Registration deadline is November 4, 2020 – 11:30 a.m. (ET)
November 4, 2020 – 12 p.m. - 1 p.m. (ET)
|Pacific Time||9:00 a.m. – 10:00 a.m.|
|Mountain Time||10:00 a.m. – 11:00 a.m.|
|Central Time||11:00 a.m. – 12:00 p.m.|
|Eastern Time||12:00 p.m. – 1:00 p.m.|
|Atlantic Time||1:00 p.m. – 2:00 p.m.|
|Newfoundland Time||1:30 p.m. – 2:30 p.m.|
SAC Members and Associates
*All registered participants must be SAC members/associates
Cancellation Policy: Because we have limited spaces available for participants, if you are unable to attend the webinar you registered for, please contact Bev Cooper at email@example.com as soon as possible.
Intended audience: Speech-Language Pathologists, speech-language pathology assistant
This session pertains to: School Aged (5-17)
Level: Intermediate (Assumes that the participant has general familiarity with the literature and professional practice within the areas covered.)
Globally, there is growing concern about gender gaps in literacy achievement. We will discuss three probable causes of the wide-spread and persistent underachievement of boys relative to girls: gender differences in the trajectory of early language acquisition; the role of executive functions in literacy learning; and, social-environmental impacts on boys’ motivation to read.
- Become alert to the risk of under- and over-identification of language and literacy concerns in girls versus boys;
- Develop an awareness of strategies for co-regulating boys’ emotions and behavior during learning activities;
- Understand how to be sensitive to common behavior management schemes that are potentially demotivating.
This webinar is eligible for SAC CEEs (Category A).
Susan Rvachew, PhD, S-LP(C), ASHA Fellow
Susan Rvachew is director of the school of communication sciences and disorders at McGill University. Her research is concerned with speech development from infancy through early childhood, evidence-based practice for the assessment and treatment of speech sound disorders and the prevention of literacy delays in this population.
Dahlia Thompson, PhD Candidate
Dahlia's research concerns emergent literacy and reading achievement. Currently, her research focuses on boys’ literacy learning and the role of self-regulation (executive function) skills in their learning outcomes. She also has a keen interest in cross-cultural awareness and competence in health sciences and education.
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