This online course introduces leveled storybooks as an effective and versatile tool for speech and language intervention. 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 early childhood (toddlers, preschoolers, and lower elementary children). Includes links and references to many useful websites to access therapy ideas and activities. Offered for 0.2 ASHA CEUs – 2 contact hours.
This online CE course details the use of leveled storybooks in therapy. The author of this course is also author of the "GROW! Language Building Story Books." Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
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 our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
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 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.
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.
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.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
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.
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.
Please click here for any special needs requests and we will do our best to accommodate them.
| Contact Us |
"I really appreciate all the resources given, esp the downloads. I really like the created SHAPES - will be a very useful visual tool to use during book reading, comprehension, etc." – R.B. (Apr. 2020)
"The detailed information regarding the purpose and benefits of using reading as a way to enhance language skills was most beneficial. I really liked the suggested questions to ask when reading a book. A great resource for parents." – P.P. (Mar. 2020)
"I appreciated the focus of language, rather than the ability to read. I like that it also provided tips on incorporating practice for articulation skills." – K.B. (Jan. 2020)
"It was all interesting and relevant to my daily practice. I liked the sequential organization of material, clear writing style, and thorough amount of information." – D.H. (Dec. 2019)
"Discussion of how to use leveled storybooks with different age groups, specifically upper elementary students. I appreciated the intervention goals for narrative skills, comprehension skills, vocabulary and defining, listening, descriptives, sentence structure, abstract reasoning." – V.R. (Dec. 2019)
"I had never heard of Leveled books. It was nice to learn something new for use in therapy. I liked the examples for use in therapy." – A.L. (Nov. 2019)
"I enjoyed the use of graphic organizers to bolster comprehension and understanding of what it means to define a word. The resources that were provided." – M.P. (Nov. 2019)
"Great resources for using leveled story books as language intervention. The resources and handouts are great for therapeutic applications! Great course with useful intervention methods." – J.T. (Nov. 2019)
"I thought the supplemental intervention activities were helpful. The different references and practice activities were very helpful and practical." – S.L. (Nov. 2019)
"I enjoyed the intervention examples and goal ideas. I expected her to go over choosing appropriate books." – R.B. (Aug. 2019)
"It provided lots of usable resources. It gave good ideas that can be used immediately in my setting." – P.M. (June. 2019)
"I really enjoyed the three steps of reading that were outlined. They helped me focus on how to tailor my sessions better for each client. Great resources were included!" – K.L. (Apr. 2019)
"Excellent information and activities. I will definitely utilize the activities suggested as well as the resources." – D.W. (Jan. 2019)
"I appreciated the focus on providing instruction within a meaningful context (storybook). I loved the text based format along with the links to helpful resources!" – K.S. (Dec. 2018)
"I am hoping to implement use of storybooks in therapy with curriculum from the classroom in mind. I liked the functional information and therapy techniques provided." – K.J. (Dec. 2018)
"I appreciated all the research cited to support the use of using books in therapy. I also like the goals and objectives suggested." – M.C. (Nov. 2018)
"I found the topic 5 referred to leveled story books very useful for my daily practice. I liked so much the abilities that children can develop through reading since young children. I would have liked to have more information about this topic in children from 0 to 3 years old." – R.D.C.P.R. (Nov. 2018)
"The discussion on vocabulary was very beneficial to my daily practice, as students with special needs often have difficulties with the various semantic features of words. I liked the practicality and ease of use of the intervention techniques and online resources. They can be implemented into therapy sessions immediately." – J.D. (Nov. 2018)
"The explicit information with examples to use during daily practice (i.e. scaffolding examples) were most beneficial." – N.B.M. (Oct. 2018)
"I always use books in my therapy sessions. I use various forms to check for comprehension, but I will update my use of graphic organizers and other methods. The listing of activities, handouts, and goals/objectives were great!" – M.D. (Aug. 2018)
"The course was reinforcing to my approach to language therapy and vocabulary enrichment." – S.K. (July 2018)
"I appreciate that this is a PRACTICAL course!" – K.W. (June 2018)
"This course provided a lot of resources for graphic organizers and leveled storybooks, it is hard to find all these resources when just doing a search. The research shows how the use of books increases so many aspects of a child's language abilities, it was nice to see that in the text. I didn't know that there were leveled storybooks available for purchase as it didn't mention it in the course." – D.R. (May 2018)
"I really enjoyed the 3-step teaching method of pre-teach, read, and follow-up activity to check comprehension. The course was precise and provided many resources. Because I work in early intervention some of the strategies will need to be altered to benefit children on my caseload." – M.D. (May 2018)
"This course reinforced that my use of storybooks in therapy is a great strategy!" – C.J. (Jan. 2018)
"I think it was very well done for a text-only course. I especially appreciated the recommendation to use different modalities to check for comprehension." – S.R. (Dec. 2017)
"The importance of parents and therapists introducing books to children was the most helpful discussion. I like that the course provided a lot of resources." – T.P.T. (Nov. 2017)
"The Supplemental Intervention Activities section pertaining to vocabulary building was most beneficial. Excellent resources were identified and specific activities and suggestions were readily available to view." – M.P. (Nov. 2017)
"I found the topic of 'how to use a storybook effectively' to be the most beneficial because it gives an exact outline on how to apply this on a daily basis. I liked the materials provided as well as a list of applicable goals." – H.Y. (Oct. 2017)
"I enjoyed the tangible objectives provided re: reading. I liked the resources and additional articulation targets (if needed) incorporated in the reading activity." – K.M.C. (Sept. 2017)
"Using leveled stories will be beneficial for those students with delays and building vocabulary. I liked that the variations of reading levels can be used as needed based on each student's level functioning." – R.D. (Sept. 2017)
"It was short, but provided good practical application to use during therapy sessions." – A.E. (Sept. 2017)
"I loved the links to sources I could use immediately. Having them worked into the content of the course worked perfectly with my learning style. I began using the strategies and materials suggested before I finished the course!" – V.G. (Aug. 2017)
"I enjoyed the very specific approaches to and hierarchies for how to effectively and systematically use storybooks to improve articulation and language skills. Love, love, love the sample goals and benchmarks as well, thank you. Honestly, this course was more thorough and useful than I expected based on other online courses I've taken. Excellent course!" – M.H. (June 2017)
"I particularly liked the topic of having children demonstrate comprehension in such a variety of ways. I use books often but tend to just use them in one particular manner, so this information may help me to use books more broadly in my sessions." – L.P. (May 2017)
"The topics on how and why to use leveled books was very informative and useful. I also liked the provided examples for goals and benchmarks for targeted areas of language." – A.C. (Feb. 2017)
"I particularly liked the discussion on word definition skills and using the 'Give Me Five!' approach. This activity was new to me and will be very helpful for my students." – K.B. (Feb. 2017)
"I appreciated the three step process on how to use leveled storybooks successfully and how to optimize the experience for students with language/learning disabilities. I liked the resources provided such as the links to websites that have free graphic organizers that I could easily implement into therapy." – M.D. (Dec. 2016)
"This is one of the most efficiently presented, useful courses I've ever taken. Practical application of the material occurs within the context of the course." – R.W.H. (Dec. 2016)
"I found this course very practical for the SLP who works in the schools, especially elementary ages. Phonemic awareness was touched upon, but can certainly be expanded. The course is a great resource." – L.H. (Nov. 2016)
"The links between language and literacy and resources that were provided will be very useful." – K.C. (Nov. 2016)
"I felt the information was well organized and very clear in information that I can use in my clinical practice. The resources mentioned were excellent." – R.L. (Nov. 2016)
"I thoroughly enjoyed all of the information. I utilize storybooks on a daily basis. I also loved all the examples, resources, and handouts/worksheets!" – B.K. (Sept. 2016)
"The discussion of the three-step process (prepping, reading the story, post-reading) and the subsequent activities will be most beneficial to my practice." – A.S. (Sept. 2016)
"I liked the actual examples of activities, reference to templates and the suggested goals." – S.J. (Aug. 2016)
"I found the building comprehension strategies / activities most helpful." – B.C. (July 2016)
"I liked the topic as well as the practical ideas. Excellent course." – J.T. (June 2016)
"I appreciated the multiple strategies for eliciting comprehension levels. I loved all the links and material references." – V.D.A. (Mar. 2016)
"The course was comprehensive, but video examples of teaching with specific books would make this course that much better." – R.B. (Feb. 2016)
"I liked the additional resources provided." – J.L. (Jan. 2016)
"All of it was beneficial! Most of my caseload I use literacy to conduct therapy. I liked the ideas for therapy and the IEP goals." – K.H. (Jan. 2016)