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NSS - Northern Speech Services Speech-Language Pathology Continuing Education
and Treatment Resources
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Simultaneously Improve Speech Intelligibility, Enhance Phonological Awareness and Develop Language/Literacy Skills with Orthographic Instruction

# e64   Simultaneously Improve Speech Intelligibility, Enhance Phonological Awareness and Develop Language/Literacy Skills with Orthographic Instruction

by Keli Richmond, MS, CCC-SLP

0.4 CEUs

$ 79.00

Participants will learn to use orthographic instruction (printed cues) to simultaneously develop a strong literacy foundation while improving speech intelligibility, expanding language skills, and enhancing phonological awareness. Traditional techniques do not effectively activate the orthographic processor.  Through printed cues, orthographic instruction activates the orthographic processor and synchronizes the four processors in the brain.

Orthographic instruction endorses a natural progression of "letters-to-literacy" learning steps that creates a fun and functional environment for students, clinicians and educators. This course aims to provide busy SLPs, educators, literacy specialists, and parents with more effective and more efficient tools to establish literacy, improve speech & language skills and, subsequently, to enhance the lives of children. Offered for 0.4 ASHA CEUs – 4 contact hours.  

Content Disclosure: Orthographic instruction (printed cues) is the primary focus of this course.  Additional evidence-based techniques and product resources are discussed.  The presenter is the author of the Literacy Speaks!® program and receives royalties.  Literacy Speaks!® is driven by orthographic instruction; the presenter does not discuss the Literacy Speaks!® program during the course.

Course Format: PowerPoint presentation with author narration, video examples, music examples, and downloadable handout.

At eCourse conclusion, participants will be able to:
  1. Explain why activation of the orthographic processor, combined with the subsequent synchronization of the orthographic processor with the other reading and writing processors within the brain, is critical for intelligible speech and successful literacy skills.
  2. Introduce the principles of orthographic instruction (printed cues).Emphasize the importance of early intervention with orthographic instruction.
    1. Link improved speech intelligibility to the introduction of orthographic instruction.
    2. Link enhanced phonological awareness to the introduction of orthographic instruction.
    3. Link expanded language skills to the introduction of orthographic instruction.
    4. Link development of literacy skills to the introduction of orthographic instruction.
  3. Discuss the versatile applications of orthographic instruction.
  4. Communicate effective activities that promote implementation of orthographic instruction in a fun and functional environment.

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

Keli Richmond, MS, CCC-SLP, is a practicing speech-language pathologist specializing in early literacy development. She has a Teaching License as well as a Master of Science Degree in Speech-Language Pathology, Bachelor of Arts Degrees in both Speech-Language Pathology and Audiology, and a Minor Focus in Special Education. Her career began in the medical field with an emphasis on neurological disorders; then, she continued to expand her experience by providing therapy and promoting literacy skills for preschool through middle school students. 

Keli conducts in-service training for school-based personnel, presents continuing education seminars nationwide for Northern Speech Services (NSS), and speaks at Speech-Language-Hearing Conventions, Educator Conferences and related events.

Some highlights of Keli’s career are receiving the “Professional Achievement Award in Recognition of Advancement of Knowledge in Clinical Practice” from the Indiana Speech-Language-Hearing Association (ISHA); the “Award for Continuing Education” (ACE) from the American Speech-Language-Hearing Association (ASHA); and the “Award for Top 100 Websites for Speech-Language Pathologists”. The ISHA award is based on outstanding professional development and community involvement. The ASHA award is based on commitment to lifelong learning. The Top 100 Websites award is based on the best available websites for anyone with an interest in speech-language pathology.

She was a founding member of the United Way Women’s Initiative. The Women’s Initiative is an organization dedicated to closing educational gaps through early literacy development. 

Keli is the author of the Literacy Speaks!® program. Literacy Speaks!® is a comprehensive program driven by orthographic instruction (printed cues) designed to improve speech intelligibility, enhance phonological awareness and expand language skills while establishing a strong literacy foundation.

For more information on Keli Richmond visit www.LiteracySpeaks.com.       

Speaker Disclosures:

Financial — Keli Richmond is author of online CE courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Keli Richmond is author of the Literacy Speaks!® materials published by Northern Speech Services; receives royalty payments.

Nonfinancial — Keli Richmond has no relevant nonfinancial relationships to disclose.


Intended Audience

  • SLP

This program is offered for 0.4 CEUs (Intermediate level; Professional area).

Offered for 4 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: Orthographic instruction (printed cues) is the primary focus of this course.  Additional evidence-based techniques and product resources are discussed.  The presenter is the author of the Literacy Speaks!® program and receives royalties.  Literacy Speaks!® is driven by orthographic instruction; the presenter does not discuss the Literacy Speaks!® program during the course.

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.

More Offerings by: Keli Richmond

Ecourses

  E-Course # Course Title & Author CEUs Price  
e65 Autism Spectrum Disorders: Build Speech, Language and Literacy Skills With Orthographic Instruction!
Keli Richmond, MS, CCC-SLP
0.25 $35.00

Products

  Title Price  
Literacy Speaks!® Kit 1  $99.00
Literacy Speaks!® Kit 2 $99.00
Literacy Speaks!® Kit 3 $99.00
Literacy Speaks!® Kit 4 $99.00
Literacy Speaks!® Kit 5 — Blends $99.00
Literacy Speaks!® 5-Kit COMPLETE SET $371.00

"I appreciated learning the skills to improve phonological awareness and literacy skills. I liked the activity ideas and specific examples." – K.A. (Feb. 2017)

"I liked the practical demonstrations of how to incorporate print into therapy sessions without having to completely restructure treatment styles." – J.C. (Jan. 2017)

"I benefitted from seeing the actual therapy sessions and how she incorporated print into her sessions." – R.P. (Jan. 2017)

"Loved all of it! Very useful and can't wait to use in therapy!" – J.S. (Jan. 2017)

"The discussion about orthographic approaches and the link to neurology and brain research was very interesting. I appreciated the information about dyslexia and dyslexic learners. The information was very applicable to my everyday work environment. The presenter made the information very relatable." – K.S. (Dec. 2016)

"I really appreciated all of the videos & specific examples of ways to incorporate print into activities & interventions that we are all already using. I am so excited to start using print in my sessions & see how my patients respond!" – K.N. (Dec. 2016)

"This course provided a lot of in-depth insight on orthographic instruction. I have incorporated the basics of this approach and I have 3 sets of Keli Richmond's cards and books, but I will be able to better use those resources now and use them at higher levels in therapy. I liked the research references because it is always important to understand WHY we are doing what we are doing. Thank you for this insightful course on orthographic instruction! I can't wait to look up all of the wonderful resources that you cited." – K.E. (Nov. 2016)

"The video examples of therapy were very beneficial and provide excellent examples of treatment approaches." – L.M.J. (Nov. 2016)

"I liked learning new ways to teach orthographic instruction. I expected more application with older students." – C.B. (Oct. 2016)

"I enjoyed the section on using the more difficult phonemes in cycling approach before the easier phonemes that are developed earlier. Thanks for including apraxia children." – E.S. (Sept. 2016)

"This course was filled with lots of practical ideas and tips for school-based therapy. I have done many of these articulation therapy tasks without using printed letters/words for years and kick myself for not adding in the printed stimuli! I can't wait to get back to school this year." – E.S. (Aug. 2016)

"I really appreciated the sound/symbol correspondence for working on sound correction. The videos were helpful to see how the materials are used." – M.W. (July 2016)

"The sound letter correlation activities were most beneficial. I liked the resources, references, and activities." – K.B. (July 2016)

"I enjoyed the discussion about the relationship between print, literacy, and language. I like that I can apply this information to my caseload." – K.R. (July 2016)

"I liked the break down of the orthographic processor, phonological processor, meaning processor and context processor." – K.P. (June 2016)

"I am a clinical instructor in an SLP grad program. There is a lot in here that I will use to guide my students in developing more efficacious and efficient therapy." – K.M. (June 2016)

"I liked the strategies to improve phonological awareness." – K.S. (June 2016)

"I found it beneficial to review and discuss the different processors and how they play a role in how children learn to decode and process information of words, print and context." – A.D. (June 2016)

"I really appreciated the research driving the orthographic instruction." – C.K. (June 2016)

"I liked watching actual therapy sessions to see how the interventions were used." – R.B. (June 2016)

"The presenter used many videos as visual cues and gave great examples. I also liked the websites that she shared with her audience. She was very thorough and organized." – B.K. (May 2016)

"The speaker was easy to listen to - she was excited and invested in the topic so she was enjoyable to listen to. :) " – M.H. (May 2016)

"I love how easily this approach fits in with what I already do." – D.C. (Apr. 2016)

"It was beneficial to me and my daily practice as a school based SLP." – E.P. (Apr. 2016)

"I liked the examples of how to incorporate literacy into therapy." – M.R. (Mar. 2016)

"The entire course was very beneficial!" – K.G. (Mar. 2016)

"I can't wait to start using these techniques with my students!" – L.S.M. (Mar. 2016)

"I enjoyed the discussion about the processors and how they work together." – N.D. (Feb. 2016)

"I appreciate the logic of using print and combining print and phonological therapy." – S.B. (Feb. 2016)

"I really benefitted most from the discussion of ways to easily incorporate use of text into the therapy I am already doing, and the benefits of this practice." – P.H. (Jan. 2016)

"Since I worked with highly unintelligible preschoolers using a combined phonological approach with isolated vowel and consonant production with print, I honestly did not know why it worked so well. The letter sounds and words were always paired with the vowel sounds and pictures. Now I know why." – R.P. (Jan. 2016)

"The clear explanations and videos were excellent." – R.G. (Jan. 2016)

"Learning how to incorporate methods into therapy was really helpful." – J.R. (Jan. 2016)

 

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