Question
Can you explain what the Early Reading First and Reading First Legislative Initiatives are?
Answer
The mission of Early Reading First is to insure that all children "enter kindergarten with the necessary cognitive, language, and emergent literacy skills" to succeed in school. Reading First extends the mission of Early Reading First. The goal of Reading First is to help all children become successful readers by the end of 3rd grade. The critical instructional components for children in preschool and kindergarten are: oral language, phonological awareness and print awareness. For children in 1st through 3rd grades, the critical instructional components include: phonological awareness, alphabetic knowledge, vocabulary, fluency, and comprehension.
R. Jane Lieberman, Ph.D., is chair and professor in the Department of Communication Sciences and Disorders at the University of Central Florida. She has taught numerous courses on development and disorders of language and literacy, established a university clinic to evaluate and treat children with literacy difficulties, and co-authored a USDOE personnel preparation grant to educate speech-language pathologists eligible for dual certification in speech-language impairment and reading.
Jane Lieberman, Ph.D,CCC-SLP
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/understanding-and-treating-echolalia-when-10261Understanding and Treating Echolalia: When You Means IEcholalic speech can reflect a Gestalt learning style that often accompanies hyperlexia and reading comprehension difficulties. This course provides an explanation of echolalia based on this framework, and describes related characteristics common in children with autism. Intervention strategies related to language, literacy, and socialization are also discussed.auditory, textual, visual
Echolalic speech can reflect a Gestalt learning style that often accompanies hyperlexia and reading comprehension difficulties. This course provides an explanation of echolalia based on this framework, and describes related characteristics common in children with autism. Intervention strategies related to language, literacy, and socialization are also discussed.
4https://www.speechpathology.com/slp-ceus/course/20q-continuum-approach-for-sorting-1000820Q: A Continuum Approach for Sorting Out Processing DisordersThere 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 differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.textual, visual
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 differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.
5https://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.
