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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 Clinic. She has been Co-Coordinator of the Field Placements for Schools. Prior to coming to Long Beach, Wallach served as a faculty member and an administrator at Emerson College in Boston and at the Emerson College Los Angeles Center. Wallach was a tenured Professor in the Department of Communication Disorders at Emerson College from 1980-1987. She taught undergraduate and graduate students and supervised Ph.D. students. She was Executive Director of the Los Angeles Center from 1987-2000.

Dr. Wallach has had a long history of higher education and public school experience. She has published extensively in the area of language learning disabilities and literacy. Among her texts are: Language intervention and academic success which she co-wrote with Dr. Lynda Miller. She co-edited, Language learning disabilities in school-age children and adolescents (Allyn & Bacon) with Dr. Katharine Butler. Wallach's text (2008), published by Elsevier/Mosby Publishing, is called Language intervention for school-age students: Setting goals for academic success. Among her publications are: "Comprehending comprehension: Selected possibilities for clinical practice within a multidimensional model" (with Dr. Alaine Ocampo) (Language, Speech, and Hearing Services in Schools [LSHSS], 48, 2017); "Improving clinical practice: A school-age and school-based perspective (LSHSS, 45, 2014); and "The Spoken-Written comprehension connection: Constructive intervention strategies" (with Charlton & Christie Bartholomew) in Handbook of language & literacy, 2014. She was the Issue Editor and a contributor for the 25th Anniversary Issue of Topics in Language Disorders (25:4, 2005).

Dr. Wallach is also a member of the Divas Plus One Players, a group of SLPs who uses humor and theme-based learning in their presentations for ASHA, State, and other organizations. She was a member of the ASHA Committee on the "Role of the Speech and Language Pathologist in the Treatment of Auditory Processing Disorders." Her article entitled, "Peeling the onion of Auditory Processing Disorders (APD): A language/curricular-based approach," appeared in LSHSS (April 2011 issue). She served as Topic Coordinator for the School-Age Language Learning Disabilities area for ASHA San Diego, 2011. Dr. Wallach received her B.A. in Speech & Theatre from Long Island University, her M.A. in Speech-Language Pathology from New York University & her Ph.D. in Speech & Hearing Sciences from the Graduate School & University Center of CUNY. She was elected an ASHA (American Speech-Language-Hearing Association) Fellow in 1993. She received the Honors of ASHA in 2015. She has also received Distinguished Service Awards and Outstanding Achievement Awards from the Massachusetts and California Speech-Language-and Hearing Associations respectively. She was chosen as "Most Valuable Professor" for the School of Health and Human Services at California State University, Long Beach in May 2005. Her current efforts are directed toward developing clinical and educational materials in language and literacy and continuing her research efforts in language comprehension and metalinguistic awareness. She is one of the editors (along with C. Addison Stone, Elaine R. Silliman, and Barbara J. Ehren) for the revised Handbook of Language and Literacy: Development and Disorders (NY: Guilford Publishing), published in 2014.

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Adolescent Language Literacy: Academically-Focused Intervention Strategies

Presented by Geraldine Wallach, PhD, CCC-SLP

Adolescent Language Literacy: Academically-Focused Intervention Strategies

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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.

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Literacy-Based Intervention Examples: Content & Structure Focus

Presented by Geraldine Wallach, PhD, CCC-SLP

Literacy-Based Intervention Examples: Content & Structure Focus

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Continuing with the challenges facing adolescents with language and literacy problems, practitioners often ask: "What can I do to help students access the curriculum, thrive, and survive in the classroom, and acquire the literacy skills needed to enter the workforce? Isn't it too late to make changes?'' Further, traditional methods relating to language intervention practices, popularly employed at elementary school levels, fall short of meeting the ongoing language literacy needs of older students. For course two, we will highlight the ways that language disorders "show themselves" across time with a focus on pathways to becoming literate (and why this is important for school learning). The three tiered framework described in chapter one will be operationalized in chapter two, providing specific examples in each area: (1) Engaging students' background knowledge in activities, (2) Integrating requirements of content subjects into language intervention goals, and (3) Balancing content and structure knowledge in the search for meaning. Examples of specific intervention techniques will be provided in each area (mentioned above) with a focus on helping students develop the linguistic knowledge, skills, and strategies necessary for school and life-long learning. The role of metalinguistic and metacognitive ability, including self-monitoring strategies, will be weaved throughout the chapter.

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Literacy-Based Intervention Examples: Strategy Focused

Presented by Geraldine Wallach, PhD, CCC-SLP

Literacy-Based Intervention Examples: Strategy Focused

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Professionals working with older students with language/ literacy-based disorders often use the term "strategy" (or "strategies") to define what they do with their students. One often hears remarks like: "My clinical strategy is to..." or "The strategies I use to motivate students include..." Indeed, there is an understanding among professionals that there is an organized "method" to how they approach students in their care. But beyond intuition and good intentions, what are the research-based components to "strategic language intervention" and how are they operationalized? For course three, we will review the distinctions among language knowledge, skills, and strategies from chapters one and two with examples of the interactions that occur. We will provide an in-depth look at three research-based strategy categories: (1) Goal-directed strategies, (2) Monitor and repair strategies, and (3) Packaging strategies. Throughout the discussion, the role of strategic abilities will be discussed within the context of spoken and written comprehension and the disciplinary literacies of academic subjects. Examples of specific techniques will be provided in each area (mentioned above) with a focus on helping students become independent learners. The role of self-talk, and the importance of language competence in this process of becoming an independent learner, will be explored. We will highlight ways of helping students utilize and apply strategies learned to different situations (or content-area subjects). The overriding importance of metacognitive ability, introduced in the previous chapter, will be addressed.

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