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Shari Robertson

Ph.D., CCC-SLP

Shari Robertson, Ph.D. CCC-SLP, is a Professor of Speech Language Pathology and Dean's Associate for Graduate Studies at Indiana University of Pennsylvania. Dr. Robertson spent 18 years as a school-based SLP and special education administrator prior to obtaining her Ph.D. at the University of Wisconsin-Madison. She recently served on the ASHA Board of Directors as Vice President of Academic Affairs in Speech-Language Pathology and owns several companies, including a publishing and a consulting business. Shari has published numerous articles, book chapters, and clinical materials and presented several hundred workshops at state, national, and international venues related to language and literacy. She is known for entertaining her audiences while delivering practical, evidence-based information that can be immediately used in clinical practice.

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Language, Literacy, and the SLP

Presented by Shari Robertson, Ph.D., CCC-SLP

Language, Literacy, and the SLP

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The recent emphasis on supporting literacy has created a set of new challenges for speech-language pathologists who work with children. Given that language problems are both a cause and a consequence of reading problems, SLPs are uniquely qualified to design and implement intervention that supports development in both domains. However, it is not uncommon for SLPs to have had no specific preparation related to literacy, creating a sense of uncertainty regarding their role in the development of written language. This course will explore the relationships between language and literacy, identifying the specific knowledge and skills that speech-language pathologists bring to the development of literacy. An overview of the skills identified as critical to reading success, and examples of how these relate to language learning, will also be provided as a guide for SLPS who wish to support both oral and written language development.

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Language & Literacy: Phonemic Awareness

Presented by Shari Robertson, Ph.D., CCC-SLP

Language & Literacy: Phonemic Awareness

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The National Reading Panel report has identified Phonemic Awareness, the ability to hear and understand how the sounds of spoken language work together to form words, as one of the critical skills for reading success. Children with speech and language disorders are at risk for delayed development of phonemic awareness for the same reasons they have difficulty extracting information from the spoken environment for language processing. Consequently, targeting phonemic awareness is an appropriate and empirically-supported strategy for facilitating speech, language and literacy goals for children with communication disorders. This course will provide an overview of phonemic awareness along with multiple evidence-supported strategies to facilitate phonemic awareness tasks for children with and without accompanying speech and/or language delay.

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Language & Literacy: Reading Fluency

Presented by Shari Robertson, Ph.D., CCC-SLP

Language & Literacy: Reading Fluency

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Reading fluency is described as the bridge between the lower level processes of reading - such as phonics and phonemic awareness - and the higher level process of comprehension. Fluent readers comprehend better because they don't waste cognitive resources on decoding words sound by sound. Therefore, they can focus their attention on making connections between the written word and their background knowledge and experience. After a discussion of the key concepts related to reading fluency, this course will focus on the development of the prosodic elements of reading fluency - a skill that SLPs are uniquely qualified to develop. Numerous evidence-supported strategies to enhance prosody, keeping in mind the end goal of developing reading comprehension, will be provided.

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Language & Literacy: Vocabulary

Presented by Shari Robertson, Ph.D., CCC-SLP

Language & Literacy: Vocabulary

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A reduced or constrained vocabulary is one of the hallmarks of children with language delays. This is a serious obstacle to the development of reading and writing - which is, in turn, critical to success in academic, social, and vocational settings. Lacking adequate vocabulary, and strategies to learn new words, students simply do not have the building blocks they need to effectively comprehend what they read. This course will discuss the critical role that oral vocabulary plays in reading comprehension, as well as provide multiple strategies to develop vocabulary using both direct and indirect instruction.

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Language & Literacy: Reading Comprehension

Presented by Shari Robertson, Ph.D., CCC-SLP

Language & Literacy: Reading Comprehension

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.

The recent emphasis on supporting literacy has created a set of new challenges for speech-language pathologists who work with children. Given that language problems are both a cause and a consequence of reading problems, SLPs are uniquely qualified to design and implement intervention that supports development in both domains. This course will explore the reciprocal relationships between language and literacy and link them to the skills identified as critical to reading success by the National Reading Panel. SLPs will learn to address both oral and written language targets using practical, evidence-supported strategies that are applicable across a variety of ages and ability levels.

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