If you haven’t heard of the SLP Summit
I absolutely loved getting to “meet” thousands of SLPs at the SLP Summit. I was so inspired by all of the amazing presentations, but I was also inspired by YOU. I loved getting to chat with you every night. One viewer called it her “SLP Date Night,” which pretty much sums it up.
Wait? I missed this! What is the SLP Summit? Sarah and Lisa from SLP Toolkit and I hosted a FREE online conference for SLPs, featuring practical tips and resources for SLPs to start the new year off right. The recorded sessions will be available on the SLP Summit site through August 8th, so head on over if you haven’t already!
Quick Recap of Resources
Here are some of the resources I mentioned:
• SLP Now Membership
• SLP Now Podcast (Check out episodes 9-12 for a review of evidence-based strategies for specific vocabulary skills.)
• Learner’s Dictionary (Great resource with more child-friendly definitions)
• NewsELA (Free)
• ReadWorks (Free)
• A blog post with reviews + a few more recommendations!
Questions & Answers
Stay tuned for the answers to questions that we didn’t get to in the live chat!
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Eren, B. J. (2009). Looking through an adolescent literacy lens at the narrow view of reading. Language, Speech, and Hearing Services in Schools, 40, 192–195.
Fey, M. (1986). Language intervention with young children. Boston: College-Hill.
Fey, M., Long, S., and Finestack, L. (2003). Ten principles of grammar facilitation for children with specific language impairment. American Journal of Speech‐Language Pathology, 12, 3‐15.
Gillam, S. L., & Gillam, R. B. (2014). Improving clinical services: Be aware of fuzzy connections between principles and strategies. Language, Speech, and Hearing Services in Schools, 45, 137–144.
Gray, S. (2003). Word learning by preschoolers with specific language impairment: Predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117-1132.
Lowman, J., Stone, L. T., & Guo, J. (2018). Effects of interactive book reading for increasing children’s knowledge of instructional verbs. Communication Disorders Quarterly, 1-13.
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.
Nelson, N. W. (1995). Scaffolding in the secondary schools: A tool for curriculum-based language intervention. In D. F. Tibbits (Ed.), Language intervention beyond the primary grades (pp. 375-420). Austin, TX: Pro-Ed.
Pence, K. L., & Justice, L. M. 2008. Language development from theory to practice. Upper Saddle River, NJ: Pearson Education.
Ralabate, P. K., Currie-Rubin, R., Boucher, A., & Bartecchi, J. (2014). Collaborative planning using universal design for learning. Perspectives on School-Based Issues, 15(1), 26–31.
Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015) How can book reading close the word gap? Five key practices from research. The Reading Teacher. 68(7), 560-571.
Stahl, S.A. (1999). Vocabulary development. Cambridge: Brookline.
Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.
Ukrainetz, T. (2006). Contextualized language intervention: Scaffolding PreK–12 literacy achievement. Eau Claire, WI: Thinking Publications.