Language Connections: Literacy and Fluency Symposium
Old Dominion University's Communications Sciences and Disorder Program with a generous contribution from the Tidewater Scottish Rite will present a free symposium titled Language Connections: Literacy and Fluency. The symposium features Associate Professor C. Melanie Schuele from Vanderbilt University and Professor Corrin Richels of Old Dominion University.
Date - Saturday, June 14, 2014
Time - 8:30 a.m. - 4:30 p.m.
Location - Big Blue Room, Ted Constant Convocation Center, Old Dominion University, 4320 Hampton Blvd., Norfolk, VA
Cost - Free- only 150 registrants (includes continental breakfast and afternoon snack)
Parking - 43rd Street Garage
8:00 a.m. - 8:30 a.m.
8:30 a.m. - 8:45 a.m.
8:45 - 10:15 a.m.
10:15 - 10:45 a.m.
10:45 a.m. -12:15 p.m.
12:15 - 1:30 p.m.
1:30 - 2:45 p.m.
2:45 - 3:00 p.m.
3:00 - 4:15 p.m.
Recognize Tidewater Scottish Rite
Morning Session: Dr. Schuele
A framework for language collaboration
Opportunities to facilitate language and literacy skills
Lunch (on your own)
Afternoon Sessions: Dr. Richels
Evidence based research for language and phonological variables in childhood stuttering
Activities to incorporate language and phonologic variables in treatment of children who stutter.
The first half of the session will center on language and literacy connections. Academic achievement relies on a child's ability to use his/her linguistic skills to listen, speak, read, and write. Speech-language pathologists must collaborate with other educators to maximize learning opportunities for children with weak language skills. We will consider ten opportunities to build children's primary linguistic skills as well as their metalinguistic skills as a means to enhance academic outcomes.
In the second portion of the course, the connection between language and fluency will be highlighted. Converging evidence indicates that children who stutter are more likely to exhibit areas of weakness in aspects of language development and processing. One third of children who stutter are also likely to have a concomitant phonological disorder. These two factors have the potential to negatively impact the literacy skills of children who stutter.
The purpose of this presentation is to discuss why using language based treatment techniques may support both the fluency and linguistic variables that may contribute to the fluency breakdown. The evidence will be discussed to support incorporating these important factors into the treatment of the person who stutters. Additionally, participants will learn techniques and activities for treatment of children who stutter.
Participants will be able to:
- Describe the linguistic and metalinguistic demands that prove most challenging for children with weak language skills.
- Select three opportunities appropriate to his/her own work setting.
- Formulate a plan of action to implement those three opportunities in his/her own work setting.
- Describe the language skills that are characteristic of children who stutter.
- List at least three language differences found in children who stutter.
- List at least three activities that support language skills during treatment of children who stutter.
Speech Language Pathologists, Special Educators and others interested in language and fluency disorders in children.
C. Melanie Schuele, Ph.D., CCC-SLP, is an Associate Professor of Hearing and Speech Sciences at Vanderbilt University School of Medicine. Currently, she is the Project Director for two U.S. Department of Education personnel preparation grants, preparing Ph.D. students to conduct language and literacy research and preparing master's students for careers as school speech-language pathologists with specialization in language and literacy. She conducts research in complex syntax and early literacy acquisition. She was elected ASHA Fellow in 2007.
Financial Disclosure: Dr. Schuele is the co-author of Intensive Phonological Awareness Program, to be published by Brookes Publishing Company. She also will receive an honorarium for this course. Nonfinancial Disclosure: No non-financial conflicts to disclose.
Corrin Richels, PhD., CCC-SLP is an Assistant Professor in the Department of Communication Disorders and Special Education at Old Dominion University. She earned her Bachelor and Master of Science degrees from James Madison University and a Ph.D. in Speech and Hearing Science from Vanderbilt University in May 2004. Her research interests include the assessment, treatment, and systematic study of language disorders including childhood stuttering.
Financial Disclosure: Dr. Richels will receive an honorarium for this course.
Nonfinancial Disclosure: No other non-financial conflicts to disclose.
This course meets criteria for 5.5 contact hours.
This course is offered at 0.55 ASHA CEUs (Intermediate level, Professional Area)
To receive verification of successful completion of the above credit hours, participants must attend the entire program, sign in and out, as well as complete a Self Assessment of Learning Course Evaluation.
Special thanks to Children's Hospital of Kings Daughters in Norfolk for sponsoring the ASHA CEU application.
Register / Questions
Register online or contact Corrin Richels at email@example.com with questions. Attendance limited to the first 150 to register.
Accessibility Services: Please send an email message with a detailed description of your needs to firstname.lastname@example.org.