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NSS - Northern Speech Services Speech-Language Pathology Continuing Education
and Treatment Resources
speech pathology continuing education email alerts
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Phonological Awareness: An Introduction

# e51   Phonological Awareness: An Introduction

by C. Melanie Schuele, PhD, CCC-SLP

0.3 CEUs

$ 59.00

This interactive online course is intended for SLPs and other educators who want to improve their understanding of phonological awareness and their abilities to effectively teach phonological awareness. Phonological awareness is an important predictor for early reading decoding and has a causal relationship with the acquisition of word decoding skills. However, many educators have had insufficient training in phonological awareness.

This course provides an overview of phonological awareness. Phonological awareness, phonemic awareness and phonics are defined and differentiated. Participants are engaged in several interactive practice exercises that tap into and enhance their own phonological awareness and clarify the links between speech sounds and print. The relation between phonological awareness and early reading is summarized. The development of phonological awareness in young children is described so as to illustrate an instructional sequence and grade-appropriate phonological awareness benchmarks for preschool and early school-age children. Offered for 0.3 ASHA CEUs – 3 contact hours.  

Content Disclosure: The author discloses that she has a financial interest in the "Intensive Phonological Awareness Program," which is referenced in this course. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.

Course Format: Text – including diagrams, picture references, and audio examples. Computer with speakers is required.

At eCourse conclusion, participants will be able to:

  1. Define phonological awareness.
  2. Differentiate phonological awareness, phonemic awareness, and phonics.
  3. Describe a developmental sequence of simple to complex phonological awareness tasks.
  4. Identify the relation between phonological awareness and reading. 

A score of 80% or better must be received on the post-test in order to
receive a certificate of completion.

C. Melanie Schuele, PhD, CCC-SLP, is an ASHA fellow and an assistant professor in the Department of Hearing and Speech Sciences at Vanderbilt University. She has focused her research and clinical efforts on understanding and improving the language and literacy skills of children with language impairments. Dr. Schuele currently has two United Stated Department of Education Training Grants that focus on developing expertise in literacy assessment and interventions for speech-language pathology masters and doctoral students. From 2001-2006 she collaborated with the West Virginia Department of Education in a statewide initiative to implement tiered phonological awareness instruction and intervention. She recently completed a term as associate editor for Language, Speech, and Hearing Services in Schools

 

 

 

Speaker Disclosure:

Financial — C. Melanie Schuele discloses that she has a financial interest in the "Intensive Phonological Awareness Program," which is referenced in this e-course. 

Nonfinancial — C. Melanie Schuele has no relevant nonfinancial relationships to disclose.


Intended Audience

  • Teach/Educ
  • SLP

This program is offered for 0.3 CEUs (Intermediate level; Professional area).

Offered for 3 CEEs. Northern Speech Services’ continuing education activities are eligible for Speech-Language and Audiology Canada (SAC) Continuing Education Equivalents (CEEs) in speech-language pathology. An activity’s eligibility for CEEs does not imply SAC’s endorsement of its content or any associated products or procedures.

Content Disclosure: The content of this online CE course does not focus exclusively on any specific proprietary product or service. The author discloses that she has a financial interest in the "Intensive Phonological Awareness Program," which is referenced in this course. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 CEU = 1 contact hour = equals 1 CEE.

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

ASHA CE Registry:  During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUS: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.  
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education.  Provider #1654.
  • Peer Reviewed: This course was peer reviewed and registered with ASHA on 02/28/2016.

  • Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.

  • Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the E-Courses tab, and then viewing your desired course.

  • Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on the Eastern Standard Time Zone), and number of contact hours (CEUs / CEEs).

  • ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

  • Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.

  • More FAQ: Please click here.

"I have students with poor articulation that have poor phonological awareness. I can now develop activities to help remedy this. The course was well written and could be understood with excellent examples. The content was so relevant to what I do as an SLP." – C.M. (Dec. 2016)

"I appreciated the explanation of the difference between phonemic and phonological awareness. Good research based information." – J.L. (Dec. 2016)

"The developmental sequence of phonological awareness was an excellent review." – A.H. (Dec. 2016)

"I found the discussion on the collaboration between Reading Specialists and SLPs in the school setting most beneficial." – C.B. (Nov. 2016)

"It was very easy to read and go through, and gave practical and useful information. I appreciated the difference between phonemic and phonological awareness, and the specific tasks that represent them." – S.Y. (Nov. 2016)

"I enjoyed the hierarchy of phonological awareness skills. Clearly presented with research based info." – C.F. (Oct. 2016)

"The three behaviors that strongly predict if a child will have difficulty learning to read were really helpful. I like that the material was broken up into pages, and bullet points, and research was simply explained." – J.S. (Sept. 2016)

"It was all so very interesting! Thank you!" – J.C. (Aug. 2016)

"I appreciated the explanations of the difference between phonemic and phonological awareness as well as the specific tasks described from least to most complex. I expected examples of how to implement specific tasks in a classroom or therapy setting." – L.C. (July 2016)

"The discussion on the development of phonemic awareness in young children was very useful. I like that the course covered the relationship between phonemic awareness and reading." – R.M. (May 2016)

"The diagrams were helpful as was the literature that accompanied the course." – R.S. (Apr. 2016)

"The graph representing the simple to complex phonologic and phonemic tasks was most beneficial." – K.G. (Mar. 2016)

"I liked how the course provided examples for each concept that was discussed." – U.P. (Feb. 2016)

"The correlation between phonological awareness and reading was excellent. I liked the examples provided." – J.R. (Jan. 2016)

"Very nice, clear explanation of Phonemic Awareness and Phonological Awareness!" – T.P. (Jan. 2016)

 

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