Robin Danzak Financial Disclosures: Robin is an employee of Emerson College. Robin Danzak non-financial disclousres: Robin is a member of ASHA and the corresonding SIG 14.
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
References
Collins, G., & Wolter, J. A. (2019). Morphological awareness strategies to promote academic success at tier 1 through interprofessional collaboration. Perspectives of the ASHA Special Interest Groups, 4, 781-789.
Danzak, R. L. (2011). Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187-196.
Harris, R. K. (2008). Powerful writing strategies for all students. Paul H. Brookes.
Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). Boston, MA: Pearson.
Moll, L. C., Amanti, D., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 21 (2), 132–141.
Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.
Ukrainetz, T. A. (2015). Telling a good story: Teaching the structure of narrative. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices, pp. 335-377. Austin, TX: Pro-Ed.
Westby, C. (2014). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.), pp. 339-358. New York, NY: Guilford Press.
ASHA Position statement on Reading and Writing in Children and Adolescents: https://www.asha.org/policy/ps2001-00104/
Self-Regulated Strategy Development (SRSD): https://www.thinksrsd.com/
Comic Life Software: http://plasq.com/apps/comiclife/macwin/
Time Ordered Agenda:
10 minutes: Introduction, Disclaimers and Disclosures
20 minutes: Descriptions of “authentic writing” to promote student engagement, motivation
15 minutes: Descriptions of microstructural vs. macrostructural features
10 minutes: Descriptions of writing goals to language and speech outcomes
5 minutes: Summary and Closing
Disclaimer
The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!
