Comprehensive Conventional Literacy Instruction for Students Who Use AACPresentation Slides
Lori Geist, Ph.D.
This presentation will provide an instructional framework and overview of key strategies for providing comprehensive literacy instruction to students with complex communication needs. The session will focus on interventions for students who are beginning readers and writers who can use various forms of augmentative and alternative communication to interact with others, have alphabet knowledge, and understand that print carries meaning. Detailed discussion of approaches to teaching text comprehension, with example lessons to demonstrate use of the anchor-read-apply model will be addressed, along with a review of proven strategies to support word study, self-directed reading, and writing. Case examples, videos, and work samples will illustrate the practices and targeted student outcomes.
Act 48, ASHA, PSYCH
Special Education Teachers, Teachers who work with students who are Deaf-Blind, Speech Therapists, Assistive Technology Specialists
Speaker Bio: Lori Geist, Ph.D.,
is a speech-language pathologist and assistant professor at the Center for Literacy and Disability Studies in the Department of Allied Health Sciences at the University of North Carolina (UNC) at Chapel Hill. Prior to joining the research faculty at UNC, Lori worked in direct service, consultation, and product development, with her efforts concentrated on intervention approaches that target communication, language and literacy outcomes for individuals with complex communication needs. Her research interests center on leveraging technology in the delivery of effective intervention. She is currently the project director for a federally-funded initiative called Project Core.