Online Learning

Session 1 Thursday 12th June 2025, 1.00pm-4.30pm NZST

Session 2 Thursday 19th June 2025, 1.00pm-4.30pm NZST

Sessions will be live (1pm-4.30pm NZST) and will not be recorded, or available for later viewing.

Intended Participants

(1) Speech-Language Therapists working with school-aged children language and literacy clients (ages 5-10).
(2) The presentation may also be of interest to SLTs working with older children with DLD or reading comprehension challenges as the assessment and intervention principles are applicable and easily adapted.
(3) SLT- classroom teacher - resource teachers of literacy teams may wish to attend together since the assessment and intervention tools and strategies are classroom focused and will support collaboration

Workshop Content and Format

There are profound differences in the vocabulary amongst children with DLD, and children at risk for reading difficulties. These children often enter school with fewer words in their vocabularies, and these differences tend to remain throughout their schooling contributing to academic and vocational inequities. Word learning is lifelong and a critical component of literacy success making vocabulary assessment and instruction important at every grade level. This workshop will provide attendees with evidence-informed tools focussed on (a) choosing vocabulary to teach, (b) classroom-based assessments, and (c) classroom-based intervention approaches. The workshop will be comprised of lecture style content, interactive discussion, and hands-on practice of specific assessment and intervention techniques and tools. While the focus is on classroom-based practices, the techniques and tools can be used in individual or small group clinical contexts.

Learning Objectives

Following this event participants will be able to:

• Understand and explain why oral vocabulary matters to schooling and literacy success.
• Outline the word learning process.
• Be familiar with the barriers to oral vocabulary instruction in classrooms.
• Identify which words to teach.
• Develop skills with assessment tools appropriate for use in classrooms and clinical settings.
• Describe key principles of oral vocabulary intervention.
• Develop skills with intervention approaches appropriate for use in classrooms and clinical settings.

Readings and Resources

A link to a folder will be provided to participants which will include: links to all research cited in the workshop, assessment resources and templates, and intervention resources and templates.

Registration and Online Learning Details

Single registration cost is for each individual, not per site. Each person must register and attendance is required for both sessions. Zoom will be used to deliver the training with “meeting room” details emailed to participants prior to each module. You will need to download Zoom software to your computer. A webcam and inbuilt microphone on your computer is also preferable so you can fully participate.

About Denyse Hayward

Denyse is a Professor (Special Education) in the Faculty of Education at the University of Alberta. She is a co-author of three assessment instruments the Test of Early Language and Literacy (TELL), the Sound Access Parent Outcomes Instrument (SAPOI), and the Edmonton Narrative Norms Instrument (ENNI). She has co-authored an alphabet book for beginning and struggling readers based on literacy research evidence, Alphabet Stage. Denyse teaches SLTs and educators in a Structured Literacy graduate program at the University of Alberta and provides workshops on oral language as a critical component for literacy success at national and international venues. Her focus is on making research accessible and applicable for professionals working in school contexts.

ONLINE: Why Does Oral Vocabulary Matter? Assessment and instruction of oral vocabulary to support school-aged children with DLD and children at risk for reading challenges.

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