program content - The Center for Reading Diagnosis and Instruction

PROGRAM CONTENT
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Day 1 (Wednesday Evening)
(August 1, 2007)
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SESSION DESCRIPTIONS AND LEARNING OUTCOMES
7:00 to 8:15 Keynote Address
Description:
Increasing Academic Vocabulary Through Exposure to Print
Anne E. Cunningham, University of California, Berkeley
In this keynote address, Dr. Anne E. Cunningham will share her latest research and innovative reading
projects to help better prepare educators and instructional leaders in the area of Print and Pattern
Awareness. Dr. Cunningham will review the unique elements needed in challenging literacy trainers of
tomorrow, recommend changes for higher education, and challenge participants to be creative and
imaginative in their work.
Learning Outcomes:
1. To identify the latest research on the structure of print and pattern awareness.
2. To describe the most important elements of evidence-based reading programs relating to print
awareness.
3. To identify key techniques teachers should use in teaching print awareness.
Conference Presenters for Wednesday Evening, August 1, 2007
Brief Biographical Sketches
Anne E. Cunningham, Ph.D., University of California, Berkeley
Anne Cunningham serves as the UC Berkeley director of the Joint Doctoral Program in Special
Education. Known for her research in literacy development, she is the principal investigator on
the project Teachers' Disciplinary Knowledge of Reading and Its Relation to K-3 Pedagogy and
Student Achievement, funded by the National Science Foundation. She has served on national
expert panels for several literacy initiatives including the Reading Excellence Act, Reading First,
and the National Early Literacy Panel. Recent publications include "Vocabulary Growth through
Independent Reading Aloud to Children," in E. Herbert et al. (Eds.) Bringing Scientific Research
to Practice: Vocabulary (2005); "The Value of Reading Volume and Engagement in Young
Children," in Encyclopedia of Education (2003); "Orthographic Learning During Reading:
Examining the Role of Self Teaching," in Journal of Experimental Child Psychology (with K.
Stanovich et al., 2002); "Content Knowledge of Teachers of Beginning Reading," in Annals of
Dyslexia (with D. McCutchen, 2002); and "Reading Matters: How Reading Engagement
Influences Cognition," in The Handbook of Language Arts (2002).
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Lou Denti, Ph.D., California State University – Monterey Bay
Lou Denti, Ph.D., is the Lawton Love Distinguished Professor in Special Education at California
State University, Monterey Bay. His research interests include special education policy,
differentiating instruction, struggling readers at the secondary level, and alternative education.
His recent book is entitled New Ways of Looking at Learning Disabilities: Connections to
Classroom Practice. His new book of poetry “Shadows and Moon” published by Caddo Gap
Press delves into the feelings students experience when they just don’t quite fit in. He currently
directs the Center for Reading Diagnosis and Instruction at CSUMB. He is editing a new book
due out in October 2007 entitled Effective Practice for Adolescents with Literacy Challenges.
Wayne Secord, Ph.D., The Ohio State University, Columbus, Ohio
Wayne A. Secord, Ph.D., is currently a Senior Research Scientist in the Department of Speech
and Hearing Science at The Ohio State University. Dr. Secord has authored or co-authored
numerous articles, books, tests and intervention programs on assessment and treatment of
speech and language disorders, and served as the editor of Language, Speech, and Hearing
Services in Schools from 1992 to 1998. An ASHA Fellow, Dr. Secord is a frequent conference
presenter and a nationally recognized expert on clinical and educational assessment and the
delivery of school-based services.
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Day 2 (Thursday)
(August 2, 2007)
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SESSION DESCRIPTIONS AND LEARNING OUTCOMES
(8:45 to 10:00) Day 2 Keynote Address
Presenter:
Going the Extra Mile:
Implementing Effective Programs and Strategies for Struggling Readers
Anita Archer, Ph.D., Educational Consultant, Portland, Oregon
Description:
In her keynote address, Dr. Anita Archer will discuss her research findings with respect to evidencedbased
leadership-oriented interventions for struggling readers. She will examine how instructional
leaders can transform schools utilizing a multi-tier leadership approach. The presentation will focus on
key instructional strategies that all literacy teams should utilize and how team leaders create supportive
learning environments for all children.
Learning Outcomes:
1. To describe what research shows to be the most effective interventions available today for
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struggling readers.
2. To identify key elements in all leadership-oriented reading programs that work.
3. To describe what instructional leaders should do to establish effective reading programs in their
schools.
To identify key techniques teachers should use in teaching print awareness.
(10:30 to 12:00) Concurrent Sessions, and
(1:30 to 3:00) Concurrent Sessions Repeated
(3:30 to 5:00)
(Session 1)
Presenter:
Nonfiction Reading Skills and Strategies: Empowering and Motivating
Students to Succeed in School
Anita Archer, Ph.D, Portland, Oregon
Description:
This program will take a critical look at the skills and strategies that empower and motivate
readers to comprehend and appreciate nonfiction literacy content and materials. It will consider
recent research in the teaching of nonfiction to readers of all abilities, and discuss how
instructional leaders create successful programs that serve all children and especially children
from culturally and linguistically diverse backgrounds.
Learning Outcomes:
1. To identify critical skills and strategies used in teaching nonfiction content to readers of
varying abilities.
2. To discuss recent research on teaching using nonfiction materials in the classroom.
3. To describe new strategies for helping children from culturally and linguistically varied
backgrounds.
(Session 2)
Presenter:
Codes and Contexts: Developing Cultural Competence
Li-Rong Lilly Cheng, San Diego State University
Description:
Humans communicate by using codes. There are many types of codes: verbal, nonverbal,
paralanguage, and discourse. Our students come into our schools with many codes and they
have learned these codes in a variety of contexts, Codes can be formal or informal and the rules
for using codes may change depending on the contexts in which the codes are presented and
learned. Codes are the vehicles for the transmission of meaning. Different cultures and
languages use different codes to achieve this goal. In addition, different rules are at work
depending on the different contexts. Knowing about the existence of these explicit and implicit
rules does not mean knowing how to use them appropriately across cultures. Teachers, parents
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and SLPs need to be aware of these codes and contexts in order to develop their cultural and
social intelligence.
Learning Outcomes:
1. To describe the different forms of codes;
2. To identify communication breakdown due to differences in codes;
3. To assess one’s own cultural intelligence;
4. To assess one’s own intelligence;
(Session 3)
Presenters:
Assessing Spelling in Authentic Contexts
Julie J. Masterson, Missouri State University
Kenn Apel, Florida State University
Description:
Spelling is influenced by an individual’s knowledge of multiple linguistic factors (phonemic
awareness, orthography, semantics and morphology) and the ability to store adequate mental
representations. Although there are a few inventories that allow assessment of these skills,
most spelling tests rely on a correct/incorrect system. We will explain how to use children’s
spellings from inventories or connected writing to determine skills and needs in each of the
influential components.
Learning Outcomes:
1. To identify potential orthographic targets for treatment.
2. To determine the nature of orthographic errors.
3. To code errors according to the indicated limitations in linguistic components.
(Session 4)
Presenters:
Using Spelling Instruction to Improve Literacy Outcomes
Kenn Apel, Florida State University
Julie J. Masterson, Missouri State University
Description:
The success of students’ academic, vocational, and social endeavors often hinges on their
literacy abilities. In this second of two presentations, we will discuss strategies and procedures
for improving students’ spelling abilities and, as a by-product, their word-level reading abilities.
Contrasts between current approaches and newer, research- and theory-based instructional or
intervention approaches will be reviewed and practical experiences provided.
Learning Outcomes:
1. To describe developmental vs. prescriptive approaches to spelling instruction.
2. To develop specific skills for facilitating students’ spelling abilities.
3. To demonstrate an understanding of the relationship between spelling and reading.
(Session 5)
Guiding Instruction for Struggling Readers
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Presenter:
Laura R. Matter, California State University - Monterey Bay
Description:
The process of assessment usually focuses on the initial stage of gathering data. Data is
collected, but then what? This presentation will include information regarding helpful formal and
informal literacy screenings, assessments, and inventories, as well as progress monitoring
programs and how they can guide reading instruction for students. Instructional programs that
target student needs will be outlined. Successful techniques on how to use assessment data to
better communicate with parents will be presented, as well as how to better communicate
assessment data among school staff.
Learning Outcomes:
1. To discuss formal and informal classroom assessment materials.
2. To evaluate the purpose and value of classroom assessments to guide instruction.
3. To identify ways to use assessment data to improve communication between school,
clinic staff and parents.
(12:00 to 1:30) Special Lunch Presentation – 45 Minutes
Presenter:
“A Profession at Risk: Speech and Language Pathology in Schools”
Michael Towey, M.A., Waldo County Hospital, Belfast, ME
Description:
This special lunch presentation will take a broad view of leadership at all levels and apply
successful concepts to the educational environment. It will consider key leadership skills
needed to lead change, not manage it, and provide participants with a “leadership tool-kit” that
will help them identify where leadership is needed, design action plans that work, and leave
them with practical ideas for making their own leadership skills a reality.
Learning Outcomes:
1. To understand the implications of diminished educational leadership and economic
opportunity.
2. To describe the key leadership skills necessary for effective change in educational
settings.
3. To implement key leadership ‘tool box’ activities in individual work settings.
Conference Presenters for Day 2, Thursday, August 2, 2007
Brief Biographical Sketches
Kenn Apel, Ph.D., Florida State University
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Kenn Apel, Ph.D. is a professor of communication disorders at The Florida State University,
where he teaches courses and conducts research on school-age language-learning disabilities.
He has more than 25 years of experience conducting research and teaching classes on
language learning and on working with children, adolescents, and adults who have language
problems and language-based learning deficits.
Anita Archer, Ph.D., Portland, Oregon
Lilly Cheng, Ph.D., San Diego State University, CA
Li-Rung Lilly Cheng, Ph.D., is Professor of Communicative Disorders and Associate Director
of Global Partnership Development (GPD) of the Office of the President at California State
University San Marcos (CSU). Dr. Cheng is a nationally and internationally recognized expert in
bilingual acquisition, language and culture, and cross-cultural communication. A frequent
conference presenter and an ASHA Fellow, Dr. Cheng was the recipient of the 1997 ASHA
Award for Multicultural Affairs.
Julie J. Masterson, Ph.D., Missouri State University
Julie J. Masterson. Ph.D. is a professor of communication sciences and disorders at Missouri
State University, where she teaches courses and conducts research in literacy, phonology, and
computer applications for assessment and remediation of speech and language disorders. Dr.
Masterson has more than 25 years of experience working with students who have language
problems and language-based learning deficits.
Laura Matter, M.A., California State University, Monterey Bay
Laura Matter, M.A., has ten years of teaching in public schools throughout the Salinas Valley in
California. Her professional experience has focused around teaching English Language
Learners in grades K-4. She attained a Bachelor of Arts degree from the University of Iowa in
1997 in Elementary Education with a specialization in Reading. In 2004 she completed a Master
of Arts at San Jose State University in Elementary Education in Literacy across the Curriculum.
Michael Towel, M.A., Waldo County Hospital, Belfast, ME
Michael Towel, M.A., is a language/literacy consultant in one the nation’s inaugural Early
Reading First programs. His literacy work includes development of a unique evidence based
teacher performance assessment, a teacher performance coaching protocol, explicit literacy
book sharing lesson plans and extensive teacher training strategies. Mike provides classroom
‘coaching’ to preschool teachers in high quality inclusive classrooms. He is the President of the
Maine Speech Language Hearing Association, manager of the Speech Language Pathology
program at Waldo County Hospital and serves on the Maine Commissioner of Education’s
Steering Committee for early intervention services.
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Day 3 (Friday)
(August 3, 2007)
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SESSION DESCRIPTIONS AND LEARNING OUTCOMES
(8:45 to 10:00) Day 3 Keynote Address
Literacy in a Digitized World:
Where We Now and Where Are Are We Going?
Presenter:
Lynne Anderson-Inman, Ph.D., Director, Center for Advanced Technology in Education,
University of Oregon
Description:
This keynote address will focus on the use of technology to improve reading, writing and
studying, with special emphasis on strategies for using technology to enhance the
academic success of struggling learners in America’s schools. Dr. Anderson-Inman will
discuss her work in computer-based study strategies and the use of digital books with
“supported text.” She will also share her more recent research that led to the
development of a national research center to study how “supported text” can have a
positive impact on the achievement levels of secondary students.
Learning Outcomes:
1. To discuss the role that technology has in improving reading instruction especially in
struggling readers.
2. To identify how digital books with “supported text” can play an important role in reading
intervention.
3. To discuss recent research from her new national center for the study of “supported text”
instruction.
(10:30 to 12:00) Concurrent Sessions, and
(1:30 to 3:00) Concurrent Sessions Repeated
(3:30 to 5:00)
(Session 1)
Presenter:
Wired for Success: Digital Games, Simulations, and Virtual Worlds
Stacy L. Williams, Ph.D., Case Western Reserve University, Cleveland,
Ohio
Program Summary
Digital games, simulations, and virtual worlds are powerful media tools for building language
and literacy skills, creating community among students and therapists and enhancing critical
thinking and problem solving skills. These applications promote learning in a safe, controlled,
learner-centered environment wherein students can repeatedly practice a range of skills without
the risk of failure.
Learning Outcomes
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1. Participants will describe the differences and similarities of digital games, simulations,
and virtual worlds
2. Participants will identify a variety of digital environments and their potential use in
language and literacy intervention.
3. Participants will explain the importance of immersive computer mediated environments
such as immersive virtual reality, digital games, and virtual worlds and their application
to language and literacy instruction.
4. Participants will be able to identify and discuss the critical components necessary for
creating effective digital learning environments.
5. Participants will analyze and discuss possible digital solutions to enhance traditional
language and literacy instruction
(Session 2)
Presenter:
Literacy Assessment in Perspective: Utilizing Individualized Diagnostic
Assessment to Foster Student Achievement
Richard D. McCallum, Ph.D., University of California, Berkeley
Description:
The purpose of this presentation is to provide school personnel with a framework for
understanding of the value and power of collecting individualized diagnostic assessment data in
reading. By the end of the session, participants will be able to: 1) Understand the role of
individualized diagnostic assessment in literacy reform; 2) Develop a conceptual framework for
understanding the role of diagnostic assessment in instruction; 3) Examine how one
assessment tool (DORA from LetsGoLearn, Inc.) attempts to implement this framework, and; 4)
Link specific instructional approaches to diagnostic information derived from this framework.
Learning Outcomes:
1. To understand the role of individualized diagnostic assessment in literacy reform.
2. To develop a conceptual framework for understanding the role of diagnostic assessment
in instruction.
3. To examine how one assessment tool (DORA from LetsGoLearn, Inc.) attempts to
implement this framework.
4. To link specific instructional approaches to diagnostic information derived from this
framework.
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(Session 3)
Presenter:
Effective Integration of Software into Language and Literacy Instruction.
Carl L. Ferguson Jr., Ph.D., California State University – Monterey Bay
Description:
The purpose of this program is to highlight how computer software can be used effectively to
support reading and writing interventions. Dr. Ferguson will discuss how a number of software
programs work, share important ideas on when and how they should be used, and most
importantly, discuss how they can be successfully integrated into current approaches to
teaching reading in the schools.
Learning Outcomes:
1. To describe how computer software programs can be used effectively to support literacy
interventions.
2. To identify software programs that are evidence-based.
3. To describe how teachers and clinicians can successfully integrate computer application
into their daily instructional routines.
3:30 to 5:00 Special Leadership Think Tank Presentation
Back to the Future:
Technology Integration Into Language and Literacy Instruction
Presenters:
Participants:
Lynn Anderson-Inman, Carl Ferguson, Richard McCallum, Stacy Williams
Conference Registrants
Description:
This program will be a coming together of the minds to share their insights on how technology
integration can positively impact how language and literacy are taught in America’s schools.
The program participants will all speak briefly about their areas of expertise and then Dr. Lou
Denti will lead the panel and the audience in a focused discussion on how conference
participants can incorporate technological advances in their daily instructional program.
Learning Outcomes:
1. To provide a summary of major perspectives on the use of technology for language and
literacy.
2. To critically discuss key points identified within each area of technology.
3. To provide an opportunity for participants to share their insights and gain feedback on the
approaches they are currently using.
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Conference Presenters for Day 3, Friday, August 3, 2007
Brief Biographical Sketches
Lynne Anderson-Inman, Ph.D., University of Oregon
Lynne Anderson-Inman, Ph.D. has a Ph.D. in special education, with an emphasis on contentarea
reading, writing, and studying. She is Director of the Center for Advanced Technology in
Education (CATE) and the Center for Electronic Studying, both in the College of Education at
the University of Oregon. Dr. Anderson-Inman is an internationally recognized expert on the use
of technology to improve reading, writing and studying, with special emphasis on strategies for
using technology to enhance the academic success of struggling learners at the secondary
level. She pioneered the concept of "computer-supported studying," conducting research and
developing materials on strategies designed to promote effective learning through the use of
computers as study tools.
Carl L. Ferguson Jr., Ph.D., California State University – Monterey Bay
Carl L. Ferguson Jr., Ph.D., has 12 years of teaching experience in Higher Education focusing
on Reading Methods and Assessment Procedures for students with learning disabilities and 25
years of experience in the Educational arena. Dr. Ferguson received his Ph.D. at Vanderbilt
University. While at Vanderbilt, Dr. Ferguson worked on several research and development
projects creating reading curriculum based measurement procedures that were eventually
computerized and used in general and special education settings to provide teachers ongoing
assessment data about their students’ reading, spelling, and math performance. His research
focuses on the continued development of reading assessment procedures that enable teachers
to make ongoing instructional decisions and the evaluation of reading methods for students with
reading disabilities.
Richard D. McCallum, Ph.D., University of California, Berkeley
Richard D. McCallum, Ph.D., Richard D. McCallum is the coordinator of the Advanced
Reading and Language Leadership Program (ARLLP) in the School of Education at the
University of California, Berkeley, Berkeley, California.
Stacy L. Williams, Ph.D., Case Western Reserve University
Stacy L. Williams, Ph.D. is an Assistant Professor Communication Sciences and
Disorders at Case Western Reserve University in Cleveland, Ohio. She began her
career as a speech-language pathologist, creating and customizing software
programs for the children she served. Her areas of expertise include augmentative
communication, instructional technology, and distance education, all linked to
children’s speech-language development and disorders. At present, William’s
primary research objective is to investigate uses of virtual reality simulations for
subjects with a variety of speech-language disorders.
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Day 4 (Saturday)
(August 4, 2007)
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SESSION DESCRIPTIONS AND LEARNING OUTCOMES
(8:45 to 10:00) Day 4 Keynote Address
Presenter:
Science, Sanity, and the Prevention of Reading Problems:
Improving Educational Practices through Evidenced-Based Innovations
Laura M. Justice, Ph.D., Professor, the Ohio State University, Columbus, Ohio
This keynote address will take a critical look at the theoretical and practical challenges that confront all of
us who are interested in preventing reading problems. It will look at a number of strategies that are
known to work but at what costs, and delivered whom. It will also consider what we know works in
language and literacy intervention from an evidence-based perspective and suggest a multi-tier set of
approaches that research tells us are viable for use today in building schools that will serve all children.
Learning Outcomes:
1. To discuss where theory and pragmatism interact in language and literacy interventions.
2. To discuss a costs and values model for the prevention of reading problems.
3. To review what the growing body of evidence tells us about effective reading instruction.
(10:30 to 12:00) Concurrent Sessions, and
(1:30 to 3:00) Concurrent Sessions Repeated
(3:30 to 5:00)
(Session 1)
Presenter:
Evidence-Based Intervention Approaches for Emergent
Literacy
Laura M. Justice, Ph.D., Ohio State University, Columbus
Description:
SLPs can include systematic and explicit attention to emergent literacy targets within their
clinical interventions with young children. In turn, accelerated emergent literacy development
can improve children’s successful transition to formal reading instruction in kindergarten and
first grade, which may reduce children’s later risks for failing to achieve proficient reading
abilities. This session describes evidence-based approaches for facilitating preschool children’s
skills in three code-based aspects of emergent literacy development: print knowledge, emergent
writing, and phonological awareness. The description of these approaches is derived from
empirical studies showing “what works” in emergent literacy intervention.
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Learning Outcomes:
1. To identify code-based achievements in emergent literacy characteristic of preschoolaged
children.
2. To identify two evidence-based techniques for improving preschoolers’ print awareness.
3. To identify two evidence-based techniques for improving preschoolers’ emergent writing.
4. To identify two evidence-based techniques for improving preschoolers’ phonological
awareness.
(Session 2)
Presenters:
Pathways to Language and Literacy: Let’s Get Practical
Candace L. Goldsworthy, Ph.D. California State University,
Sacramento
Robert A. Pieretti, M.S., California State University, Sacramento
Description:
The purpose of this presentation will be to address how SLPs can take a leadership role in
shaping their futures to align with the above suggestion through a practical approach. The
language-literacy continuum is comprised of a number of pathways developing separately and
alongside each other, coming together to strengthen language-literacy acquisition until they
merge onto a super highway of a fully developed oral-written language system. Like the strands
in the braid, the paths represent what a child must pass through to go from a simple to more
complex language system and a critical early pathway includes the development of strong
phonological awareness skills.
Learning Outcomes
1. To identify the most critical pathways to language and literacy.
2. To identify important phonological awareness outcomes for use in RTI Models.
3. To analyze an approach to phonological awareness through the use of children’s
literature
(Session 3)
Presenters:
Building Instructional Leadership Skills: Lessons Learned
from Collaborating with Preschool Teachers
Nancy A. Creaghead, Ph.D., University of Cincinnati
Sandra Combs, M.A., University of Cincinnati
Linda Sickman, M.A., University of Cincinnati
Description:
This presentation will describe the experiences of SLPs collaborating with administrators and teachers in
inner city Head Start programs to help teachers develop skills in using “language-enhancing” talk and
book reading with children. Results of research to examine changes in teacher behaviors will be
described.
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Learning Outcomes
1. Describe strategies for engaging teachers in using language enrichment strategies in the
classroom.
2. Describe three strategies for teachers to use in supporting children’s language development.
3. Describe five strategies for teachers to use in focusing on meaning, phonological awareness and
print during dialogic book reading.
(Session 4)
Presenter:
Helping Children Become Intelligible and Literate: The Role of
Phonology
Barbara Hodson, Ph.D., Wichita State University, Kansas
Description:
This session focuses on phonology, phonological representation, and meta-phonological
awareness. Children with extensive phonological deviations are particularly at risk for literacy
difficulties. Information will be provided explaining phonological pattern deficiencies and
methods for enhancing phonological and meta-phonological skills and ultimately literacy.
Learning Outcomes:
1. To identify children’s major phonological and meta-phonological deficiencies.
2. To determine optimal treatment targets to facilitate the development of phonological and
meta-phonological skills.
3. To select appropriate tasks for enhancing children’s phonological and meta-phonological
skills
(Session 5)
Presenter:
Linking Assessment to Instruction: The Critical Connection
Wayne A. Secord, Ph.D., Ohio State University
Description:
Designing effective classroom intervention means doing a few things extremely well. It means
(1) focusing on functionality (2) prioritizing the most important things, (3) designing intervention
with and through others, (4) putting a system in place that works when you’re not there, and (5)
"In God We Trust," all others need data. This program will showcase the process of classroom
performance assessment and highlight practical ideas for describing classroom language and
learning problems. It will (1) identify classroom patterns that impact overall classroom learning,
(2) relate their findings meaningfully to school curriculum standards, and (3) show the kinds of
high quality intervention programs that can be developed using classroom-based assessment
procedures. Participants will leave with a clear understanding of what “A Few Things Done
Well” means for children, and how this conceptual framework can ensure school success.
Learning Outcomes:
1. To identify the major steps involved in classroom performance assessment and
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summarize the assessment strategies used in the process.
2. To describe the process followed in evaluating classroom language and learning
performance.
3. To create how high-quality, educationally relevant IEPs can be designed using
classroom assessment procedures.
3:15 to 4:00 Special Closing Presentation (45 Minutes)
Educational Leaders Are Made Not Born:
Inspiring Change from the Heart
Presenter:
Wayne A. Secord, Ph.D., Ohio State University
Description:
This closing program will describe a number of leadership concepts and strategies used
throughout the four-day conference. It will reflect upon the key themes discussed, identify
leadership strategies used by instructional leaders, and show how leadership is for many
leaders, a labor of love. Leadership is more than vision and values, and more than leading
change in the workplace. This presentation will examine how leaders come to terms with their
own internal and external limitations, develop a vision for excellence and change, and
ultimately, lead from the heart.
Learning Outcomes:
1. To describe the most important leadership concepts and strategies used across the fourday
conference.
2. To identify the key conference leadership themes.
3. To describe how leaders find a way to lead from the heart to transform educational
environments and ensure a lasting vision for excellence and change.
Conference Presenters for Day 4, Saturday, August 4, 2007
Brief Biographical Sketches
Sandra Combs, M.A., University of Cincinnati
Sandra Combs, M.A., is a full-time doctoral student in language and literacy at the University of
Cincinnati. She is supported by a US. Department of Education Training Grant focusing on new
roles in language and literacy.
Nancy A. Creaghead, Ph.D., University of Cincinnati, Cincinnati, OH
Nancy A. Creaghead, Ph.D. is Professor and Department Head of Communication Sciences
and Disorders at the University of Cincinnati. She teaches in the areas of language acquisition
and intervention. Her research, publications and presentations have been primarily in the areas
of language acquisition, disorders and classroom communication. She has lectured at
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numerous workshops and meetings at the national and international levels and is a former
ASHA President.
Candace L. Goldsworthy, Ph.D., California State University - Sacramento
Candace L. Goldsworthy, Ph.D., Professor at California State University, Sacramento,
received her doctorate in Speech-Language Pathology from Case Western Reserve University
in Ohio. Dr. Goldsworthy is co-director of the Sacramento Scottish Rite Clinic for Childhood
Language Disorders and is a partner in the private practice of Speech-Language-Learning
Associates. Her publications through Delmar-Thomson-Singular include: Developmental
Reading Disabilities: A Language Based Treatment Approach (2 nd ed), Sourcebook of
Phonological Awareness Activities: Children's Classic Literature, Sourcebook of Phonological
Awareness Activities: Children's Core Literature, and Sourcebook of Phonological Awareness
Activities: Children's Core Literature Grades 3-5. She is writing Pathways to Language and
Literacy through Super Duper Inc. Dr. Goldsworthy was named Fellow of the California Speech-
Language-Hearing Association in the Spring, 2001.
Barbara W. Hodson, Ph.D., Wichita State University, Wichita, Kansas
Barbara Hodson, Ph.D., is a Professor of Communication Sciences and Disorders at Wichita
State University. She is the author of several phonological assessment instruments, and the
developer of computer software for phonological analysis. She is coauthor of Targeting
Intelligible Speech, coeditor of Perspectives in Applied Phonology, and an Editor for the Topics
in Language Disorders theme issue, the focuses on Phonology and Meta-phonology. Dr.
Hodson has lectured nationally and internationally and is the recipient of the 2005 Frank R.
Kleffner Award from The ASHA Foundation.
Laura Justice, Ph.D, Ohio State University, Columbus, Ohio
Laura Justice, Ph.D., is a Professor in the School of Teaching and Learning at The Ohio State
University, Columbus, Ohio. She has widely published and presented about pre school literacy
development and the efficacy of book reading intervention for influencing phonological
sensitivity in children with language impairment.
Robert A. Pieretti, M.S., California State University - Sacramento
Robert A. Pieretti, M.S., is a staff member of the Department of Speech-Language Pathology
at California State University, Sacramento. After obtaining his M.S. degree in Speech-Language
Pathology from CSUS, Mr. Pieretti worked as a Language-Speech-Hearing Specialist in
Sacramento City Unified School District, including serving as head LSHS. He has presented the
findings from his Master’s thesis on using a modified RAVE-O program with double deficit
language-impaired children at local and state conferences. He co-authored Sourcebook of
Phonological Awareness Activities: Children's Core Literature Grades 3-5 with Dr. Goldsworthy.
He has been accepted into and will begin a doctoral program this September at UC Davis.
Wayne Secord, Ph.D., Ohio State University, Columbus, Ohio
Wayne A. Secord, Ph.D., is currently a Senior Research Scientist in the Department of Speech
and Hearing Science at The Ohio State University. Dr. Secord has authored or co-authored
numerous articles, books, tests and intervention programs on assessment and treatment of
speech and language disorders, and served as the editor of Language, Speech, and Hearing
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Services in Schools from 1992 to 1998. An ASHA Fellow, Dr. Secord is a frequent conference
presenter and a nationally recognized expert on clinical and educational assessment and the
delivery of school-based services.
Linda Sickman, M.A., University of Cincinnati
Linda Sickman, M.A., is a full-time doctoral student in language and literacy at the University of
Cincinnati. She is supported by a US. Department of Education Training Grant focusing on new
roles in language and literacy.
CEU LEVEL OF INFORMATION FOR ALL PROGRAMS
The estimated level for all program content is intermediate. Participants will be
expected to be professionals in speech-language pathology, regular education,
educational leadership, special education, school psychology or a related field.
This Conference is co-sponsored by the CSUMB College of Professional Studies, The University of Central
Florida Department of Communication Sciences and Disorders, The Ohio State University Department of
Speech and Hearing Science, Harcourt Assessment, Inc., and Red Rock Educational Publications, Inc. Red
Rock Publications, Inc. is approved by the Continuing Education Board of the American Speech-Language-
Hearing Association (ASHA) to offer continuing education activities in speech-language pathology and
audiology. This conference is offered for up to 1.8 CEUs (intermediate level; professional area). ASHA
approval of CE Provider status does not imply endorsement of course content, specific products, or clinical
procedures.
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