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Who should attend From Phonemic Awareness to Thinking Skills
Speech-Language Pathologists, Speech-Language Pathology Assistants, Psychologists, Special Education Teachers, Reading Rehabilitation Program Administrators, Reading Specialists
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Speech-Language Pathologists, Speech-Language Pathology Assistants, Psychologists, Special Education Teachers, Reading Rehabilitation Program Administrators, Reading Specialists

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Seminar Summary:

Learn detailed, evidence-based approaches to quickly improve phonemic awareness for decoding accuracy; rapid naming for fluency; and comprehension demonstrations, system thinking, and reasoning for comprehension support. (see full course description)

 
 
 

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Training Course Syllabus:


From Phonemic Awareness to Thinking Skills Healthcare Seminar

PROGRAM DETAILS

Practical Methods to Improve Language and Reading Skills

Educators and clinicians often spend endless hours on specific aspects of reading such as phonics and strategies, while overlooking the underlying speech, language, and cognitive issues that cause most reading disabilities. Reading support for children and adults with acquired or long-term literacy issues should emphasize phonemic awareness, auditory skills, and rapid naming. They require specialized reading comprehension instruction focusing on listening comprehension, concept development, and thinking skills.

Most clients with prolonged reading difficulties also suffer from low motivation, which limits their cognitive capacity. They are often cognitively engaged while playing video games or apps. Reading instruction for those with prolonged difficulties must change the methods as well as the content of instruction. Learn how to reproduce the methods, engagement, and rapid learning that make video games so appealing. See how drill can be replaced by game-like activities that incorporate reduced error learning and overlearning. These methods also support clients with working memory and attention issues.

Using this integrated approach brings about marked improvements in literacy, language, and cognition, and clients often enjoy the process instead of resisting! This benefits teachers/clinicians as well as students/clients. Everyone feels more successful and engaged, and all can expect to make long-lasting gains in less than a school year. Learn detailed, evidence-based approaches to quickly improve phonemic awareness for decoding accuracy; rapid naming for fluency; and comprehension demonstrations, system thinking, and reasoning for comprehension support. In addition, the instructor will provide interactive demonstrations and materials on over a dozen methods so you can begin helping your students the very next day.
 

WHAT YOU WILL LEARN

• Determine how to combine literacy and speech-language to empower instruction

• Apply methods that allow students to demonstrate their comprehension so the educator can observe the thinking and reasoning process

• Outline why video games and apps are so motivating and then apply this information to increase attention, working memory, and motivation during interventions

• Determine why reading interventions for all ages must include remediation of auditory, phonemic awareness, and fluency skills to be effective

• Explain why English is the hardest language to read using phonics

• Discuss the cognitive appeal of video games and apps and how to apply this to intervention

• Assess reading comprehension using concrete and inferential thinking demonstrations

• Apply four universal ways of organizing thinking and building pro-social skills

• Use simple, rapid, powerful, evidence-based interventions for decoding, phonemic awareness, and fluency
 

ABOUT THE PRESENTER

COLLEEN E. HILL, CCC-SLP, has provided speech-language services to people of all ages with learning disability, stroke, head injury, childhood aphasia, autism spectrum, etc., in preschools, schools K-12, rehabilitation centers, and skilled nursing facilities. Her specialty and passion is middle and high school students with difficulties which impact both life and academic skills. Ms. Hill's program focus is to improve listening, remembering, understanding, and getting one's message across while speaking—all of which lead to improvements in reading, writing, comprehension, and social skills. Particular emphasis is on phonemic awareness, auditory skills, and vocabulary development (those mystifying multisyllabic words!) necessary for older students. Other aspects of her eclectic approach include rapid naming/fluency work, problem solving, self-monitoring, games, relaxation, "free time," and a lot of straight talk. She has been astounded and gratified to see so many young people long-defeated by school triumph to become better readers, writers, students, and community members. She wants educators of any kind to be able to share this experience with their students, for it is the ultimate success.

Ms. Hill has a bachelor's and master's degree from SUNY at Plattsburgh, New York, and ASHA's Certificate of Clinical Competence in Speech-Language Pathology. She has been licensed to practice in several states.
 

TESTIMONIALS

I have used traditional methods, from phonics to fluency programs, for decades with a wide range of dyslexic students. This seminar was the first real new, research-based approach in many years. I enjoyed the "learn-today, use-tomorrow" approach. Especially helpful was the discussion about student motivation and attention.   Phyllis Kreuttner, M.S., Educational Assessment Specialist, New York, NY

I learned more in one day than in many courses in college. The presenter's personal experience and practice framework was riveting. I loved the way all the complex parts of literacy and language were framed into one coherent whole. I left with more than a lot of new ideas, but with a clear picture of how literacy is developed.   Lynn Lovdall, PhD Education, Athens, OH

 

WHO SHOULD ATTEND

• Speech-Language Pathologists
• Speech-Language Pathology Assistants
• Psychologists
• Special Education Teachers
• Reading Rehabilitation Program Administrators
• Reading Specialists

 

CREDITS

Cross Country Education, LLC is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. See course information for number of ASHA CEUs, instructional level and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products or clinical procedures.
This course is offered for up to .6 ASHA CEUs (Intermediate level;Professional area).

Cross Country Education is approved by the American Psychological Association to sponsor continuing education for psychologists. Cross Country Education maintains responsibility for this program and its content. This program offers 6 CE credits for psychologists. Full attendance is required to receive credit for psychologist, variable credit for partial attendance may not be awarded based on the APA guidelines.

This educational offering may qualify toward your professional development requirement. The educational offering consists of 6 clock hours. Use this information and your board rules and regulations to calculate professional development/continuing education credit.

This educational offering qualifies for 6 continuing education hours as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific filing requirements.
 

SEMINAR CLASS TIME:

Seminar Check-in:  7:30 AM    Seminar Class 8:00 AM - 3:30 PM

Seminar Summary:

Learn detailed, evidence-based approaches to quickly improve phonemic awareness for decoding accuracy; rapid naming for fluency; and comprehension demonstrations, system thinking, and reasoning for comprehension support. (see full course description)

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