SAC Online Workshop: Advanced Literacy Practices: Making it Happen! 2023

Presenter: 
Jana Leggett, MHSc. Reg. CASLPO; Sherry Raffalovitch, MHSc, Reg. CASLPO; TBD, Assistive Technology Lecturer
Date: 
January 10 2023 to June 8 2023
Category: 
Speech-Language Pathology
SAC Event: 
CEE Credits: 
51.00
CEE Eligible: 
Yes
Price: 
Paid
PD Hub Category: 
Workshops

Objectives | Course Outline | Biographies | Registration | Prerequisite | Cancellation | Course Text | Course Requirements | Assignments | CEEs

Advanced Literacy Practices: Making it Happen! 2023

January 10 – June 8, 2023

5:00 pm – 8:00 pm ET

Instructors: Jana Leggett, MHSc. Reg. CASLPO, Sherry Raffalovitch, MHSc, Reg. CASLPO

This 5-month-long, course will consist of 36 on-line synchronous hours, 1 Independent-Study Module (3 hours) and 4 Application and Implementation modules*. Evaluation will consist of research-to-practice learning reflections, 2 assessment summaries (1 page in length each), 2 intervention summaries (1 page in length each) and in-class participation.

The course will describe contemporary and advanced approaches to assessment and intervention in emergent literacy, reading, and writing disorders. Learners will acquire knowledge of emergent literacy, reading, and writing disorders across various populations (i.e., English language learners and special populations, including students with executive functioning difficulties, Down syndrome and autism). The importance of engaging in culturally reflective and responsive practice, working within the context of a multidisciplinary team and engaging in collaborative consultation and planning with parents and professionals will be discussed throughout. The course will also include a review of the latest technology and its role in accommodating students with literacy needs. Classroom learning will involve interactive lectures interspersed with group discussions and sharing by learners. 

After each lecture, learners will be asked to review their lecture notes and assigned readings, reflect on their learning and complete a theory-to-practice reflection note (maximum 250 words in length).

The Independent-Learning Module will require participants to complete an assigned reading and be ready to discuss how the information applies to their practice.

In the Application and Implementation Modules, learners will apply their learning to conduct assessments and plan for and implement intervention sessions with a student with language and literacy challenges. Learners will deliver a minimum of four intervention sessions to target student needs, track progress, and practice differentiating instruction based on the student’s response to the planned intervention.

* The Application and Intervention Modules consist of completing a full language and literacy assessment in two parts on a selected Grade 1 or above student and planning and completing a minimum of 4 intervention sessions.  Learners are encouraged to allot a minimum of 6-8 hours per module.

 

Objectives:

Speech-language pathologists will:

  • Be able to utilize and apply their knowledge and understanding of the science of reading in their clinical work to improve assessment, goal selection and intervention in order to improve client outcomes.
  • Understand the reciprocity that exists between oral and written language in order to better understand how various linguistic and literacy skills influence and impact each other.
  • Apply advances in research-to-practice and culturally responsive literature to the assessment and intervention of language and literacy disorders.
  • Develop integrative knowledge of evidence-based intervention practices that are explicit, systematic and linked to the curriculum.
  • Develop knowledge of assistive technological tools to support students.
  • Develop and apply critical thinking skills when selecting, evaluating, and interpreting assessment and intervention materials and tools.
  • Apply their knowledge in authentic, job-embedded situations (i.e., assessment, intervention, consultation).
  • Engage in reflective practice to evaluate and amend their learning as needed throughout the course.

 

Course Outline:

NoteEach session consists of 3 hours of synchronous on-line learning with one fifteen-minute break.

 

Lectures

 

Dates

 

Topic

 

1

 

Cohort 1

Tuesday, Jan 10

5:00 pm – 8:00 pm

 

 

Cohort 2

Thursday, Jan 12

5:00 pm – 8:00 pm

 

 

 

Module 1: Building a Context for Practice in Literacy

  • This session will focus on expanding the participants’ understanding of what is meant by literacy and the societal impact of poor literacy and illiteracy. Participants will explore Canadian statistics to learn more about the literacy rates of Canadian adults and students of all ages.
  • The field of literacy is multidisciplinary. The role of a speech-language pathologist in literacy will be reviewed.
  • The importance of multidisciplinary collaboration is vital in the field of literacy; however, not all professions adhere to the same theory of learning. Learning theories and their implications for practice will be discussed and applied to a case study.
  • The Ontario Human Rights Commission’s Right To Read Report will be discussed.

 

Module 2: Literacy Frameworks

  • Having access to a literacy framework that informs assessment, intervention and differential diagnosis is critical to guide clinical work. Through large and small group discussions and peer observations, the participants will have an opportunity to identify and discuss critical skills important to learning to read and write.
     

 

2

 

Cohort 1

Tuesday, Jan 17

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, Jan 19

5:00 pm – 8:00 pm
 

 

Module 2: Literacy Frameworks

  • Having access to a literacy framework that informs assessment, intervention and differential diagnosis is critical to guide clinical work. Through large and small group discussions and peer observations, the participants will have an opportunity to identify and discuss critical skills important to learning to read and write and use a framework to better understand the various components that critical for learning to read and write.


Independent-Study Module: Week of January 23

3 hours (on your own time)

Participants engage in independent learning to gain a deeper understanding of a literacy framework and its components and apply the information to their own practice.

Learner’s Participation in this self-study module will be evaluated through a written reflection submitted to the course instructor and a guided discussion in the next in-class session. 

 

3

 

Cohort 1

Tuesday, Jan 31

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, Feb 2

5:00 pm – 8:00 pm
 

 

Module 3: What do I need to know about phonological awareness?

  • This session will explore the research related to phonological and phonemic awareness. Predictors of reading challenges will be discussed. 
  • The reciprocity between phonological and semantic development will also be discussed.
  • Participants will also be given opportunities to discuss and work on case studies related to varied populations (e.g., Emergent bilinguals, students with ASD, students with developmental delays).
  • Assessment considerations will be discussed. Participants will be asked to review and discuss a phonological awareness tool in small groups identifying the tool’s strengths and areas of weakness.
  • The session will end with participants discussing and interpreting student results.
     

 

4

 

Cohort 1

Tuesday, Feb 7

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, Feb 9

5:00 pm – 8:00 pm
 

 

Module 4: What do I need to know about alphabetic principle and orthography?

  • This session will explore the print-based knowledge and skills students must acquire to learn to decode and encode words accurately. Trajectories for instruction and intervention will be discussed.
  • The oral and print based skills discussed during session 3 and 4 will be integrated in order to build a comprehensive understanding of the complexity of word decoding and encoding.
  • Participants will take part in a simulation to gain insight into the experiences of student who struggles with decoding. Implications for practice will be discussed in small groups.
  • Various tools of decoding as well as oral language (e.g., expressive semantics, language sample) will be reviewed during this session by the participants. Pros and cons of the selected tools will be discussed in small groups. 
  • Participants will have an opportunity to apply their learning by interpreting sample assessments.
  • Culturally relevant practices and considerations for English language learners will be discussed. 
     


Application and Implementation Module: February 13 – February 27

There will be no in-class sessions. Participants will be asked to complete decoding and encoding assessment inventories with student and write up a 1 page summary.

 

Written Portion of Assessment Assignment Due February 27

Learner’s Participation in this self-study module will be evaluated through a written reflection submitted to the course instructor and a guided discussion in the next in-class session. 

 

5

 

Cohort 1

Tuesday, Feb 28

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, Mar 2

5:00 pm – 8:00 pm
 

 

Module 5: What does the research say about decoding and encoding intervention?

  • Intervention research as it relates to word reading and spelling will be discussed and participants will have an opportunity to practice goal setting and intervention application using case studies.

 

6

 

Cohort 1

Tuesday, Mar 7

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, Mar 9

5:00 pm – 8:00 pm
 

 

Module 6: Decoding and encoding intervention continued

  • This module is a continuation of Module 5 with more discussion of intervention related to reading and spelling words. Participants will engage in practice to try out various strategies and approaches to literacy intervention. In small groups, participants will discuss, interpret results, plan sessions and have an opportunity to learn from each other.


Application and Implementation Module: March 20 – March 31

Participants will be given time to carry out decoding/encoding intervention sessions and document their progress in a 1 page summary.

 

Written Portion of Intervention Assignment Due March 31

Learner’s Participation in this self-study module will be evaluated through a written reflection submitted to the course instructor and a guided discussion in the next in-class session. 

 

7

 

Cohort 1

Tuesday, April 4

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, April 6

5:00 pm – 8:00 pm
 

 

Module 7: How does high quality lexical knowledge support literacy development?

  • Having covered word reading and spelling, this session is the introduction to reading comprehension and written expression beyond the level of the word. The role of semantics in academic success will be discussed in detail.  Participants will engage in collaborative discussions relating to the depth of vocabulary development and how to support the development of high quality lexical knowledge.

 

8

 

Cohort 1

Tuesday, April 11

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, April 13

5:00 pm – 8:00 pm
 

 

Module 8: How does morphosyntax support the development of literacy?

  • This session will review the latest research relating to morphosyntax and literacy development. Participants will engage in collaborative discussion to translate research to their practice. Case studies and personal experiences will be reviewed, discussed and shared.

 

9

 

Cohort 1

Tuesday, April 18

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, April 20

5:00 pm – 8:00 pm
 

 

Module 9: What do I need to know about reading comprehension and written expression assessments? 

  • This session will discuss considerations relating to the assessment of reading comprehension and written expression. 
  • Culturally relevant practices and considerations for English language learners will be discussed. 
  • Participants will have an opportunity to plan further assessment of their student.


Application and Implementation Module: April 24 – May 5

There will be no in-class sessions. Participants will be asked to complete RC and WC assessment with student and write up a 1 page summary.

 

Written Portion of Assessment Assignment Due May 5

Learner’s Participation in this self-study module will be evaluated through a written reflection submitted to the course instructor and a guided discussion in the next in-class session.  

 

10

 

Cohort 1

Tuesday, May 9

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, May 11

5:00 pm – 8:00 pm
 

 

Module 10: What does the research say about reading comprehension and written language intervention?

  • Intervention research as it relates to reading comprehension and written expression will be discussed. Participants will have an opportunity to practice goal setting and intervention application using case studies.
  • Participants will be provided with an opportunity to include reading comprehension and written expression into their intervention sessions with their target student.


Application and Implementation Module: May 15 – May 26

Participants will be given time to carry out RC/WC intervention sessions and document their progress in a 1 page summary.

 

Written Portion of Intervention Assignment Due May 26

Learner’s Participation in this self-study module will be evaluated through a written reflection submitted to the course instructor and a guided discussion in the next in-class session. 

 

11

 

Cohort 1

Tuesday, May 31

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, June 1

5:00 pm – 8:00 pm
 

 

Module 11: Aligning current, cross-disciplinary literacy research with practice

  • Critical research from the fields of cognitive neuroscience, neuropsychology, special education and genetics will be reviewed. Throughout the session, participants will work in small groups to integrate the presented research and theories with their practice-based knowledge and relate the consolidated information to various curricular expectations.
  • Participants will have an opportunity to engage in a discussion relating to the “Great Reading Wars” with the purpose to facilitate collaborative consultation practices across school boards.

 

12

 

Cohort 1

Tuesday, June 6

5:00 pm – 8:00 pm

 

Cohort 2

Thursday, June 8

5:00 pm – 8:00 pm
 

 

Module 12: Meeting the needs of all students in Ontario classrooms

  • This session will inform participants about the use of assistive technology as a means of effectively accommodating students so they may access the curriculum.

 


Final Course Reflection due June 9

 

Presenter Biographies 

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.
 

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.

 

Registration Fees

 


Early Bird (December 20, 2022)


Regular


SAC/ASHA Members


$1,299


$1,399


Non-Members


$1,639


$1,739

Registration deadline: January 3, 2023 - 4:00 p.m. (ET)

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

There is a maximum of 25 spots in each Cohort.

 

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 bev@sac-oac.ca prior to registering for more information.

 

Course Prerequisites

  • Master’s degree (or equivalent) in Speech-Language Pathology
  • Good standing with their provincial/state regulatory body
  • Minimum of 2 years with school-age children (i.e., age 5 to 18 years) with a variety of speech and language needs.
  • Access to a grade 1 or older student with difficulties in emergent literacy, reading, and writing
  • Access to emergent literacy, reading, and writing assessment tools

 

Cancellation Policy

  • An administration fee of $75.00 will apply to all refunds.
  • Requests for refunds must be received by December 20, 2022.
  • No refunds after December 20, 2022.
  • Please email Bev Cooper at bev@sac-oac.ca to request a refund.

 

Suggested Course Text:

  • Handbook of Language and Literacy: Development & Disorders, Second Edition, Edited by Stone, Silliman, Ehren & Wallach; The Guildford Press
  • Additional readings will be provided during the course

 

Course Requirements:

In order to receive a Certificate of Course Completion all learners must:

  • Attend all sessions or provide a physician’s note for missing a lecture or an assignment due date
  • Come prepared to participate in large and small group discussions
  • Complete all assessments and interventions with a target student.
  • Participants must pass all 5 assignments described below.

 

Assignments:

  1. Theory to Practice Self Reflections (Pass/Fail)
  2. Decoding/encoding assessment summary (Pass/Fail)
  3. Decoding/encoding intervention progress note (Pass/Fail)
  4. Reading comprehension/Written expression assessment summary (Pass/Fail)
  5. Reading comprehension/Written expression intervention progress note (Pass/Fail)

 

NOTE: Learners who do not successfully complete the course requirements will be expected to complete a remedial assignment. Any requests for re-evaluation must be submitted to the course instructor in writing.

 

CEEs

This workshop is eligible for 51 SAC CEEs.

 

Accessing the Online Workshop

Zoom is used to host this online workshop. Before joining, be sure to check system requirements to avoid any connection issues.

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..