SUPPORTING WRITTEN LANG. & COMP. CHILDREN WITH IMPAIRMENTS

Course overview

School-aged children with language and learning impairments often experience significant difficulty as they learn to use language in academic, literate contexts. Two key areas of difficulty are reading comprehension and written language. These complex skills fall within the SLP scope of practice, but can be challenging to address. The first half of this presentation will focus on written language. We will review key areas of struggle as children with language and learning impairments work to develop written language skills. Empirically-based intervention strategies, including self-regulated strategies, will be presented. The second half of this presentation will focus on reading comprehension. After reviewing common areas of difficulty, specific, evidence-based intervention techniques will be presented. Numerous examples will be provided throughout the presentation. Objective Upon completion of this course, participants will be able to: Describe the specific difficulties in achieving writing competence experienced by children with language and learning impairments. Identify empirically-based self-regulated strategies to support writing development in children with language and learning impairments. Implement intervention strategies to support written language in children with language and learning difficulties. Describe key areas of struggle in reading comprehension experienced by children with language and learning impairments. Provide empirically-based intervention strategies and techniques to support reading comprehension in children with language and learning impairments.