Why does the Common Core work well with contextualized skill intervention?
Answer
It works well because all through Common Core, you see the standards keep linking to purposeful communicative activities. You can pick out discrete skills. Sometimes the standard is a discrete skill itself like pronoun-antecedent agreement or subject-verb agreement. That is an example of a discrete skill, but you can see how it links to purposeful activities. I always want to go back and forth between the communicative context and the individual skill. I think Common Core helps us justify our individual skills and keep us focused on the communicative event.
Teresa Ukrainetz, Ph.D., S-LP(C), ASHA Fellow, is Professor and Director of Communication Disorders at the University of Wyoming. Her work deals with the intersection of skill and context in school-aged language intervention.
Teresa Ukrainetz, Ph.D., S-LP(C)
Teresa Ukrainetz, Ph.D., S-LP(C), ASHA Fellow, is Professor and Director of Communication Disorders at the University of Wyoming. Her work deals with the intersection of skill and context in school-aged language intervention. She has publications on assessment validity, treatment efficacy, phonemic awareness, narrative, expository, and school SLP practices. She authored a book on school-aged language intervention, Contextualized Language Intervention, published by Pro-Ed.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763Reading Comprehension and the SLP: Foundational UnderstandingThis is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.auditory
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
2https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-contributions-10764Reading Comprehension and the SLP: Contributions of LanguageThis is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.auditory, textual, visual
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
3https://www.speechpathology.com/slp-ceus/course/20q-dynamics-school-based-speech-1000220Q: Dynamics of School-Based Speech and Language Therapy VariablesThis course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.textual, visual
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.
4https://www.speechpathology.com/slp-ceus/course/20q-english-learners-and-developmental-1026620Q: English Learners and Developmental Language Disorder - ​Strategies to Develop Academic Vocabulary SkillsThis course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.textual, visual
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.
5https://www.speechpathology.com/slp-ceus/course/supporting-children-poverty-special-considerations-8735Supporting Children of Poverty: Special Considerations for the School-Based SLPThis course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.auditory, textual, visual
'I love watching Angie's presentations and greatly appreciate how she provides thorough information, examples, and strategies regarding her topic points'Read Reviews
AG Bell - LSLS/1.0 Domain 8, Domain 9; ASHA/0.1 Introductory, Professional; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
This course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.
