Emergent Literacy Instruction: Connecting Reading, Writing, and CommunicationPresentation Slides
Lori Geist, Ph.D.
This presentation will offer practical, research-based approaches to address the early communication and literacy needs of students who could benefit from augmentative and alternative communication. The session will focus on students of all ages who are not yet using symbols, signs, or speech to communicate in flexible ways and for a range of purposes across partners and contexts. Well-defined intervention strategies and available resources for embedding core vocabulary instruction into common emergent literacy routines will be discussed. The instructional routines to be featured include shared reading, predictable chart writing, alphabet and phonological awareness, independent reading and independent writing. The presentation will include case examples, videos and work samples that demonstrate the potential for students with complex needs to become more effective communicators, readers, and writers.
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.