Videos

This video presentation by Dr. Deborah Reed is part of a series celebrating the 20th anniversary of the publication of Hollis Scarborough’s Reading Rope. This ten month series begins with an overview of the reading rope and follows each month with a focus on one strand of the reading rope from an esteemed literacy researcher. The intent is to discuss current reading research and transfer research-to -practice for each strand. Dr. Reed focuses on the literacy knowledge strand of the reading rope in this presentation.

This video presentation by Dr. Kate Cain is part of a series celebrating the 20th anniversary of the publication of Hollis Scarborough’s Reading Rope. This ten month series begins with an overview of the reading rope and follows each month with a focus on one strand of the reading rope from an esteemed literacy researcher. The intent is to discuss current reading research and transfer research-to -practice for each strand. Dr. Cain focuses on the verbal reasoning strand of the reading rope in this presentation.

This video presentation by Dr. Susan Neuman is part of a series celebrating the 20th anniversary of the publication of Hollis Scarborough’s Reading Rope. This ten month series begins with an overview of the reading rope and follows each month with a focus on one strand of the reading rope from an esteemed literacy researcher. The intent is to discuss current reading research and transfer research-to -practice for each strand. Dr. Neuman focuses on the vocabulary strand of the reading rope in this presentation.

This session will extend topics introduced in Session 1 by providing case examples of how to use curriculum-based writing projects to develop language and literacy skills for all students. The emphasis will be placed on how to address problems across language levels for students with special needs, with examples of how to develop language skills and enhance lives.

We often think of our Speech and Language Pathologist (SLP) in isolation. SLPs offer far more than articulation and can drastically help improve the ‘instructional diet’ we offer our students. Pennsylvania’s State Lead in Speech and Language, Elizabeth Christopher, shares how to collaborate with your SLP for increased student learning

Module 1 provides an overview of the series and materials. POWER:AAC is designed to build the capacity of those who serve students with complex communication needs who require the use of of augmentative and alternative communication (AAC) systems. The materials are appropriate for self-directed or professional learning community use.

Module 2 of the POWER:AAC series addresses common classroom practices with students who may have very low or no speech, who may need or already use AAC systems. A variety of effective classroom practices are introduced, including the use of flexible, generative, potentially powerful words known which are referred to as "core" vocabulary or "core words". As a means of identifying your current educational practices and adopting POWER:AAC classroom practices, you will be asked to complete a self-assessment profile.

Module 3 of the POWER:AAC series reviews the various multi-modal AAC options to consider for students who need/use AAC, from no-tech, through low-tech, to high tech. A guide for making one such option- a simple manual communication board – is introduced.

Module 4 of the POWER:AAC series covers the important topic of selecting words for a student’s AAC system. It focuses on the importance of core vocabulary words and planning for providing sufficient vocabulary in student AAC systems.

Module 5 addresses issues regarding the representation of vocabulary words with pictures. It provides simple strategies for teaching pictures for core vocabulary words, and managing pictures on other visual support materials in classrooms.