SAC Online Workshop: SAC Virtual Speech-Language Pathology School Services Symposium 2023

Presented By Multiple


The school services symposium is designed to provide participants with practical information about recent developments and current practices relative to literacy, with a specific focus on the science of reading touched upon in the Ontario Human Rights Commission (OHRC)’s Right to Read Report. Participants will have the opportunity to personalize their day as presenters share their current literacy knowledge and expertise in English and in French. Prizes will be awarded and questions will be discussed during an afternoon panel Q&A with our presenters.

Who Should Attend

This program will be of interest to all speech-language pathologists, communication health assistants and students who work in the school setting or with school-aged children that have learning, reading or writing difficulties.


Level of Instruction: 

Intermediate to Advanced



This workshop is eligible for SAC CEEs.

Learning Objectives

Upon the completion of this symposium, attendees should be able to:

  • Better understand the Right to Read Report: public inquiry into human rights issues affecting students with reading disabilities;
  • Learn about new and innovative approaches being used in different school settings;
  • Discuss the implications and application of the recommendations listed in the Right to Read Report;
  • Return to your workplace settings with new strategies and tips to guide best practices for literacy assessment and intervention.



The language used in the description reflects the language of the session.

Eastern Time

English Virtual Conference

French Virtual Conference

10:00 am – 10:15 am

Welcome and opening remarks

10:15 am – 11:15 am

Teaching Literacy Skills in the School Language While Enhancing Multilingual Children’s Prior Knowledge in their Home Language

Chantal Mayer-Crittenden, PhD

11:15 am –

11:30 am

Morning Break

11:30 am – 12:30 pm

English Workshop 1

An Overview of Dynamic Vocabulary Instruction In and Out of the Classroom

Jennifer Gould, M.Sc., S-LP(C), Reg. CASLPO and Leah Schwartzentruber, MSLP, Reg. CASLPO

English Workshop 2

They Can Read But Can’t Spell, Now What?

Jana Leggett, M.H.Sc., Reg. CASLPO

French Workshop 1

Le Droit de lire : suivre les recommandations pour l’amour des enfants !

Michèle Minor-Corriveau, M. Sc. S, Ph. D.

12:30 pm – 12:45 pm

Prize Giveaways #1

12:45 pm – 1:45 pm

Lunch Break

1:45 pm – 2:45 pm

English Workshop 3

Morphology for All: Word Work for the Junior Intermediate Classroom

Sherry Raffalovitch, M.H.Sc., Reg. CASLPO

English Workshop 4

All Means All – Our Journey to Support Literacy Development in Students with Complex Communication Needs

Christina Matthews, M.Cl.Sc., B.Sc,(CD), Reg, CASLPO and Donna Moser, M.Cl.Sc., B.Sc,(CD), Reg, CASLPO

French Workshop 2

Trousse d’accompagnement en conscience phonologique | Mode collaboration

Sharon Burgess, M. Sc. S.

2:45 pm – 3:00 pm

Afternoon Break

3:00 pm – 4:00 pm

Anglophone Panel

Christina, Donna, Jana, Jennifer, Leah & Sherry

Francophone Panel

Chantal, Michèle & Sharon

4:00 pm – 4:15 pm

Prize Giveaways #2



Teaching Literacy Skills in the School Language While Enhancing Multilingual Children’s Prior Knowledge in their Home Language
Presented by Chantal Mayer-Crittenden, PhD

In a vast and diverse nation like Canada, it can seem daunting to fulfil every student’s right to read. However, it is our duty as speech and language pathologists and educators to ensure that every child receives the supports and interventions required to learn to read. More and more children are educated in a language that differs from their home language. How do we ensure that children receive equitable services in a linguistically and culturally sensitive way? Oral language development is a crucial component of literacy. What should we use as the benchmark? Do we strive for the oral acquisition of standard French in French schools or French-immersion programs and standard English in English schools? What about all of the existing linguistic varieties and dialects? How do we ensure that children add what the teacher/Speech-language pathologist is teaching to what they already know without abandoning what they know in favor of learning what is being taught?


An Overview of Dynamic Vocabulary Instruction In and Out of the Classroom
Presented by Jennifer Gould & Leah Schwartzentruber, MSLP, Reg. CASLPO

Join us as we explore a variety of dynamic vocabulary instructional routines that can be used in and out of the classroom to build students’ vocabulary and academic knowledge through a tiered approach to instruction and intervention. With a combination of incidental on-purpose learning and explicit instruction we can help students achieve key learning milestones while creating word solvers, word knowers, and word lovers.

Learning Objectives:
  • Review vocabulary within the ‘Big Five’ components of effective reading instruction
  • What it means to know a word
  • Choosing the words to teach
  • Explore the ‘how’ of evidence-based vocabulary instruction – Dynamic Vocabulary Approach


They Can Read But Can’t Spell, Now What?
Presented by Jana Leggett, M.H.Sc., Reg. CASLPO

The Science of Reading has become a hot topic resulting in a panoply of programs, resources and webinars dedicated to helping students learn to read. This is exciting but many of these resources appear to have forgotten that an essential role of becoming literate includes being able to represent thoughts in writing which is dependent on accurate and automatic spelling. Weekly spelling lists, speech to print accommodations, and spellchecks are not effective for many students to learn to spell.  Spelling requires explicit and systematic instruction and deep understanding of critical skills such as phonemic awareness, alphabetic principle, semantics, morphosyntax and orthography.  It also requires that students have many practice opportunities to apply their learning in meaningful and functional writing tasks. This workshop will provide participants with an overview of spelling development, a method of analyzing spelling to inform intervention, and a variety of strategies to support clinical interventions and/or collaborations with classroom teachers.


Le Droit de lire : suivre les recommandations pour l’amour des enfants !
Presented by Michèle Minor-Corriveau, M. Sc. S, Ph. D. 

Le rapport de l’enquête «Le droit de lire» de la Commission ontarienne des droits de la personne publié en février 2022 fait des vagues dans le monde de l’éducation. Que faire de ces recommandations qui ont des impacts directs sur l’enseignement de la lecture ? Un tableau des recommandations et des organismes/personnes responsables pour leur mise en œuvre sera partagé et servira comme fondement à cet atelier. Les défis liés à l’évaluation du rendement en lecture en salle de classe régulière ainsi que l’évaluation des troubles de la lecture – en anglais comme en français, milieu immersion ou minoritaire – seront discutés. Le rôle de l’orthophoniste à tous les paliers de l’approche tripartite des services de soutien à l’élève (ang. Multi-tiered System of Supports) sera abordé. Des pistes de solution pouvant être intégrées de manière immédiate à ses activités pédagogiques seront proposées en attendant que les facultés des sciences de l’éducation incluent ce contenu à leur formation initiale.


Morphology for All:  Word Work for the Junior Intermediate Classroom
Presented by Sherry Raffalovitch, M.H.Sc., Reg. CASLPO

Over the past year there has been an increased awareness and focus on the need for explicit literacy instruction in classrooms.  Much of that focus has been on primary classrooms and the explicit instruction of decoding and phonics skills.  As Speech-Language Pathologists we know that explicit instruction in literacy must also include vocabulary, morphology, and syntax in order for students to become successful readers and writers AND this instruction must continue beyond the primary grades.  In this session we will discuss how to support educators to incorporate explicit morphology instruction in junior intermediate (grade 4-8) classrooms.

Through the sharing of hands-on examples of explicit instructional strategies and an example lesson, participants will learn how explicit morphology instruction can;

  • Support the development of vocabulary, reading, and writing skills across curricular subjects,
  • Engage all students in tier one classrooms.


All Means All – Our Journey to Support Literacy Development in Students with Complex Communication Needs
Presented by Christina Matthews, M.Cl.Sc., B.Sc,(CD), Reg, CASLPO and Donna Moser, M.Cl.Sc., B.Sc,(CD), Reg, CASLPO

As Speech-Language Pathologists, we have the skills and knowledge about literacy development and are well positioned to promote “literacy optimism”. As referenced in Comprehensive Literacy for All by Karen Erikson and David Koppenhaver (2020), “literacy optimism” is the belief that students with significant disabilities have the ability to learn. With this belief, we can better problem solve when learning does not proceed as expected and keep exploring different instructional strategies, rather than attribute stalled learning to the students’ disabilities. During this presentation, we will share our journey towards supporting literacy development for students with complex communication needs, including references to resources for further learning on this topic. Literacy development is an ongoing journey, but ALL students have the right to learn to read!

Learning Objectives:
  • Participants will learn the components of comprehensive literacy instruction and how these apply to students with Complex Communication Needs.
  • Participants will be able to distinguish between Emergent and Conventional Literacy learners, and which strategies may be used to support literacy learning.
  • Participants will be able to identify resources to support their own further learning about literacy instruction for students with Complex Communication Needs


Trousse d’accompagnement en conscience phonologique | Mode collaboration
Presented by Sharon Burgess, M. Sc. S.

“Est-ce que “poule” est un mot monosyllabique ou bisyllabique? Quelle est la différence entre l’identification, la reconnaissance et la manipulation phonémique? Et j’enseigne quoi en premier? La conscience phonologique, c’est juste important jusqu’en première année, non?

Ces questions, vous les avez peut-être déjà entendues?

Nous savons très bien que la connaissance de la structure de la langue orale est essentielle à la réussite en littératie. Cependant, bon nombre d’éducateurs se questionnent à savoir comment faire, et se tournent vers nous pour de l’appui, de l’accompagnement, et peut-être même, de la formation. Sachant qu’apprendre à lire fait partie de l’une des plus grandes responsabilités conférées au personnel enseignant, l’appui qu’on offre aux enseignants et aux éducateurs se trouve d’autant plus important.

Cet atelier cherche donc à vous faciliter la tâche en vous offrant de l’information et des outils clés en main:

  • mise à jour de l’état des connaissances;
  • mettre fin aux mythes;
  • coup d’oeil sur ce que les éducateurs disent avoir besoin;
  • grand ménage du jargon, mode multilinguisme;
  • apprendre à lire, un travail d’équipe.
Anglophone Panel
Panelists: Christina Matthews, M.Cl.Sc., B.Sc,(CD), Reg, CASLPO; Donna Moser, M.Cl.Sc., B.Sc,(CD), Reg, CASLPO; Jana Leggett, M.H.Sc., Reg. CASLPO; Jennifer Gould, M.Sc., S-LP(C), Reg. CASLPO; Leah Schwartzentruber, MSLP, Reg. CASLPO and Sherry Raffalovitch, M.H.Sc., Reg. CASLPO

The panel session will be an opportunity to hear the unique perspectives of all speakers at this event. Panel moderators Allie Annibale, Allyson Cousineau Grant, and Raymond Pau will facilitate reflections on literacy clinical practice as they relate to the Ontario Human Rights Commission’s Right to Read Inquiry, issues in equity and inclusion, and practical applications of today’s learning into the school board SLP’s caseload.

Participants are encouraged to come prepared with questions for our panelists. For participants who work outside Ontario, sharing your perspective on how the Ontario Human Rights Commission’s Right to Read Inquiry has impacted you will be a great way to broaden the discussion on a national level.


Francophone Panel
Panel d’experts: Chantal Mayer-Crittenden, Ph. D.; Michèle Minor-Corriveau, M.Sc.S., Ph. D.; Sharon Burgess, M. Sc. S.

La séance du panel sera l’occasion d’entendre les perspectives uniques de tous les présentateurs de cet événement. Les modérateurs Allie Annibale, Allyson Cousineau Grant et Raymond Pau faciliteront les réflexions sur la pratique clinique de la littératie en lien avec l’enquête du Droit de lire de la Commission ontarienne des droits de la personne, les questions d’équité et d’inclusion, et les applications pratiques de l’apprentissage actuelle dans la charge de travail de l’orthophoniste en milieu scolaire.

Les participants sont encouragés à arriver avec leurs propres questions pour nos panélistes. Pour les participants qui travaillent hors de l’Ontario, vous êtes encouragés à partager votre point de vue sur l’impact de l’enquête sur le droit de lire de la Commission ontarienne des droits de la personne afin d’élargir la discussion à l’échelle nationale.

ASHA members must
  • ASHA members are required to provide proof of membership.
  • To ensure you receive the discounted ASHA rate, please contact Bev Cooper at prior to registering for more information.
Registration Benefits: 
  • Register for the SAC Virtual Speech-Language Pathology School Services Symposium 2023 and gain access to the live content AND to all recorded content until May 31, 2023.
Register to Gain Access:
  • You must register (and pay the corresponding registration fee) to access Symposium content, whether it’s the live or recorded content.
Your Exclusive Content:
  • Only those who register for the Symposium will have exclusive access to the recorded professional development content.
  • The recorded content will NOT be available for free in SAC’s webcast library after the Symposium.
  • Symposium content is available for exclusive access to those who are registered Symposium attendees only.

Sharon Burgess, M. Sc. S.

Sharon a complété sa maîtrise en orthophonie à l’Université d’Ottawa en 2003, où elle enseigne présentement des cours sur les troubles de la communication chez les populations spécifiques et l’utilisation d’outils d’aide technologique en langage écrit. Elle enseigne également aux étudiants du programme d’orthophonie à l’IHEPS, une université Marocaine.

Au fil des ans, elle a eu l’occasion et le privilège d’offrir une variété de cours de formation et d’ateliers liés aux troubles du spectre de l’autisme, à la déficience intellectuelle et au langage écrit. Elle offre également une grande variété d’ateliers destinés aux parents, aux éducateurs et aux cliniciens, et ce en français et en anglais.

Elle a consacré la majeure partie de sa carrière à travailler avec des enfants, des adolescents et des adultes autistes, d’abord en tant que thérapeute en comportement et, depuis maintenant 20 ans, en tant qu’orthophoniste.

Lorsque ses deux plus jeunes filles ont été diagnostiquées avec des difficultés d’apprentissage liées au langage écrit (dyslexie, dysorthographie), elle a décidé d’approfondir ses connaissances dans ce domaine afin de mieux les accompagner. L’évaluation, l’intervention et la formation liées à ces difficultés sont maintenant devenues un domaine de pratique qu’elle privilégie.

Elle appartient et dirige une clinique multidisciplinaire bilingue, ABC Thérapies Pédiatriques, située à Orléans.

Jennifer Gould, M.Sc., S-LP(C), Reg. CASLPO

Jennifer Gould is the Discipline Specific Lead for Speech-Language Pathology and Audiology Services with Thames Valley District School Board. She was a member of TVDSBs Learning Disability Reading Project which focused on translating research to classroom practice to ensure that all students receive evidence-based literacy instruction. She has spent the past two decades supporting the development of students’ communication and literacy skills while shining a light on student strengths and celebrating the individuality of all learners.

Jana Leggett, MHSc

Jana is a speech-language pathologist with the Toronto District School Board (TDSB). She works directly with students completing language and literacy assessments and running intervention groups. Part of her role includes collaborative work with the TDSB’s Early Years Department in developing and delivering professional learning to system senior teams, school administrators, educators, and parents in the areas of language and literacy development, assessment, instruction, and intervention. Jana holds an appointment with the University of Toronto where she teaches an undergraduate course, Reading and Literacy Disorders, and co-teaches in a graduate course, School Age Language Intervention. She is the co-author of Oral Language at Your Finger Tips and the author and instructor of the Accredited Continued Education Course, Advanced Literacy Practices, for speech-language pathologists.

Chris Matthews, M.Cl.Sc., B.Sc.(CD), Reg. CASLPO

Chris Matthews is a speech-language pathologist who considers herself privileged to be a part of the dynamic team of speech and language services at the Thames Valley District School Board (TVDSB). Chris received her Master’s degree in communicative disorders from the University of Western Ontario. She has been working as a speech-language pathologist for thirty years in a variety of clinical settings; and for the last twenty years, she has provided services to students and educators in both elementary and secondary schools within TVDSB. Part of her current position with TVDSB includes a specialized role supporting students with complex communication needs in schools across the district. During her quest for continued learning, she has recently collaborated with TVDSB special education staff to provide professional learning in order to support comprehensive literacy instruction for students with complex communication needs.

Chantal Mayer-Crittenden, PhD

Chantal Mayer-Crittenden is a speech-language pathologist and associate professor at Laurentian University. Her research focuses on minority language maintenance in an English-majority context and the impact of bilingualism and ADHD on the language skills of children with developmental language disorders. She is also the founder of a research and discussion group entitled: Bilingualism in Ontario: Communication Disorders and Typical Development ( as well as the host of Parlé en balado, a podcast that raises awareness about communication.

Michèle Minor-Corriveau, M.Sc.S., Ph. D.

Orthophoniste depuis 1998, Michèle Minor-Corriveau est professeure agrégée à l’École d’orthophonie de l’Université Laurentienne. Elle travaille auprès des enfants d’âge scolaire ayant des difficultés à lire et à écrire. Par sa formation et ses recherches, elle est passionnée du partage des connaissances qui portent sur l’apprentissage de la lecture et de l’orthographe en français, en milieu minoritaire et en contexte d’immersion. Elle est co-auteure de la ressource pédagogique Le langage oral à portée de la main / Oral Language at your Fingertips publiée par l’Association ontarienne des orthophonistes et des audiologistes (OSLA, 2014) et a adapté avec permission Teaching Reading is Rocket Science (Moats, 2020) et Structured Literacy and Typical Literacy Practices (Spear-Swerling, 2018). Rendez-vous à pour télécharger ces adaptations. Vous découvrirez d’autres trésors !

Donna Moser, M.Cl.Sc. B.Sc. (CD), Reg. CASLPO

Donna received both her Bachelor’s and Master’s degrees in communicative disorders from the University of Western Ontario and now has thirty-one years of clinical experience. She began her career with preschoolers in children’s treatment centres and joined the Thames Valley District School Board (TVDSB) fifteen years ago. During her time at TVDSB, Donna has provided clinical services for elementary and secondary students and has also been involved with special projects for FASD and technology implementation. Her current role involves supporting students with significant communication, physical and developmental challenges in developmental education classes at the secondary level. Donna has a variety of professional interests, including vocabulary, language, and literacy development and in using technology to expand communication and share information with others. She is passionate about expanding departmental resources and professional development for students with complex communication needs.

Sherry Raffalovitch, MHSc

Sherry Raffalovitch is a speech-language pathologist who is in her 21st year working for the Toronto District School Board (TDSB). Sherry has held several roles within the TDSB, including Kindergarten Early Language Intervention S-LP, consultant, summer school program designer and is currently one of the S-LPs assigned to the Early Literacy Intervention Team. Sherry has been a course facilitator for the Advanced Literacy Practices Course since it started.

Leah Schwartzentruber, MSLP, Reg. CASLPO

Leah Schwartzentruber is a Speech-Language Pathologist with the Thames Valley District School Board, based in London, Ontario. She has been working with students, families and educators for ten years with a focus on supporting the development of oral language, articulation, functional communication and literacy skills. Most recently, Leah has been supporting the development of resources and the facilitation of professional learning opportunities for primary educators to implement evidence-based instruction to support early readers.

Registration Fees

Early Bird (March 2, 2023) Regular
SAC/ASHA Members & SAC Communication Health Assistant Associates $139 $199
SAC/ASHA Student Associates $69 $69
Non-Members $239 $299

Registration deadline: April 6, 2023 (ET)

SAC members must sign in at the top of the registration page to receive the member rate.

Cancellation Policy
  • An administration fee of $75.00 will apply to all refunds.
  • Requests for refunds must be received by March 2, 2023.
  • No refunds after March 2, 2023.
  • Please email Bev Cooper to request a refund.
Accessing the Online Workshop

You will receive instructions on how to log into the virtual symposium platform approximately 1 week prior to the SAC Virtual Speech-Language Pathology School Services Symposium 2023.

Note about internet: We suggest you DO NOT use a Wi-Fi connection to participant in this online workshop as it can be unreliable and you may lose connectivity.

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