Vocabulary Learning for Academic Success Master course
3.5-hour course
Part 1: Clinical Support for Word Learning
Part 2: Word Learning for Academic Success: Assessment and Intervention for Adolescents
CEUs/Hours Offered
ASHA: 0.35 ASHA CEUs,
Advanced
CA SLPAHB: 3.5 hrs
CMH: 3.5 hrs
Course Description
Part 1: Clinical Support for Word Learning .
This presentation will explain the relationship between vocabulary knowledge and reading ability, make evidence-based decisions about vocabulary targets and describe how clinical vocabulary intervention differs from business-as-usual classroom vocabulary instruction.
Part 2: Word Learning for Academic Success: Assessment and Intervention for Adolescents.
In this webinar, Prof Nippold will explain why it is important for SLPs to address word learning skills in adolescents who have language difficulties such as developmental language disorder (DLD). In particular, she will focus on word-learning in academic contexts, including middle school and high school classrooms in science, mathematics, and literature. Ways to evaluate word learning using dynamic assessment will be discussed, along with procedures for teaching common word-learning strategies that call upon and promote metalinguistics.
Course Agenda
Part 1
10 mins - Disclosures, Introduction
60 mins - Objectives:
1. Explain the relationship between vocabulary knowledge and reading ability.
2. Make evidence-based decisions about vocabulary targets.
3. Describe how clinical vocabulary intervention differs from business-as-usual classroom vocabulary instruction.
20 mins - Recommendations
10 mins - Q&A
Part 2
10 mins - Disclosures, Introduction
90 mins - Objectives:
1. Explain why an SLP should address word learning in adolescents with language disorders.
2. Explain the types of challenges that adolescents with language disorders face in learning new words.
3. Explain how to evaluate and provide intervention for word-learning in adolescents.
10 mins - Recommendations
10 mins - Q&A
About the Presenters
Marilyn A. Nippold, PhD., CCC-SLP
Financial— Marilyn A. Nippold received a speaking honorarium from the Lavi Institute for this presentation.
Nonfinancial— No relevant nonfinancial relationship exists.
Marilyn A. Nippold, PhD., CCC-SLP, is a professor of communication disorders and sciences at the University of Oregon where she teaches and conducts research in language development and disorders in school-age children, adolescents, and young adults. She is a Fellow of the American Speech-Language-Hearing Association (ASHA) and was awarded ASHA Honors in 2015. She has published numerous articles in research journals and several books, including the 3rd edition of Language Sampling with Children and Adolescents: Implications for Intervention (2021). Professor Nippold received her bachelor’s degree in philosophy (University of California Los Angeles), her master’s degree in communicative disorders (California State University Long Beach), and her doctoral degree in speech-language-hearing sciences (Purdue University). Her recent research projects have addressed discourse development, critical thinking, and grammatical competence in school-age children, adolescents, and young adults.
Financial— Karla McGregor received a speaking honorarium from the Lavi Institute for this presentation.
Nonfinancial— No relevant nonfinancial relationship exists.
Karla McGregor, Ph.D., CCC-SLP, is a senior scientist and the Director of the Center for Childhood Deafness, Language and Learning at Boys Town National Research Hospital in Omaha, NE, USA. She is also Professor Emerita at the University of Iowa. Dr. McGregor’s research focuses on the word-learning deficits and associated vocabulary problems experienced by children and adults with developmental language disorder, or DLD. She is a founding member and Chair of DLDandMe.org, a volunteer organization aimed at increasing awareness and understanding of DLD.
Learning Outcomes
Part 1
- Explain the relationship between vocabulary knowledge and reading ability.
- Make evidence-based decisions about vocabulary targets.
- Describe how clinical vocabulary intervention differs from business-as-usual classroom vocabulary instruction.
Part 2
- Explain why an SLP should address word learning in adolescents with language disorders.
- Explain the types of challenges that adolescents with language disorders face in learning new words.
- Explain how to evaluate and provide intervention for word-learning in adolescents.
Satisfactory Course Completion Requirements
This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.
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