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NSS - Northern Speech Services Speech-Language Pathology Continuing Education
and Treatment Resources
speech pathology continuing education email alerts
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Building Vocabulary Through Children's Picture Books

# e69   Building Vocabulary Through Children's Picture Books

by Jennifer Schultz, MA, CCC-SLP

0.2 CEUs

$ 39.00

$ 31.00

With respect to vocabulary skills, it is necessary that speech-language therapy services focus on academically relevant vocabulary targets and skills to ensure that the services provided directly affect the student's ability to successfully comprehend teacher instruction and academic texts, and to effectively communicate knowledge of academic content in the regular education curriculum. 

This online course will provide participants with a rationale for addressing vocabulary skills through children's picture books.  Research on vocabulary development, the effects of early vocabulary deficits on later academic success, and the components of effective vocabulary training will be reviewed.  Reasons for incorporating children’s literature into treatment activities rather than relying on drill-based activities will be provided. 

Participants will learn how to identify children's picture books which can be effectively utilized in individual, small-group, and inclusion-based therapy services by considering factors such as relevance to academic content, student background knowledge strengths and needs, student interests, engaging themes, length of the book, and other factors.  Procedures for implementing shared book reading activities to introduce vocabulary targets will be described.

Vocabulary targets and skills as identified in the Common Core State Standards for language in Kindergarten through fifth grade will be reviewed.  Target vocabulary skills include expressing words in sentences and conversation, defining, describing, comparing/contrasting, categorizing words, making word associations, understanding and using affixes, making real-life connections with words, distinguishing between shades of meaning, and understanding and expressing figurative language. 

Resources for identifying potential vocabulary targets across a variety of grade levels will be identified.  These resources include grade-based word lists, academic word lists, lists of character traits and emotional states, signal words, and curriculum materials. Participants will then be shown how to analyze a picture book to identify relevant vocabulary targets found in the text or related to the text using the resources listed.

Participants will learn how to develop word learning stimuli to assist students to develop deeper word meaning knowledge through treatment activities.  Example word-knowledge and word-use scoring rubrics will be shared to assist participants to assess and build deeper word knowledge and more sophisticated expression skills with vocabulary targets.  Tools and strategies for developing therapy materials including flash cards, mini books, word puzzles, word games, and discussion activities will be shared. Offered for 0.2 SLP CEUs – 2 contact hours.  

Content Disclosure: The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.
Course Format: Video PowerPoint presentation with author narration & downloadable handout.

At eCourse conclusion, participants will be able to:

  1. State reasons for using children’s literature to treat vocabulary deficits.
  2. Select picture books and vocabulary targets that are appropriate for the student's
    academic level and vocabulary needs.
  3. Design and implement therapy activities based on children's literature.

A score of 80% or better must be received on the post test in order 
to receive a certificate of completion.

Jennifer L. Schultz, MA, CCC-SLP, is an instructor for the online Speech-Language Pathology Assistant Program at Mitchell Technical Institute in Mitchell, SD.  Jennifer also provides speech-language pathology evaluation and treatment services in long-term care settings.  Prior to her teaching position, Jennifer was employed by an education cooperative for 12 years serving students ages 0 – 21 for multiple school districts in southeast South Dakota.  She has particular interest in the treatment of language disorders in school-age children.  Past professional experience includes nine years as a speech-language pathologist in an inpatient rehabilitation setting.  Jennifer is currently a member of the ASHA SLP Advisory Council. 

Speaker Disclosures:

Financial — Jennifer Schultz is the author of online CE courses offered by Northern Speech Services; receives royalty payments.

Nonfinancial — Jennifer Schultz is a member of the ASHA SLP Advisory Council.


Intended Audience

  • Teach/Educ
  • SLP

This program is offered for 0.2 CEUs (Intermediate level; Professional area).

Offered for 2 CEEs. Northern Speech Services’ continuing education activities are eligible for Speech-Language and Audiology Canada (SAC) Continuing Education Equivalents (CEEs) in speech-language pathology. An activity’s eligibility for CEEs does not imply SAC’s endorsement of its content or any associated products or procedures.

Content Disclosure: The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 CEU = 1 contact hour = equals 1 CEE.

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

ASHA CE Registry:  During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUS: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.  
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education.  Provider #1654.
  • Peer Reviewed: This course was peer reviewed and registered with ASHA on 12/31/2013.

  • Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.

  • Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the E-Courses tab, and then viewing your desired course.

  • Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on the Eastern Standard Time Zone), and number of contact hours (CEUs / CEEs).

  • ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

  • Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.

  • More FAQ: Please click here.

"I found the discussion of how to choose vocabulary targets very beneficial. The presenter organized the information very well and was clear in her sequence of teaching." – S.N. (Dec. 2016)

"I appreciated going over the number of exposures a student needs to learn new vocabulary. I like the number of functional resources." – J.M. (Dec. 2016)

"I really enjoyed all the different ideas introduced in the course. I liked the examples brought out through the sample picture book pages." – C.S. (Dec. 2016)

"I really liked that this course took what I am already doing and gave information to make it better! I liked all of the resources provided and the examples given. It also provided information to use to support the idea of high quality." – V.T. (Dec. 2016)

"Using the various rubrics for documenting progress and using the Vocabulary Stimuli Chart for planning were the most beneficial. I liked her voice and her videos as well as her excellent handouts and resources." – L.H. (Nov. 2016)

"The discussion of research based techniques to choose vocabulary was most helpful. I liked the resources and presenter's explanations." – R.S. (Nov. 2016)

"The Reading Level references will be extremely helpful in choosing books. It can be so difficult to choose appropriate targets and so easy to fall back on Tier 1 vocabulary rather than continuing to increase the difficulty level. The resources and references will be very helpful in my practice." – A.S. (Nov. 2016)

"I liked all of the hands on examples and additional resources (e.g. word lists, websites) that were provided." – A.C. (Oct. 2016)

"There were many things I found beneficial, but I particularly liked the specific resources mentioned throughout, such as the Scholastic resources, the Marzano grade-level word lists, Academic Word Lists, sample rubrics, etc. I liked that it had a nice balance of information and examples and the information was very practical and applicable." – P.H. (Oct. 2016)

"Lots of great resources. Very front line therapist friendly. I would definitely recommend this course." – L.M. (Sept. 2016)

"I liked that a lot of the options and "extra" things were free online resources that everyone can utilize. Books are free or cheap to buy and use and this helped guide how to better build vocabulary through the use of them." – H.S. (Aug. 2016)

"Well-organized, easy to follow. Liked inclusion of resources and video clips. Would have liked more info targeting preschoolers." – L.F. (Aug. 2016)

"I found both the topic and presenter to be very engaging. I liked the video demonstrations as well as therapy ideas." – J.S. (July 2016)

"The most useful information were the example rubrics given to help measure progress." – S.R. (June 2016)

"Enjoyed seeing real life examples of techniques used during actual treatment sessions. Would have liked to see more examples of use with younger students." – K.B. (June 2016)

"I enjoyed the fact that this course provided me with a variety of activities to add to my therapy toolbox. This course provided me with a lot of good information that I will actually use." – S.K. (May 2016)

"It was all very beneficial to my practice, but I think the explanation of how to choose vocabulary targets was the most helpful." – L.S.M. (Apr. 2016)

"I think the information regarding character traits and emotions is an important aspect in choosing words; I'm not sure I always remember to give those words enough focus." – K.C. (Mar. 2016)

"I liked the practical strategies with real life examples that can be implemented easily into therapy sessions." – K.M. (Feb. 2016)

"I loved this presentation." – R.P. (Jan. 2016)

"The discussion on Tier 2 words and Reading Level info was really beneficial." – M.S. (Jan. 2016)

"I liked the video clip examples with students and the treatment targets." – S.R. (Jan. 2016)

"The entire course was extremely beneficial. I look forward to adopting this style into my therapy." – K.T. (Jan. 2016)

"The instructional sequence with video examples was really helpful." – K.A. (Jan. 2016)

"The discussion on implementation into therapy was very useful. I liked the resources provided. However, I expected coverage on what a specific goal (e.g., IEP goal) might look like regarding teaching vocabulary." – A.P. (Jan. 2016)

"I liked the examples of therapy sessions." – D.C. (Jan. 2016)

 

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