EMERGENT LITERACY CE COURSE

Course Highlights:

• Discover strategies to support the building blocks of emergent literacy including phonological awareness, print knowledge, vocabulary, and comprehension 
• Review the research on the connection between language disorders in early childhood and literacy outcomes in school 
• Describe how to choose the best books to promote emergent literacy

Course Description:

Nationally only 35% of public-school students are reading at or above grade level. Literacy starts at birth as the parts of our brain that process language are the same ones that are repurposed to learn to read. Research has found that supporting children through early intervention when brain plasticity is highest can provide the foundation for learning to read before children enter kindergarten. Many parents need extra support in learning how to read to their children in ways that promote motivation and learning.
Attendees will learn evidence-based strategies to add to their therapy toolbox and recommended books with which to implement these strategies.

Learning Objectives

1. Differentiate current philosophies and approaches to reading in the United States. 
2. Examine the components of emergent literacy and strategies to facilitate those components. 
3. Interpret the features in picture books that facilitate early literacy skills. 
4. Implement modifications needed by autistic children, bilingual children, and children with sensory impairments. 
5. Analyze research on how eBooks and audiobooks do not facilitate learning as well as print books.
   

Course Outline

1. Defining Emergent Literacy and Why We Need to Work on It
   1. Why it is important; U.S. literacy statistics
   2. Components of early literacy
   3. ASHA statements on SLP role
   4. Language as the foundation for reading
   5. Parent/caregiver roles
2. Getting on the Same Page – Literacy Terminology
   1. Reading wars
   2. The science of reading
   3. Structured literacy vs. balanced literacy
3. Family-Friendly Strategies to Facilitate Emergent Literacy Components
   1. Vocabulary
   2. Print knowledge & the alphabetic principle
   3. Comprehension
   4. Phonemic / phonics / phonological awareness
4. Book Features to Consider for Young Children
   1. Symbolism
   2. Anthropomorphism
   3. Visual foreground
   4. Wordless picture books
   5. Interactive books for reluctant readers
5. Modifications for Young Learners Who Struggle to Read
   1. Biliteracy (bilingual learners)
   2. Autistic learners
   3. Sensory differences (D/HH, VI/Blind, Deaf-Blind)
6. Medium Matters for Learning and Motivation
   1. Print vs. eBooks & audiobooks (learning outcomes)
   2. Parent–child experiences across mediums

REGISTER NOW

Free registration provided by Stellar Therapy Services, a leading provider of Speech-Language Pathologists in Tennessee schools. 

By registering, you agree to be contacted by Stellar. See privacy policy.

Instructor Bio:
Tracey Tasker MBA, MA, CCC/SLP

First and foremost, Tracey Tasker, MBA, MA, CCC/SLP is a mom of two sets of twins; having an autistic son and 29-week preemies are the reasons she entered the field of early intervention. Tracey lives in San Diego and holds a BA in Economics/English, an MBA from Rutgers University, and an MA in Speech- Language Pathology from Montclair State University. Tracey has been providing early intervention eligibility assessments and speech- language therapy for 14 years. In addition, she has served as a clinical supervisor for speech-language pathology students at Cal State San Marcos and West Coast University Masters' programs. She is a LEND fellow (Leadership Education in Neurodevelopmental and Other Related Disabilities Program) and is a certified trainer in the Zero to Three Growing Brain curriculum. Tracey strongly believes in advocating for the early intervention community and is a former IDA (Infant Development of Association of California) board member, a member of the CSHA (California Speech Hearing Association) Ad-Hoc Early Intervention Committee, and a member of the San Diego Early Childhood Mental Health Leader's Collaborative. Tracey has had several articles published and provided professional training on the language development of autistic children, early literacy, screen time, and the impacts of COVID-19 on development.

DISCLOSURES: 

FINANCIAL: Tracey Tasker is compensated by Summit as an Instructor. She practices as an Early Intervention Speech-Language Pathologist under a private practice. She is compensated as the preschool SLP at Cardiff Elementary School and is compensated by the Speech-Language Pathology department at California State University San Marcos as a lecturer.

NONFINANCIAL: Tracey Tasker has an adult son with Autism.

IN KIND: Registration fees for this event have been paid by Stellar Therapy. Summit maintains responsibility for all content presented. Stellar Therapy is not involved in the planning, delivery or evaluation of the course.

ACCREDITATION INFORMATION:
Speech-Language Pathologists and Audiologists - This program offers 2.0 contact hours of instruction. 

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.

Please Note: If you would like to obtain CEUs from ASHA through Summit for completing this course, it is necessary for you to submit a brief participant form immediately upon completion of your course. Once you have met satisfactory completion requirements of the course, you will have access to the form via a “Report to ASHA” button in your account for 10 days from the date of completion (next to the “Certificate Download” button). More information about ASHA reporting can be found here: Does Summit Report to ASHA?

SATISFACTORY COMPLETION REQUIREMENTS: Participants must sign in by logging into their Summit accounts and clicking the "Launch Webinar" button for the relevant webinar, attend the entire workshop, complete the evaluation, and pass a post-test with a score of 75% (80% for ethics/jurisprudence) or higher to receive a certificate of completion.

Please note that the post-test is only available for 48 hours following the webinar. Participants not fulfilling these requirements will not receive a certificate. Failure to sign in to the webinar or pass the post-test will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available.

Attendees not joined 15 minutes after the start time (10 minutes for a 1 hour webinar) will have their registration cancelled. Please contact Summit Customer Service for options in this event.

SCOPE OF PRACTICE: Workshop content is not intended for use by participants outside of the regulatory scope of practice of their license(s). You are responsible for knowing what lies within and without your professional scope of practice.