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Adolescent Language Literacy: Academically-Focused Intervention Strategies

presented by Geraldine Wallach, PhD, CCC-SLP

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Disclosure Statement:

Financial: Geraldine Wallach receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Geraldine Wallach has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Creating effective language intervention that is focused on content area learning is a challenge across time. It is a particular challenge at the adolescent level for many reasons including the social and emotional nature of adolescence, the demands and setting of curricular learning, and the way that language disorders manifest themselves in older students. For course one, we will present a three-tiered conceptual framework that introduces participants to methods that will facilitate making intervention choices about "where to begin" and "what to do" with adolescents with language learning disabilities (LLD). Participants will develop a better understanding, starting with the introductory course, about what evidenced-based intervention looks like as we strive to help adolescents access exceedingly difficult curricular content. A three-tiered framework provides a roadmap for effective intervention: (1) Include students' background knowledge and interests as a start to language literacy learning, (2) Integrate requirements of content-area subjects into language intervention goals, and (3) Balance content and structure knowledge in the search for meaning.

Meet Your Instructor

Geraldine Wallach, PhD, CCC-SLP

Geraldine P. Wallach, Ph.D. (Dr. Gerry Wallach) is a Professor and Thesis Coordinator in the Department of Speech-Language Pathology at California State University, Long Beach, Long Beach, California. She teaches courses in childhood and school-age language disorders, assessment, phonology, and language development. She also supervises the Child & Adolescent Language Clinic and the Adult Language…

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Chapters & Learning Objectives

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1. Key Concepts

This chapter will cover a number of introductory concepts including: what it means to be literate in the 21st century, the world and literacies of adolescents, and challenges for professionals working with adolescents (e.g., who they are, what they must face in school, language demands of the curriculum, social and emotional factors, chronic nature of language disorders).

2. The Three-Tiered Approach

This chapter will highlight a three-tiered framework that helps practitioners structure their intervention choices for adolescents. The three components are: (1) Engaging students’ background knowledge, (2) Integrating requirements of content-area subjects into language intervention goals, and (3) balancing content and structure knowledge in the search for meaning. Abbreviated examples will be presented in each of these areas.

3. Pulling Ideas Together Within the Three-Tiered Model

This chapter will be a continuation of chapter two with some additional details to clarify points made in chapters one and two. We will present some distinctions among language knowledge, skills, and strategies. The importance of “strategic” intervention is highlighted. The concept that the curriculum provides a backdrop for adolescent language intervention is emphasized as is the role of disciplinary literacies. An innovative and new direction for speech-language pathologists (SLPs) and other team members is summarized.

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