Linking AGS Professional Development to Reading First

As part of a statewide implementation plan for teacher continuing education, training opportunities are available on both the content areas and on specific assessment and intervention products. The American Speech-Language-Hearing Association (ASHA) approves all Pearson Assessment-sponsored continuing education opportunities. This designation means that ASHA-approved training programs have undergone detailed review prior to approval and must be structured to evaluate learning and document learning and learning outcomes for each adult learner. These courses are available through the publisher in full-day or half-day blocks and are facilitated by experts in each content area provided.

Select one or more of the following courses to include in your grant or contact us for more professional development options. We can be reached at 1-800-627-7271 between 7 am and 6 pm Monday-Friday.

The Role of Speech-Language Pathologists in Early Literacy focuses on the Sounds & Symbols program. It teaches professionals how to implement the program, understand the content theory, and track progress on student development. This half-day session is appropriate for all K-3 staff, since it outlines the role of a key professional on the education team and how this language expert can support Reading First goals.

Sample Agenda
8:15-8:30	Registration and introduction of speaker
8:30-9:15	ASHA Guidelines Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents
9:15-10:45	Technical References to the Sounds & Symbols Early Reading Program
10:45-11:00	Break
11:00-11:30	Introduction to the Sounds & Symbols Early Reading Program: The First 3 Lessons Teaching strategies for articulation, phonemic awareness, early reading development, and remedial reading
11:30-11:45	Learning assessment, closing remarks, program evaluation, and CEU Forms

What's in a Word: Vocabulary as a Marker of Literacy Potential offers research background on vocabulary development, analysis strategies for professionals working with struggling students, and intervention ideas for small group and classroom-based vocabulary building. Both theoretical and practical, this half-day session is appropriate for all teachers, regardless of subject area or role in the K-3 setting.