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 create 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 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.
PowerPoint presentation with author narration, video examples, music examples, and downloadable handout.
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.
For more information on Keli Richmond visit www.LiteracySpeaks.com.
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 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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"The whole topic was valuable and involves an approach I have been using based on experience in the field. It was clearly presented so information can easily be shared in collaboration with teachers (regular and sped) to target goals in a team atmosphere." – M.J. (Nov. 2019)
"Very explicit description and then demonstration of techniques. Most courses leave us wondering how to get it done, but not this course." – A.P. (Nov. 2019)
"This course was excellent!! Lots of useful information that was easy to understand. The frequent examples were also helpful. I appreciate the many resources suggested." – A.K. (Nov. 2019)
"The presenter was excellent! I loved the videos and resources that she shared. The entire subject matter was beneficial but especially how to incorporate print into articulation therapy." – M.J. (Oct. 2019)
"The discussion on using the orthographic model in isolation and word levels to build phonemic awareness was most helpful. I loved the videos. Our education co-op has purchased Literacy Speaks for the SLPs, and I am excited to have found this video and can't wait to start using it!!!" – L.W. (Sept. 2019)
"This was the BEST course I have ever taken. She provided research as well as excellent examples throughout. The orthographic instruction progression with the cycles based approach was excellent. It was outstanding!" – T.H. (Aug. 2019)
"I really enjoyed learning how print can improve phonological awareness. Originally, I was under the impression you needed to target the sound first, THEN introduce print." – M.B. (July 2019)
"It was engaging, informative, and something that I think every speech path needs to be incorporating into their therapy." – M.P. (July 2019)
"Explaining and demonstrating how typical language activities can be enhanced to include orthographic practice was very meaningful to me. I love the explicit directions of example sessions and the list of books." – S.O. (June 2019)
"I liked the videos and the examples. I use print all the time in therapy, but this gave me a few things to do differently and to add to what I already do!" – A.O. (Apr. 2019)
"I enjoyed the video demonstrations, therapy ideas, and resources to use. I thought it was the best CEU course I have viewed." – B.G. (Apr. 2019)
"All information was relevant and beneficial. It significantly increased my knowledge about how to use orthographic instruction during speech and language intervention. It was a missing piece for me as an SLP." – C.C. (Feb. 2019)
"The theory, neuro basis, activities, and resources were all great!! Helped to pull it all together and make it seem very 'doable' and important!!" – K.S. (Jan. 2019)
"I liked the information presented and enjoyed the literacy aspect utilized in orthographic instruction and with examples provided as it relates to literacy. I liked that the course was very easy to follow and had very useful information." – I.S. (Dec. 2018)
"The hands-on examples using this method, rationale, and the description of how to put Orthographic Instruction into practice were all very helpful. The extensive list of resources were very helpful." – J.B. (Dec. 2018)
"Going over the four types of processors for successful reading and the impact on overall speech, language and literacy development were most beneficial. The handouts were extremely detailed and will help me to pass this information on to our PK team." – A.A. (Nov. 2018)
"I liked the course. Very good ideas for activities & resources recommendations." – Y.I. (Oct. 2018)
"The video examples with therapy ideas and the discussion around the involvement and importance of the orthographic processor. I liked the speaker and the use of research to support therapy." – E.E.O.K. (Sept. 2018)
"The entire course was fantastic and provided many practical applications for promoting literacy learning while improving speech and language skills. I will really be able to use this information in my practice." – S.J. (Sept. 2018)
"I did not realize that learning to read and write involved so many parts of the brain (i.e., the 4 processors), or that rhyming is a skill that children naturally learn. And I plan on incorporating as much print into my therapy sessions as possible, especially when addressing speech sound production." – A.H. (Aug. 2018)
"All of the information was outstanding!!! I think every Speech/Language Pathologist should take this course!!!! It was by far one of THE BEST courses I have ever taken, and I am 65 years old!!!!" – W.S. (Aug. 2018)
"It was perfect! I appreciate all the hands-on activity ideas that were presented by someone who is obviously very familiar with the school age population. I will definitely be adding written words to all therapy activities." – M.L. (July 2018)
"I loved how it really broke down orthographic instruction step by step and gave endless examples for us as SLPs to incorporate in our daily practice. It thought it was perfect and well researched." – H.T. (June 2018)
"There were a lot of resources provided in this course. I particularly liked how language students can also benefit from the orthographic approach." – J.K. (May 2018)
"There were many videos that explained how therapy with the different processors worked. The use of orthographic processor before the phonological processor in therapy is a key tool that I will now use in therapy." – J.M. (May 2018)
"This course was very beneficial for my day to day practice, and it was so convenient to take. I especially appreciated learning the need to introduce print with letter sounds earlier rather than later in therapy." – C.K. (Apr. 2018)
"I already use literacy within my speech and language therapy approach, but it was beneficial to see a more specific approach. The videos were very helpful in understanding how to employ more orthographic work into therapy." – K.T. (Apr. 2018)
"I liked that the course focused on practical application. I will be able to start using this information tomorrow! Great course!" – A.T. (Mar. 2018)
"Keli Richmond was an excellent speaker with organized practical information for practicing speech pathologists. Articulation, language, literacy connection is most important for the children!" – J.T. (Feb. 2018)
"I thought it was great. The discussion on the relationship of print to articulation and language/literacy development was excellent. We are so dependent upon using pictures in therapy so it was interesting to think about how using JUST the words can be so beneficial." – A.A. (Feb. 2018)
"I loved the connection between the 4 processors and how each can be addressed during speech therapy sessions without adding to our current work load. I liked the real-life examples and applications." – C.B. (Dec. 2017)
"I work in a middle school setting, so the references to how the activities could be used at the middle school level were helpful." – K.D. (Nov. 2017)
"The videos were extremely helpful to see this put into practice. I enjoyed the discussion on focusing on one sound at a time and making sure we teach that letter with it and how it really helps a student improve." – B.V.Z. (Oct. 2017)
"The entire concept was new to me and helped me gain a better understanding of the issues. I liked the new approach to a common issue. Practical and meaningful ways to address issues." – R.D. (Sept. 2017)
"I work with preschoolers and had not been consistently using nor comprehended the impact of using print as much as possible with my little ones. I loved the examples and felt motivated to implement strategies in my therapy sessions." – K.W.C. (Aug. 2017)
"I appreciated how she explained her modification of the Cycles-Based Approach." – J.S. (July 2017)
"I enjoyed the listing of the specific steps to increase phonological awareness and why traditional therapy does not work." – C.W. (May 2017)
"The handout was very helpful. The information presented is very in-depth and helpful. It was a great course." – J.V. (Apr. 2017)
"This is one of the best courses I have ever taken or attended since becoming an SLP. Thank you!" – T.C. (Mar. 2017)
"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 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)