Written Language Challenges:
Some practical ideas for grades 2 to 7 (4 CPD points)
Presented in Johannesburg, Gauteng by
Elizabeth Nadler-Nir
MSc Speech-Language Therapist
www.thereadinglanguagegym.co.za
Elizabeth started The Reading Language Gym in 2007. This is a Centre for school aged learners who have challenges with reading, oral and written language. It is run by Speech-Language Therapists. We have over 10 years of experience in working with grade 1 to 12 learners with the above challenges. Over the last 25 years Elizabeth has lectured at UCT, mentored therapists, presented at international conferences, developed materials for second language learners and worked with many challenged learners. She believes in teamwork, evidence based practice – and having a lot of fun with written language!
Who is the course for? Speech-Language Therapists, OT’s, Remedial teachers, Educational Psychologists and any teachers interested in written language.
Date and Time: 8am to 1pm, Saturday 28 October 2017
Venue: Crossroads School - 2nd Avenue Victory Park
Bookings: Write your full name for the certificate and therapists, supply HPCSA number.
RSVP by: 20 October 2017
Stay for a light lunch at 1:15pm, followed by the Virtual Reading Gym (VRG) free launch from 2 to 3pm ( www.virtualreadingym.co.za). Separate VRG advert with RSVP to follow.
Course outline
Written language Challenges: Some Practical Ideas for grades 2 to 7:
1. What are written language challenges and who should help these learners?
2. Some differences between oral and written language: contextualized vs decontextualized language, casual vs academic language.
3. Language levels involved in written language: Phonology, Orthography, Semantics, Syntax, Morphology, Metalanguage
4. Executive functions and written language, the Motor System and Written Language
5. The importance of teamwork
6. A framework for assessing written language:
a. What is normal? Checklist to guide assessment
b. Case studies
7. General principles for management of written language:
a. 80% talk, 20% write – practicing academic language
b. Scaffolding the written language tasks for maximum quality and quantity
c. Exposure to high quality and varied written language models
8. Some techniques for written language:
REFERENCE LIST:
Hulme C, Snowling MJ. (2014). The interface between spoken and written language: developmental disorders. Phil. Trans. R. Soc. B 369: 20120395. http://dx.doi.org/10.1098/rstb.2012.0395
Silvana MR Watson, Anne MP Michalek and Robert A Gable (2016). Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders. Int J Sch Cog Psychol 2016, 3:3, DOI: 10.4172/2469-9837.1000178
Virginia Berninger, PhD, Robert Abbott, PhD, Clayton R. Cook, PhD and William Nagy, PhD (2017). Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence. Journal of Learning Disabilities: Vol. 50(4) 434–449
Barbara Carretti, PhD, Eleonora Motta, BA, and Anna Maria Re, PhD (2016). Oral and Written Expression in Children With Reading Comprehension Difficulties Journal of Learning Disabilities: 2016, Vol. 49(1) 65–76
American Speech-Language Hearing Association (2016): Ad Hoc Committee on the Scope of Practice in Speech-Language Pathology
K.D. Ebert, C.M. Scott (2016). Bringing the Simple View of Reading to the clinic: Relationships between oral and written language skills in a clinical sample. Journal of Communication Disorders 62 (2016) 147–160
Guerrini R, Melani F, Brancati C, Ferrari AR, Brovedani P, Biggeri A, et al. (2015). Dysgraphia as a Mild Expression of Dystonia in Children with Absence Epilepsy. PLoS ONE 10(7): e0130883. doi:10.1371/journal.pone.0130883
Dawson, P EDH and Guare, R. PhD (2009). Smart but Scattered. The Revolutionary “Executive Skills” approach to Helping Kids Reach their potential. Guilford Press
Ross, W. Greene PhD (2010). The Explosive Child. A new Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. First Harper paperback published in 2005. Reset 2010. ISBN978-0-06-190619-0
Steven Tanimoto, Rob Thompson, Virginia W. Berninger, William Nagy, and Robert D. Abbott (2015). Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language. Journal of Computer Assisted Learning. December 1; 31(6): 671–689. doi:10.1111/jcal.12110.
Bell N. (1991) Visualizing and Verbalizing for Language Comprehension and Thinking. Academy of reading Publications: Paso Robles (ISBN: 0-945-856-01-6)
Cameron, J. (1992) The Artist’s Way. A course in discovering and recovering Your Creative Self. Macmillan Publishers: London
Levine, M. (1992) A Mind at a Time. How every child can succeed. Simon and Schuster: London
Wechsler Objective Language Dimensions. (WOLD) (1996). The psychological Corporation limited: Harcourt Brace & company, publishers: London. ISBN: 0 7491 0501 1.
Online resources: Kidspiration; Writing Skeletons, Virtual Reading Gym
REGISTRATION FORM - GAUTENG
Written Language Course
Elizabeth Nadler-Nir
· Please complete the following and email to· Please email proof of payment with registration form.
· Use your name as a reference.
Bank : Standard Bank
Account Name : E.F. Nadler-Nir
Account Number : 203075706
Branch Code : 051 001
Full name of delegate/s: / School / Institution / Profession / HPCSA No
(if applicable)
Contact No:
Email:
Cost:
Total Cost at R 500 p.p: