Presenter: Keli Richmond, MS, CCC-SLP
"This course was perfect! Learning the connection between the different areas of the brain and how each system works to build a multimodality approach to literacy.....it makes perfect sense that we should introduce print when we're working on target sounds. Thank you!"
– S.G., prior course participant
For children with speech sound disorders, therapy typically focuses on correct sound productions. Evaluations are completed, goals are set, and evidence-based techniques are implemented. As intelligibility improves, children are dismissed as quickly as possible to ensure their participation in curriculum instruction. However, research has found that even when children with speech sound disorders receive early speech intervention and sounds are successfully remediated, they may be at continued risk for later reading, spelling, and academic difficulties due to a weak underlying phonological system.
This course focuses on incorporating orthographic instruction (printed cues) into speech production tasks to improve intelligibility while also building underlying phonological representations. Participants will learn to use orthographic instruction to enhance phonological awareness and improve speech intelligibility, while simultaneously developing a strong literacy foundation and expanding language skills.
Offered for 0.4 ASHA CEUs – 4 contact hours.
– T.F., prior course participant
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 published by Northern Speech Services and the course presenter receives royalties. Literacy Speaks!® is driven by orthographic instruction; the presenter does not discuss the Literacy Speaks!® program during the course.
"The video examples of therapy using orthographic explicit instruction were beneficial." C.B. (Mar. 2023)
"The entire presentation was applicable to my school-based position for both articulation and language students. I loved the therapy videos for demonstration purposes." K.B. (Mar. 2023)
"Practical examples. Connecting print with articulation therapy." B.L. (Feb. 2023)
"I liked the therapy suggestions. And learning how to incorporate print into my therapy." R.C. (Feb. 2023)
"Lots of great ideas. I liked the examples of therapy sessions and games used. The blending of phonology and orthographic information to increase speech, language, and reading skills was good information." M.B. (Feb. 2023)
"The use of color coding for grammatical structures and various ways to incorporate orthographic instruction were very helpful." M.A. (Dec. 2022)
"I liked the sequencing of using written cues. Very detailed handout especially the resources at the end." P.D. (Nov. 2022)
"I found the entire course beneficial. I was able to immediately use orthographic principles in my daily practice." G.S. (Nov. 2022)
"This course was very functional - something I can use right away to improve my practice - incorporating print into therapy to improve literacy skills." T.F. (Oct. 2022)
"The videos were very helpful. Learning to use print to facilitate increasing my student's awareness of speech sound production and also helping with language goals." J.N. (Oct. 2022)
"The process of the strategies to apply was good. I liked the strategies to use at different stages of student/client progression." M.L. (Oct. 2022)
"I liked learning the differences between traditional approaches and the orthographic approach - good examples of how to run lessons." T.K. (Sept. 2022)
"I liked how the presenter broke down all of the different levels of instruction and how it was applicable to multiple grade levels. And I liked all of the resources provided and the video examples of the therapy sessions." E.O. (Sept. 2022)
"Good examples and ideas - adding graphemes to speech tx sessions." J.R. (Aug. 2022)
"The course is very clear. I liked the discussion of orthographic instruction." N.H. (Aug. 2022)
"I liked the relevance to the school setting. And including literacy in articulation treatment sessions." A.L. (Aug. 2022)
"I liked that it was designed in sections and had a list of the websites and materials." O.S. (Aug. 2022)
"I like that I can come and go as needed as well as replay sections. I appreciated the videos of sessions to model the approach and activities discussed." L.H. (July 2022)
"I liked all the specific examples about types of intervention to use." A.D. (July 2022)
"I will increase the presentation and use of print in my therapy sessions." L.H. (July 2022)
"Good interventions in video form to help me plan my future therapy sessions. Liked the idea of including print in all activities to increase literacy and phonemic awareness." L.N. (July 2022)
"Easy to follow course with all the printed resources. I liked the word sequences and the use of the sight words and high frequency words." D.R. (June 2022)
"I liked the ease and comprehensiveness of course. Early use of letters in stimulating sound and following the rubric of cycling using later developing and non-stimulable sounds was beneficial." S.R. (June 2022)
"I loved the specific video examples so that the content can be implemented quicker in sessions." E.S. (June 2022)
"I liked the neurology behind the practice. It can be overwhelming knowing all of the things we can be responsible for with our students, so I really appreciated the tips on how to incorporate so many things into what we are already doing in order to get "more bang for our buck"! L.W. (June 2022)
"The speaker was very engaging. Lots of hands on resources." M.M. (June 2022)
"I liked the many resources included in the course! And learning how incorporating print can really make a difference toward helping improve literacy with our kids with speech sound disorders." B.S. (May 2020)
"Linking sound to print – the course was very practical!" H.H. (Apr. 2022)
"I liked all the specific examples and all the videos of therapy." L.S. (Apr. 2022)
"Learning and understanding the process of how to implement this information, the step by step process – was most beneficial." M.U. (Mar. 2022)
"It helped refresh my understanding of the importance to use literacy in my practice." S.B. (Mar. 2022)
"I liked the video examples of using the printed words in therapy. The speaker's passion was apparent and inspiring." S.W. (Feb. 2022)
"I loved learning about the reading/speech/language connection. The course was interesting and provided activities I could use immediately." T.B. (Feb. 2022)
"I liked that the presenter gave specific steps and examples for the therapy she was presenting. Also the extra resources provided." K.N. (Feb. 2022)
"Including print in my therapy will be beneficial. I liked the many examples and demonstrations." K.B. (Feb. 2022)
"The information about orthographic instruction has been so helpful. I loved the videos she shared of her providing the therapy to her clients and various therapy techniques." Y.K. (Jan. 2022)
"When this broke down traditional orthographic intervention to how we should really be viewing the various pieces. This is a course that I will be referring to the handout often as there is so much to remember! It covered a topic that I'm not confident in and made it easier for me to digest and comprehend." B.R. (Jan. 2022)
"I liked using print with the preschool population. Good videos of sessions, and good list of resources." J.S. (Jan. 2022)
"All of it was great! I think the best topic was waiting to provide the picture cue until after successful production of target word with corresponding letters. I liked the use of multiple example therapy videos." L.T. (Dec. 2021)
"This course was perfect! Learning the connection between the different areas of the brain and how each system works to build a multimodality approach to literacy...it makes perfect sense that we should introduce print when we're working on target sounds. Thank you!" S.G. (Dec. 2021)
"It was very helpful to learn of so much evidenced based support for providing print with each level of the process. Having done this for years, it was very reinforcing. I also enjoyed learning Keli Richmond's strategies for presenting consonant and vowel digraphs. As I work with various levels of children's ability, her information on Reading and the Brain was very helpful to keep in mind and probe during evaluation and on-going assessment. Her handout was well organized and informative; useful for filing and future reference. Her video illustrations were well timed and helpful along with a few related personal experiences. I enjoyed this course." A.H. (Dec. 2021)
"I loved all of the examples and reference charts!!!" C.M. (Nov. 2021)
"Keli gave great examples of practical activities to use in therapy to improve speech but especially to help children become readers. I have been using simple games to increase sound production opportunities and reading a book to tie in vocabulary and reading with the sounds we are working on. I Loved that she uses later developed sounds in the child's age/developmental range and sees improvement in early sounds that aren't yet acquired. I am using her four-picture picture schedule and it is working beautifully! Examples, right amount of lecture, game and book resources, apps and online resources - actually I liked the whole course!" K.S. (Nov. 2021)
"I am passionate about improving literacy skills for my students. I also want to learn as much about reading development as I can so I can help teachers in my building use appropriate strategies in the classroom." L.T. (Nov. 2021)
"I liked the therapy examples and materials." B.W. (Sept. 2021)
"The systems that are affected when there is a break down as well as the ideas and therapy support to improve literacy were very good." S.C. (July 2021)
"I liked the literacy activity ideas provided and how to incorporate them into sessions." S.L. (June 2021)
"The topic I found most beneficial for my daily practice was implementation of orthographic instruction during traditional therapy. I liked the video examples of how to implement print, the best." S.V. (June 2021)
"I found the ideas for activities in the classroom (i.e. Magic hat, letter of the week, and letter themes) really beneficial as I work in a literacy achievement classroom alongside teachers. I liked understanding how important it is to establish the link between orthographic processing and phonological processing to truly improve literacy skills for our students with speech and language impairments." E.S. (June 2021)
“I liked that this course provided practical examples and resources.” K.K (Mar. 2021)
“I liked the information on how to collaborate with reading specialists. But I found the classroom integration ideas to be the most beneficial.” C.F. (Feb. 2021)
“I liked the instruction on selecting sounds to target and also how to include print in your session to promote awareness and understanding.” M.F. (Jan. 2021)
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 a 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.
Financial — Keli Richmond is an author of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Keli Richmond is an author of the Literacy Speaks!® materials published by Northern Speech Services; receives royalty payments.
Nonfinancial — Keli Richmond has no relevant nonfinancial relationships to disclose.
This program is offered for 0.4 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 currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
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. Please note that courses offered for university students are not applicable for CEUs.
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 courses include closed captioning.
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.
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