SLPs often wonder what their role is in supporting literacy for students with language-based learning disabilities including dyslexia. When considering the Literacy Processing Triangle, the connection of phonology, orthography, and semantics we know that SLPs hold the skills to support students in areas that are often missing in traditional literacy instruction. We will dive into how SLPs can weave literacy intervention into the skills they already target.
1. After attending this session, participants will understand the literacy processing triangle and activities that support each of the bases of the triangle.
2. After attending this session, SLPs will understand their critical role in supporting literacy intervention.
3. After attending this session, SLPs will have a number of tools, strategies, and techniques to support students with dyslexia.
Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory level can also be used to describe course content related to new or emerging areas of practice.
Corey is the owner of a private practice consulting firm that provides professional development and online training/curriculum resources following a Structured Literacy approach.
Corey Pollard is an educational therapist with 15 years of experience working with struggling students as a researcher, diagnostician, and reading interventionist. She formed her own business coaching and consulting with both families of struggling readers and educators supporting struggling students. Corey has a Masters degree in Clinical Psychology and has experience working with leading education researchers and clinicians at Kennedy Krieger Institute, Children’s Hospital Colorado, and the University of Denver.