Abstract: This webinar provides an overview of popular reading tests and discusses their strengths and limitations with respect to their psychometric properties, testing components, as well as subtest interpretation.
By the end of this webinar participants will be able to:
List popular standardized reading tests
Discuss discriminant accuracy of select standardized reading tests
Describe testing components of select, popularly used, standardized tests of reading
Explain how to interpret standardized testing results in order to understand the clients’ profile of reading strengths and limitations
Presented by Tatyana Elleseff MA CCC-SLP
Bio: Tatyana Elleseff MA CCC-SLP is a bilingual speech-language pathologist, specializing in issues of multicultural, internationally & domestically adopted, as well as abused, at-risk, and traumatized children with language and literacy disorders in hospital, school, and private practice settings. She has been published in several peer-reviewed journals as well as presented for numerous medical, academic, and non-profit organizations and speech-language-hearing associations both nationally and internationally. She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry and a Clinical Supervisor at Rutgers Day School, an outpatient facility located in a hospital setting for children with significant psychiatric disturbances and concomitant language and literacy impairments.
The 101-page instructional guide was created to address the students’ phonological awareness, spelling, reading, vocabulary, and syntax skills by having them engage with sounds, letters, and meanings of words. The lessons in the book can be used by a variety of instructional personnel (teachers, SLPs, reading specialists, etc.) and even parents as a stand-alone word study program or in conjunction with SPELL-Links to Reading & Writing Word Study Curriculum.
The activity book is divided into two sections. The first section offers K-12 student activities for large groups and classrooms. The second section has picture card activities and is intended for 1:1 and small group instruction. Both sections focus on reinforcing 14 SPELL-Links strategies for reading and spelling to stimulate the associations between sounds, letters, and meanings of words. Continue reading Review and Giveaway of Wordtivities (by SPELL-Links)
It’s early August, and that means that the start of a new school year is just around the corner. It also means that many newly graduated clinical fellows (as well as SLPs switching their settings) will begin their exciting yet slightly terrifying new jobs working for various school systems around the country. Since I was recently interviewing clinical fellows myself in my setting (an outpatient school located in a psychiatric hospital, run by a university), I decided to write this post in order to assist new graduates, and setting-switching professionals by describing what knowledge and skills are desirable to possess when working in the schools. Continue reading Clinical Fellow (and Setting-Switching SLPs) Survival Guide in the Schools
Those of you familiar with my blog, know that a number of my posts take on a form of extended responses to posts and comments on social media which deal with certain questionable speech pathology trends and ongoing issues (e.g., controversial diagnostic labels, questionable recommendations, non-evidence based practices, etc.). So, today, I’d like to talk about sweeping general recommendations as pertaining to literacy interventions. Continue reading But is this the Best Practice Recommendation?
On a daily basis I receive emails and messages from concerned parents and professionals, which read along these lines: “My child/student has been diagnosed with: dyslexia, ADHD, APD etc., s/he has been receiving speech, OT, vision, biofeedback, music therapies, etc. but nothing seems to be working.”
As a speech-language pathologist (SLP) working with school-age children, I frequently assess students whose language and literacy abilities adversely impact their academic functioning. For the parents of school-aged children with suspected language and literacy deficits as well as for the SLPs tasked with screening and evaluating them, the concept of ‘academic impact’ comes up on daily basis. In fact, not a day goes by when I do not see a variation of the following question: “Is there evidence of academic impact?”, being discussed in a variety of Facebook groups dedicated to speech pathology issues. Continue reading Why “good grades” do not automatically rule out “adverse educational impact”