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Literacy-Based Intervention for Young Chidren




Description:

Effectively use storybooks to 1) reduce therapy planning time, 2) improve outcomes, 3) and align therapy to classroom objectives. While storybooks have been used as part of education and speech therapy for many years, research indicates that specific strategies enable us to enhance sound production, oral language skills, pragmatic skills, vocabulary use (Semantic), and production of complex sentence structures (Syntactic).

Narratives of children from different cultures vary widely. Yet, as educator we rely heavily on narrative abilities when assessing out students' skills. This course also highlights how culture shapes the way children tell stories. By understanding different narrative styles, we can increase language and literacy while taking into consideration cultural and socioeconomic influences.

This workshop combines presentations with hands-on group activities. You will expand your ability to implement activities before, during, and after shared reading. You will also receive a refined set of templates to develop your own literacy-based materials with minimal effort to use with your favorite storybooks or curriculum topics.

 

 

Participants will be able to:

1. Describe the advantages of literacy-based intervention based on current research 

2. Implement strategies to reduce planning by relying on storybooks, classroom resources, and academic topics 

3. Identify which storybooks and topics meet multiple academic and communication goals 

4. Design speech language therapy sessions and materials based on narrative structure



Audience

Early Childhood
Speech/Language Pathologist
Teacher

Important Session Information:


Abstract:

This presentation highlights research-based intervention strategies designated around the use of storybooks. Learn specific strategies that enable professionals to enhance sound production, language skills, pragmatic skills, and vocabulary. By understanding different narrative styles, we can increase language and literacy while taking into consideration second-language influence and socioeconomic factors. 

T-TESS/T-PESS:
Dimension 1.3: Knowledge of Students, Dimension 2.1: Achieving Expectations, Dimension 2.2: Content Knowledge and Expertise, Dimension 2.3: Communication, Dimension 3.1: Classroom Environment, Routines and Procedures, Dimension 3.3: Classroom Culture, Dimension 4.1: Professional Demeanor and Ethics, Dimension 4.3: Professional Development; Standard 2 - Human Capital, Standard 4 - School Culture

Registration for this session has ended
Session ID:
197048
Credits Available:
(3) Contact Hours
(3) Hours
Seats Available:
27
Fee:
$0.00
Contact Person:
Sheryl Wilcox
Instructor(s):
Scott Prath
Date Time Location
11/3/2022 1:00 PM - 4:00 PM Sunset Room


Education Service Center-Region 19 ~ 6611 Boeing Drive ~ El Paso, Texas 79925 ~ Tel (915) 780-5055 ~ Fax (915) 780-5034


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