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1.0  ASHA CEUs

Emerging Language and Literacy Intervention for Preschoolers #e315


Presenters: Eva Trumbower, MS, CCC-SLP & Shirley Patterson, PhD, CCC-SLP, ASHA Fellow

Learn evidence-based instructional priorities for early literacy.

This course will address practices for language and pre-literacy intervention for 3-5 year old children. Four evidence-based instructional priorities for early literacy – oral language, phonological awareness, print awareness and letter knowledge – will be the framework for this course. Each instructional priority can be infused into the SLP’s routine interventions whether in individual, small group or classroom settings.

SLPs serve a range of young children including those who may be in the at-risk population, may have an IEP, may be a Dual Language Learner, or may be a child who is typically developing in an early childhood classroom. This course includes examples and ideas for treatment and prevention across the range of children and the ASHA Scope of Practice.

Course is offered for 1.0 ASHA CEUs – 10 Contact Hours.

This Course Includes 6 Sessions.

Stop & start course at any point.
Learners retain access to course content after completion for ongoing review.

Session 1:

The SLP and Early Literacy: Beyond Speech and On To Print


  • Emergent literacy.
  • Relationship of speech and language development to early literacy.
  • Value of the SLP in development of early speech, language, and literacy.
  • Four instructional priorities in early literacy.
  • Infusion of emerging literacy into routine interventions for young children.

Session 2:

World Knowledge: Let’s Give Them Something To Talk About

  • World/core/background knowledge.
  • Importance of world/core/background knowledge to conceptual development.
  • Integrating world/core/background knowledge in SLP treatment sessions.

Session 3:

Oral Language: The Language Systems and Early Literacy

  • Connection of semantics, syntax, morphology, pragmatics, and phonology to early literacy.
  • Collaboration with classroom teachers to strengthen the language systems and early literacy.

Session 4:

Phonological Awareness: Beyond Rhyme Time


  • Research that supports phonological awareness (PA) instruction.
  • Effective techniques of intervention in PA.
  • Ways the SLP can support a preschool teacher instructing PA in the classroom.
  • Ways in which PA can be infused into the SLP’s routine interventions.

Session 5:

Print Awareness and Alphabet Knowledge


  • Beyond environmental print and the ABC song.
  • Research on the importance of print awareness and alphabet knowledge in emergent literacy.
  • How to integrate print awareness and alphabet knowledge into SLP's routine interventions.
  • Ideas for collaboration with classroom teachers and caregivers to strengthen print awareness and alphabet knowledge.

Session 6:

Epilogue

  • Value of SLP in early literacy.
  • Literacy across interventions: techniques (e.g., orthographic facilitation).
  • The four priorities.
  • Importance of early literacy development for young children.

Course Overview – Run Time

Course Overview – Run Time: 10:15:16

  1. The SLP and Early Literacy
  2. World Knowledge
  3. Oral Language
  4. Phonological Awareness
  5. Print Awareness & Alphabet Knowledge
  6. Epilogue

Content Disclosures

The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

Comments From Prior Course Participants

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Course Objectives

At Course conclusion, participants will be able to:

• Session 1:  The SLP and Early Literacy: Beyond Speech and On To Print.

  1. Define emergent literacy.
  2. Describe the relationship of speech and language development to early literacy.
  3. Describe the value of the SLP in development of early speech, language, and literacy.
  4. List four instructional priorities in early literacy.
  5. Describe infusion of emerging literacy into routine interventions for young children with communication disorders.

• Session 2:  World Knowledge: Let’s give them something to talk about.

  1. Define world/core/background knowledge.
  2. Describe importance of world/core/background knowledge to conceptual development (concepts, schema, scripts, oral language and early literacy development).
  3. List ways the SLP can integrate world/core/background knowledge in treatment sessions with young children.

•  Session 3:  Oral language: Beyond concepts; the language systems and early literacy.

  1. Describe the connection of semantics to early literacy.
  2. Describe the connection of syntax to early literacy.
  3. Describe the connection of morphology to early literacy.
  4. Describe the connection of pragmatics to early literacy.
  5. Describe the connection of phonology to early literacy.
  6. Describe techniques of intervention and collaboration with classroom teachers to strengthen the language systems and early literacy.

• Session 4:  Phonological awareness: Beyond rhyme/rime time.

  1. Describe the important research that supports PA instruction.
  2. Describe effective techniques of intervention in phonological awareness (PA).
  3. Describe ways the SLP can support a preschool teacher instructing PA  in the classroom.
  4. Describe ways in which PA can be infused into the SLP’s routine interventions.

• Session 5:  Print awareness and alphabet knowledge: Beyond environmental print and the ABC Song.

  1. Define print awareness and alphabet knowledge.
  2. Describe research about the importance of print awareness and alphabet knowledge in emergent literacy.
  3. Describe how the SLP integrates print awareness and alphabet knowledge into routine intervention.
  4. Describe ideas for collaboration with classroom teachers and caregivers to strengthen print awareness and alphabet knowledge.

 • Session 6:  Epilogue.

  1. Summarize value of SLP in early literacy.
  2. Summarize literacy across interventions: techniques (e.g. orthographic facilitation).
  3. Summarize and define the four priorities.
  4. Demonstrate the importance of early literacy development for young children.

Presenter & Disclosures

Shirley Patterson, PhD, CCC-SLP, ASHA Fellow

Shirley Patterson, PhD, CCC-SLP, ASHA Fellow, holds a master’s degree in speech-language pathology and a Ph.D. in special education-learning disabilities from the University of Missouri at Columbia. During Dr. Patterson’s career, she was a speech clinician in the public schools, an instructor at the University of Missouri at Columbia, a state agency administrator, a consultant, and an executive director of a nonprofit agency in Kansas City, MO that served young children with disabilities. While in Kansas City, Dr. Patterson and colleagues wrote and piloted the Emerging Language and Literacy Curriculum (ELLC), recognized by the American Speech-Language-Hearing Association (ASHA) as one of six curricula in the United States to be recommended to the federal government as a model (The ASHA Leader, 2002).

Dr. Patterson served on the ASHA Legislative Council for many years and in numerous offices in her state professional organization, including that of president. She was a member of the Speech Language Pathology/Audiology Advisory Commission to the Missouri Board of Healing Arts. Dr. Patterson was appointed by Missouri Governor Mel Carnahan to the State Interagency Coordinating Council of Missouri and was appointed to the Missouri Coordinating Board for Early Childhood by Missouri Governor Jay Nixon. Among Dr. Patterson’s awards are the Honors of the Missouri Speech-Language Hearing Association and the award of Fellow of ASHA. Following Dr. Patterson’s retirement she resides in Columbia, MO where she serves as a certified ELLC instructor and a consultant for nonprofit agencies, schools, and programs that serve young children.

Speaker Disclosures:

Financial — Shirley Patterson is presenter of online CE courses sponsored by Northern Speech Services; receives royalties.

Nonfinancial — Shirley Patterson has no relevant nonfinancial relationships to disclose.

Eva Trumbower, MS, CCC-SLP

Eva Trumbower, MS, CCC-SLP, holds a master’s degree in speech-language pathology from the University of Central Missouri. Her practice background includes work in public and private schools and preschools, Head Start programs, medical settings, university clinical programs, private practice, and grant implementation. The connection between oral language and literacy has been an area of special interest, practice and research for Ms. Trumbower.

She has taught workshops and presented papers to state and national associations for speech-language pathologists, early childhood and elementary teachers, school psychologists, special educators, and educational administrators on topics relating to oral language; phonological and phonemic awareness; early literacy; application of language and early literacy research-to-practice in early education; instruction of children with special needs; and the prevention of reading difficulties in young children.

In addition, she directed a U.S. Department of Education Early Reading First (ERF) grant project, RURAL Excellence. She has served her profession as a member of the Speech-Language Pathology/Audiology Advisory Commission to the Missouri Board of Healing Arts and was appointed by the Missouri Legislature to the Legislative Task Force on Dyslexia. Ms. Trumbower resides in Columbia, Missouri, where she is a certified ELLC Instructor and a consultant for programs that serve young children.

Speaker Disclosures:

Financial — Eva Trumbower is presenter of online CE courses sponsored by Northern Speech Services; receives royalties.

Nonfinancial — Eva Trumbower has no relevant nonfinancial relationships to disclose.

Intended Audience / Accreditation

Intended Audience/Accreditation
asha ce approved provider

This program is offered for 1.0 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • Speech-Language Pathologists

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

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 master's 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.

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.

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.

Frequently Asked Questions

Online Course FAQ — Click Here

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

Course Completion Timeframe:

You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.

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 My Online 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 Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.

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 currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com or fax to 888-696-9655.

What is an Online Course?

Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.

Receiving CEUs:

Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.

Registering for an online course:

You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.

Accessing your purchased course or returning to a purchased course:

You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.

Testing requirements:

Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.

Number of CEUs offered:

We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.

State licensing boards and online CEUs:

NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs 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 CEU limits related to home-study courses prior to enrolling in an online course.

Course formats:

Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.

Course handouts:

Most of our online courses provide a link to download the accompanying handout as a PDF file. 

Group discounts:

Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.

Computer requirements:

For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.

Course Cancellation Policy:

A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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