Upon successful completion of this workshop, participants should be able to:

• Use theoretical frameworks about literacy (reading, writing, spelling) to map the role and scope of practice for speech pathologists working in child and adolescent literacy.
• Explain the key elements of cognitive models of reading and writing as a theoretical basis for clinical assessment and intervention.
• Describe the bilateral relationships between oral language and literacy and explain the clinical implications for assessment and intervention.

Registrants must be speech pathologists.

Speech pathology students who have undertaken relevant lectures/coursework/clinical placements are welcome to attend.

Professor Tanya Serry

Professor Tanya Serry works in the School of Education at La Trobe University after having previously worked in the Discipline of Speech Pathology for 18 years. Her research and teaching are focused on language and literacy and learning difficulties among students from the early years through to tertiary students as well as students experiencing social disadvantage. She is particularly interested in systemic change that allows for greater collaboration between educators, parents, speech pathologists and psychologists.

Together with Professor Pamela Snow, she co-founded the Science of Language and Reading (SOLAR) Lab. The Solar Lab is a platform for Tanya and Pam’s research, teaching, advocacy and community engagement. At present, Tanya is leading large scale funded research projects exploring the impact of in-school coaching for early years teachers and the processes that lead to successful embedding of structured literacy instruction in schools. She has consulted widely to various state and catholic educational authorities about reading instruction, reading intervention and inter-professional practice.

Pricing details: 

• Members: $49
• Non-Members: $74