SLPs are seeing a growing number of bilingual students on their caseloads. This interactive course discusses strategies to more effectively implement speech and language interventions with bilingual students. Specifically this courses focuses on the use of leveled storybooks as an effective and versatile tool for speech and language intervention in early childhood (toddlers, preschoolers, and lower elementary children).
Though the focus of this course is not literacy but language, the underlying canvas of the course is the inseparable and reciprocal link between language and literacy, how one cultivates the other, and how both are necessary for social and academic success in children. The target population addressed is the rising Latino population, though the ideas and principles presented can be applied to other bilingual populations encountered. Offered for 0.2 SLP CEUs – 2 contact hours.
This course details the use of leveled storybooks in therapy. The author of this course is also author of the "GROW! ¡CREZCA! Language Building Story Books." Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.
Text – including samples, linked exercises, and references.
Ana Paula G. Mumy, MS, CCC-SLP, is a trilingual speech-language pathologist and a clinical assistant professor in the field of speech-language pathology. She has extensive experience working with individuals with communication disorders, particularly bilingual children. She has authored numerous courses, webinars, articles as well as intervention materials and guides for diverse populations. Her specialized interests include articulation disorders, stuttering, language-literacy, and bilingualism. Many of her resources for SLPs, educators, and parents can be found on her personal website The Speech Stop (www.thespeechstop.com). Ana Paula is the author of GROW! ¡CREZCA! Language Building Storybooks.
Financial — Ana Paula Mumy is a presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Ana Paula Mumy is the author of treatment materials, including the GROW! ¡CREZCA! Language Building Storybooks, published by Northern Speech Services; receives royalty payments.
Nonfinancial — Ana Paula Mumy has no relevant nonfinancial relationships to disclosure.
This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
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:
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.
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.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
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 My Online 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 Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
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.
What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs 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 CEU limits related to home-study courses prior to enrolling in an online course.
Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file.
Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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"This had a good general overview. I liked the use of storybooks targeting dual language. I enjoyed the discussion on encouraging use of literacy skills to increase comprehension. I find this will be helpful with parents' guidance as well." – E.S. (Apr. 2020)
"I appreciated the discussion on first language vs. second language acquisition as well as going over the relationship between oral language and literacy." – M.S.L. (Dec. 2019)
"I liked the activity ideas. The suggested activities and related goals and objectives were most helpful." – A.V. (Nov. 2019)
"I enjoyed the intervention activities, goals, and links to materials. It would have been nice to have had specific examples using the actual Grow Crezca Storybooks." – J.H. (Oct. 2019)
"I appreciated the portion on bilingual reading and its benefits." – M.M. (Sept. 2019)
"I liked the discussion about sharing the benefits of primary language development for second language development." – N.Y. (Aug. 2019)
"The specific tools to use to help with narrative development were most beneficial. I liked the suggested materials and references. However, I would have liked more specific information about BICS (basic interpersonal communication skills) versus CALPS (Cognitive Academic Language Proficiency) and its impact on narrative development." – I.B. (July 2019)
"I enjoyed learning how to use the native language to enhance English learning." – K.A. (June 2019)
"I found the applications to practice and sample activities/handouts to be most helpful." – L.B. (May 2019)
"Going over how I can integrate story books to work with different areas of language was most helpful. I like that the course is very practical and includes resources that could be integrated to the practice. I would have liked her to have explained with more detail which are the multi-level books or how to identify the level." – M.B. (May 2019)
"I found the portion about the different levels of narrative language and what typical development within them was helpful." – A.P. (Mar. 2019)
"The course gave creative examples on how to integrate literacy intervention in therapy. I appreciated going over how facilitating and building first language helps the development of the second language." – A.L. (Mar. 2019)
"I enjoyed the list of goals and objectives for ELL's. I liked the ease of access and able to complete course at home on my own time." – D.B. (Feb. 2019)
"I appreciated going over the importance of continuing exposure to primary language even while learning secondary language is being introduced." – M.H. (Jan. 2019)
"I liked the links to resources! The breakdown on how to effectively use books for several sessions and the suggestions for home use in the child's primary language were most beneficial." – C.E. (Dec. 2018)
"Excellent examples of practical language and literacy-based goals with accompanying objectives to address the areas of vocabulary, comprehension, narration, listening, abstract reasoning and sentence structure will be very helpful when working with students. I enjoyed reviewing the websites that provided endless templates, worksheets, diagrams, and graphic organizers to facilitate a student's ability to recall, organize and sequence a story as well as to identify, learn and expand vocabulary." – L.T. (Nov. 2018)
"I appreciated the links to additional text/models to utilize." – J.A. (Oct. 2018)
"Aside from the fact that I try to take every course by Mumy available, this is my first text course. I loved it. It was so much easier to take notes. While I am not sure I will have a need for strategies with a bilingual population, this information was helpful in many ways for all populations." – A.Q. (Aug. 2018)
"I work with an ESL population at one of my schools. All of it was useful." – T.A. (June 2018)
"The discussion on setting up reading activities was most helpful. I like that the course information was formatted in a way easily understood." – S.S. (Mar. 2018)
"I enjoyed the discussion on leveled reading." – J.P. (Mar. 2018)
"I liked adding another approach & tool to working with all children, not only those with bilingual issues. The resources & activity links were most beneficial." – J.M. (Jan. 2018)
"Many concrete examples, resources! Easy read!" – H.C. (Oct. 2017)
"I appreciated the research underscoring that encouraging and supporting the expansion of the primary language does not have a negative impact on L2, but, rather, it helps in its development. I liked the flexibility to take at my leisure." – R.M. (Oct. 2017)
"Very practical information. I like that I can use it!" – L.D.S. (Sept. 2017)
"I loved the various links to various cites. The strategies that help bilingual learners (i.e. visual organizers) were really helpful." – S.R. (Apr. 2017)
"This course has the most up-to-date information from leading researchers in the bilingual language learning area as well as language and literacy. Everything presented have been mentioned in other presentations that I have attended or taken on the computer. I think it is another great course in a growing area of the field." – A.O. (Mar. 2017)
"I appreciated the discussions of the benefits of story structure to enhance reading comprehension as well as to facilitate oral language development. I liked the links to the downloads that immediately provided printable materials that could be readily used." – D.P. (Mar. 2017)
"Very practical. I plan to use the ideas right away to lead small groups with the preschool students I work with." – E.K. (Mar. 2017)
"I think the information and resources provided in the course will be very helpful to SLPs, particularly working in the school setting, but also in private practice. I liked how the course brought together many interventions and showed how they are back by research for maximum efficacy. I would absolutely recommend this course to my colleagues. I am considered the specialist in my district when it comes to cultural and linguistic diversity so I have studied the content of this course extensively. I think the author of the course did an excellent job." – M.S. (Feb. 2017)
"It was great! All the examples and text were very informative. Clearly written, great example sites to visit." – S.S. (Jan. 2017)
"The course will help me improve literacy/language skills of my identified Hispanic students." – J.B. (Dec. 2016)
"I really appreciated the discussion on incorporating more story retelling into my sessions through the use of many activities including not only graphic organizer but manipulatives and even art activities. I liked all the handouts. I will definitely be incorporating these in my sessions." – S.G. (Nov. 2016)
"The section on debunking that myth about bilingual children was very impactful. I like that the course encourages inclusiveness of not only the children but the families." – C.F. (Oct. 2016)
"The discussions on using story books effectively and story retelling was very beneficial. I liked the prompts for comprehension checks and the supplemental activities." – W.G. (Aug. 2016)
"I appreciated the inclusion of benchmark objectives. Using the 3 step process and supplemental activities were both really helpful." – L.P. (Aug. 2016)
"Great suggestions and resources. The various activities to enhance comprehension and verbal expression were most useful." – N.I. (July 2016)
"I enjoyed the discussion on scaffolding techniques. Learning how to use storybooks effectively was excellent." – J.T. (June 2016)
"Great informational resources and websites provided." – V.F. (June 2016)
"I liked the links to resources and the description of Leveled Storybooks in particular. Also, examples of specific goals were great." – A.L.P.F. (April 2016)
"The activities to teach narrative skills and the websites for various resources were especially beneficial." – M.R. (April 2016)
"A topic I found very interesting was using storybooks effectively. This course taught me other techniques to work with patients using storybooks." – L.R. (Mar. 2016)
"Going over activities to be used in conjunction with the use of the leveled readers was very helpful." – B.B. (Feb. 2016)
"I really appreciated the refresher that native language should be cherished and used to allow for continued development." – S.D. (Jan. 2016)