Reading comprehension involves two primary skills: the ability to read words (word recognition) and the ability to understand the language created by these words (language comprehension). Recent legislation, reporting, and discussions have focused largely on evidence-based practice for word reading. This training will address assessment and instruction for stimulating language comprehension. Dr. Hogan will review her and her colleagues’ findings from the ‘Reading for Understanding Initiative’, funded by the US Department of Education Institute of Education Sciences from 2010-2016. This includes a summary of over 200 scientific studies of reading and language comprehension, and evidence for effectiveness of hundreds of free language comprehension lessons for children in preschool through grade 12. Developmental Language Disorder (DLD) is a common learning disability affecting 10% of children or 1-2 in each classroom. It is a “hidden” disability – with only 30% identified for support. This lack of identification means that these children go on to have reading comprehension problems, often as late emerging poor readers who fall through the cracks.
Upon completion, participants will be able to:
Appropriate for educators of all grade levels.
This course is offered for 0.5 ASHA CEUs (Introductory level, Professional area).
0.5 ASHA CEUs (optional)
|July 24, 2020
8:30am - 3:00pm
Over 99% of Summer Institute participants believe that their instructors were knowledgeable and used current research.
Tiffany P. Hogan is Director of the Speech and Language (SAiL) Literacy Lab, and Professor in the Department of Communication Sciences and Disorders at MGH Institute, which she joined the Institute in July 2013. Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development, with a focus on co-morbid speech, language and literacy disorders. Her research is funded by the National Institutes of Health’s National Institute on Deafness and Other Communication Disorders and the Department of Education’s Institute of Education Sciences. Dr. Hogan provides doctoral research training for students in the PhD in Rehabilitation Sciences program at the Institute and undergraduate and graduate students from numerous fields of study. She teaches graduate courses in literacy assessment and intervention, leading literacy change, and professional issues in academia. Dr. Hogan is committed to implementation science and translating research to practice. She serves on national committees of the American Speech-Language-Hearing Association and is an elected board member of the Society for the Scientific Study of Reading.