2014 David E. Yoder Symposium
Combining Literacy and Language Intervention for Young Children
When: Friday, March 28, 2014, 8:30 a.m. to 4:30 p.m.
Where: The Friday Center, 100 Friday Center Drive, Chapel Hill, NC
Cost: Full-time Student $75 (verification form required - click here)
Registration Deadline: Wednesday, March 19, 2014
This workshop identifies evidence-based techniques that speech-language pathologists and other professionals can use within the classroom and the clinic to accelerate the early literacy achievements of children with communication disorders. The focus transcends oral language skills, including vocabulary and inferencing, to written language skills, including print awareness and phonological awareness. These domains of development are consistently associated with later achievements in reading, and recent scientific advances make it clear that early learning environments can be systematically organized to promote skills across these areas. In this workshop, participants will also learn effective ways to intervene with children who show delays in achieving fundamental milestones in these important areas of development, with a particular emphasis on using highly meaningful literacy events, like shared reading, as an intervention context.
- Describe major domains of emergent literacy development, and indicators of achievement in each.
- Identify risk factors that make literacy learning challenging for some children.
- Explain evidence-based approaches to addressing emergent literacy goals within the context of clinical and classroom interventions, with a focus on shared storybook reading
American Speech-Language-Hearing Association (ASHA) CEUs:
|This program is offered for .6 CEUs (Intermediate level; Professional area).|
8:00 a.m. Registration and Continental Breakfast
8:30-9:30 a.m. The pathway to becoming a reader; description of the simple view of reading; identifying of “recommended daily allowances” for key areas of development (1.0)
9:30-10:00 a.m. Code-based skills: print knowledge (.50)
10:15-10:30 a.m. Break
10:30 a.m.-12:00 p.m. Code-based skills: phonological awareness (1.5)
12:00-1:15 p.m. Lunch (Provided)
1:15-2:45 p.m. Meaning-based skills: vocabulary and inferencing (1.5)
2:45-3:00 p.m. Break
3:00-4:30 p.m. Evidence-based techniques: Code- and meaning-based intervention (1.5)
Dr. Laura Justice is the EHE Distinguished Professor in the College of Education and Human Ecology in the School of Teaching and Learning at The Ohio State University. She is also the Executive Director of the Children’s Learning Research Collaborative at OSU.
Dr. Justice has degrees in Language and Literature, Special Education, and Speech and Hearing Sciences. Over the past 15 years she has conducted research on the causes of and treatments for childhood literacy difficulties and language impairment. These include randomized controlled trials investigating various techniques for improving the early literacy skills of children, and descriptive studies examining early risk factors associated with reading outcomes in this population.
Dr. Justice is an internationally known researcher, teacher, and speaker and publishes and speaks widely on topics related to assessment and intervention of literacy and language skills in preschool and early elementary aged children. She focuses on working with these populations in school settings using a collaborative approach across classroom teachers and related service providers.
Disclosures: Laura Justice will receive an honorarium for providing this workshop. She has no other relevant financial or nonfinancial relationships to disclose related to this program.
About the David E. Yoder Symposium
The UNC Chapel Hill Division of Speech and Hearing Sciences hosts the Yoder Symposium every two years to honor Professor Emeritus David E. Yoder.
Dr. Yoder received his education at Goshen (Indiana) College, from which he received the outstanding alumnus award in 1992, and furthered his education at Northwestern University and the University of Kansas. From 1968 to 1986 he was affiliated with the University of Wisconsin-Madison where he served as Chairman of the Department of Communicative Disorders, Head of the Communicative Disorders Section of the Waisman Center on Mental Retardation and Human Development, and Head of the Communication Aids and Systems Clinic. He held the title of Walker-Bascom Professor of Communicative Disorders in the Department of Communicative Disorders from 1980 to 1986.
In 1986, Dr. Yoder was recruited to become the Chair of the Department of Allied Health Sciences at the University of North Carolina at Chapel Hill and served in that position from 1986-2000. In 1988 he and David Koppenhaver co-founded the Center for Literacy and Disability Studies. In 2000, Dr. Yoder retired from the University and became the Executive Director of the Council for Allied Health in North Carolina from which he retired in 2007.
Dr. Yoder has authored numerous professional articles and book chapters in the area of language disorders with special needs populations. He served as the first journal editor for AAC (Augmentative and Alternative Communication) and served as first president of the United States Society of Augmentative and Alternative Communication (USSAAC). He served as panel chair for writing the Consensus Statement on Augmentative and Alternative Communication (AAC) Intervention for the National Institute on Disability and Rehabilitation Research (NIDRR). He has co-edited five books and presented over 500 research papers, professional workshops, and consultations nationwide as well as in Europe, Japan, Taiwan, the Soviet Union, and New Zealand. He has served on numerous committees and boards of the American Speech-Language-Hearing Association (ASHA), and served as the association's President in 1984. Dr. Yoder is a Fellow of ASHA, in 1995 was awarded Honors of the association, and received life membership in 1999. He is also a Fellow and Life member of the American Association on Intellectual and Developmental Disabilities (AAIDD), and a Fellow of the Association of Schools of Allied Health Professions.
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