Sally Clendon, PhD is an Associate Professor in the Speech and Language Therapy programme in the Institute of Education at Massey University. She also holds an Adjunct Associate Professor position in the Child Well-being and Research Institute at the University of Canterbury. Sally has expertise in supporting communication and literacy learning for children with complex communication and learning needs including those who use augmentative and alternative communication (AAC). Sally is passionate about ensuring that all, truly means all, including children who are neuro-diverse and those who have complex learning support needs.

COSTS: $400 per person - Professionals

$100 per person - Whanau

CATERING: Morning tea and lunch provided.

Literacy Instruction for Children who are Emergent Learners

Emergent literacy is the process that children move through from birth as they weave together knowledge about language and literacy. This includes code-related skills such as phonological awareness and alphabet knowledge; and oral language skills such as vocabulary and oral narrative development. Knowledge in these areas develops in an integrated manner to provide children with a strong foundation that has been shown to be critical to later literacy learning success.

All children are readers and writers including those with complex communication and learning needs. We need to pinpoint where they sit on the continuum of literacy learning, identify their strengths and their areas of need, and then work together to differentiate instruction and optimise their learning outcomes. This workshop will equip attendees with a toolbox of ideas and strategies for maximising communication and literacy learning for children with complex communication and learning needs.

The workshop will cover:

The emergent literacy model
Guiding principles for facilitating emergent literacy learning
The importance of access to a comprehensive augmentative and alternative communication (AAC) system for children with complex communication needs
Specific strategies for creating print-rich environments, facilitating shared storybook reading interactions, providing emergent writing opportunities, and building important skill areas such as print concepts, phonological awareness, and alphabet knowledge
Ideas for older students who are emergent learners