Several issues surrounding literacy, including the role of the SLP in literacy, are examined. Finally, a variety of intervention activities are demonstrated. This series is appropriate for teachers and speech and language pathologists and shares considerations for those working with students that are bilingual and students with disabilities.
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
Find resources used throughout this playlist here:
Find each of the modules from this playlist here:
Reading Development Module 1: What does it mean to know a language?
Reading Development Module 2: Role of the SLP in Literacy
Reading Development Module 3: Phonemic Awareness
Reading Development Module 4: Phonics
Reading Development Module 5a: Myths About Vocabulary Instruction
Reading Development Module 5b: Role of the SLP in Vocabulary Instruction
Reading Development Module 6: Reading Fluency
Reading Development Module 7: Reading Comprehension
Reading Development Module 8: Bilingual Considerations
Please find links to research mentioned in this video series here:
Carver, R. P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26(4), 413–437.
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments.Journal of speech, Language, and hearing Research, 45(6), 1142-1157.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
Garcia, E. (1991). Education of linguistically and culturally diverse students: Effective instructional practices. Educational practice report number 1. Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 338 099).
García, G. E., & Nagy, W. E. (1993). Latino students’ concept of cognates. In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice. Chicago: National Reading Conference.
Graves, M. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.)., Reading for meaning: Fostering comprehension in the middle grades (pp. 116–135). Newark, DE: International Reading Association.
Hart, B., & Risley, T. (1995). Meaningful differences in everyday parenting and intellectual development in young American children. Baltimore: Brookes.
Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112.
McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.
Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In: N. SCHMITT AND M. MCCARTHY, eds. Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Nagy, W. E., Herman, P. A. & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253.
National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23, 63-69.
Robertson, S. (2009). Reading fluency and the SLP: The nuts, bolts and how-tos. The ASHA Leader
Senechal, M., LeFevre, J., Thomas, E.M., & Daley, K.E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
Shu, H., Anderson, R. C., & Zhang, Z. (1995). Incidental learning of word meanings while reading: a Chinese and American cross-cultural study. Reading Research Quarterly, 30, 76–95.
Spracher, M. M. (2000, April 25). Learning about literacy: SLPs play key role in reading, writing. The ASHA Leader.
Stoller, F. & W. Grabe. (1995). “New Directions in Content-Based Instruction: A Six-Ts Approach.” Paper presented at TESOL Conference, Long Beach, CA.
Swanborn, M. S. L., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 261–285.
