kleeck, PhD, CCC-SLP

May 1, 2020

We all know that children need to develop oral language skills before they are able to learn to read. Oral language development occurs when the child is exposed to casual talk (CT) in the environment....   Read More

  


Supporting Children of Poverty: Special Considerations for the School-based SLP

Angie Neal, MS, CCC-SLP

July 12, 2019

This course is on poverty and school-based services. I am currently a school-based SLP in a state with 62% of students who qualify for free and reduced lunch, which is the criteria used to measure inc...   Read More

  


20Q: Incorporating Literacy into Early Intervention, Preschool & Home

Karen Thatcher, EdD, CCC-SLP

June 28, 2019

Literacy development begins well before children enter primary school and even before they enter preschool. In fact, between birth and the age of 3, children develop not only oral language, but also n...   Read More

  


Pearson's EBP Briefs: The Effects of Multimedia E-Book Use on Vocabulary Acquisition for Children With Language Impairments

Willow Sauermilch, MA, CCC-SLP

November 7, 2018

Jane is a school-based speech-language pathologist (SLP) with seven years of experience. A few years ago, her school district provided SLPs with touchscreen tablets to support using communicative and...   Read More

  


20Q: Practical Strategies for Serving Students in Poverty with Potential and Identified Developmental Language Disorder and Their Families

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA

June 21, 2018

I am so excited to introduce this edition of 20Q! Written by Dr. Celeste Roseberry-McKibbin, this article covers practical strategies that can be used by speech-language pathologists to improve the la...   Read More

   


Pearson's EBP Briefs: Teaching Reading to Youth with Fragile X Syndrome: Should phonemic awareness and phonics instruction be used?

Allison Brazendale, Psy.D, Suzanne M. Adlof, PhD, Jessica Klusek, PhD, CCC-SLP, Jane E. Roberts, PhD

June 4, 2018

Structured AbstractClinical Question: Would a child with fragile X syndrome benefit more from phonemic awareness and phonics instruction or whole-word training to increase reading skills? Method: Sys...   Read More

  


Interpreting Test Scores & Key Concepts with Standardized Tests

Carolyn (Carney) Sotto, PhD, CCC-SLP

May 15, 2018

What I will cover in this course is related to evidence-based practice. As a review, ASHA did have a joint coordinating committee on evidence-based practice and does have a position statement about th...   Read More

         


CAS, Reading & Writing

May 3, 2018

In this course, I am going to focus on describing the connections between or among speaking and reading and writing. I will address intervention superficially as “food for thought” and to provide...   Read More

   


Research Watch Report, Issue 6

Meredith Poore Harold, PhD, CCC-SLP

January 15, 2018

Wouldn’t it be great if there was some sort of fancy biofeedback device that could be used for the treatment of articulation disorders? There is! One example is electropalatography (EPG) devices lik...   Read More

     


20Q: Preventing Reading Difficulties in Children with Language Disorders

Laura Justice, PhD, CCC-SLP

January 3, 2018

Reading is such a fundamental skill for learning and success in life. Unfortunately, children with early verbal language problems tend to have additional difficulties when they begin learning written...   Read More

   


Evidence-Based Practices in Selecting and Using Standardized Tests: Psychometric Adequacy

Stacey L. Pavelko, PhD, CCC-SLP

December 7, 2017

In Part two of this five-part standardized assessment series, we're going to focus on the issues of reliability and validity of standardized tests. We're going to define these terms and then discuss t...   Read More

     


Research Watch Report, Issue 5

Meredith Poore Harold, PhD, CCC-SLP

November 13, 2017

The impact of digital media on child learning has received quite a bit of attention of the past couple decades. This study not only reviews much of that literature, but adds some relevant data. The re...   Read More

   


Evidence-Based Practices in Selecting & Using Standardized Tests: Considerations for Speech Testing

Stacey L. Pavelko, PhD, CCC-SLP

October 18, 2017

Today’s course is going to focus on some considerations when testing for speech sound disorders. First, we are going to cover issues of reliability, validity and diagnostic accuracy as they relate t...   Read More

     


Research Watch Report, Issue 3

Meredith Poore Harold, PhD, CCC-SLP

July 19, 2017

Reading programs generally feature many components, any of which could contribute to teaching literacy skills. The Orton-Gillingham approach (upon which several popular reading programs are based) is...   Read More

      


Pearson's EBP Briefs: An Evidence-Based Approach to Teach Inferential Language During Interactive Storybook Reading With Young Children

Elizabeth Kelley, PhD, CCC-SLP

June 1, 2017

Kate is a speech-language pathologist who works in an elementary school serving many children from low-income families. As part of her practice, she works with kindergarten children, many who have lim...   Read More

  


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