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Reading Comprehension Intervention: Differentiating Knowledge, Skill and Strategies

presented by Kimberly Murza

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Disclosure Statement:



Financial: Kim Murza receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Kim Murza has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
As speech-language pathologists well-know, language forms the foundation for reading comprehension. For students on our caseload with reading comprehension deficits there may be myriad factors contributing to their difficulties comprehending text. In this course, participants will learn how to begin to differentiate among the knowledge, skills, and strategies necessary to comprehend text. Specifically, clinicians will learn how to use a dynamic assessment approach to determine students’ areas of strengths and challenges with text comprehension while also considering the level of support they require to be successful. The course concludes with a discussion of the factors to consider when designing treatment plans to address deficits in the areas of reading comprehension knowledge, skills, and strategies.

Meet Your Instructor

Kimberly Murza, PhD, CCC-SLP

Kim Murza, Ph.D., CCC-SLP, received her doctorate in Education: Communication Sciences and Disorders from the University of Central Florida, where she specialized in language and literacy with a focus on autism spectrum disorder. She is currently an assistant professor in the department of Audiology and Speech-Language Sciences at the University of Northern Colorado teaching undergraduate…

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Chapters & Learning Objectives

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1. Reading Comprehension Assessment Considerations

This section of the course is designed to introduce foundational information on the process of reading and specifically what it takes to comprehend text. Participants will compare the simple view of reading with the multicomponent approach. They will also consider the factors that impact text complexity as well as unintended reading comprehension test requirements.

2. Determining the Deep Why

This section of the course challenges participants to consider the “deep why” to determine the reasons a student is having trouble comprehending text. The presenter will discuss additional questions the SLP should answer before treatment planning. Participants will also learn how to break down (unpack) educational standards into language and cognitive underpinnings.

3. Knowledge, Skills, and Strategies

In this chapter, the presenter will define knowledge skills and strategies and discuss how these concepts should be considered during dynamic assessment. Participants will also learn about a research-validated approach to teaching students to be strategic.

4. A Case Example: The START Strategy

In this chapter, the presenter will present a case study to walk participants through the process of considering assessment information to determine needs in the areas of knowledge, skills, and strategies. Participants will learn about the START Strategy for thinking aloud and determine the necessary instructional targets if teaching this strategy to students with reading comprehension deficits.

More Courses in this Series

Supporting Students' Inference Generation

Presented by Kimberly Murza, PhD, CCC-SLP

Supporting Students' Inference Generation

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Inference generation in reading and social contexts is critical for college and career success. However, many of the students speech-language pathologists serve have difficulty with the high-level skill of inference generation in reading. Students with pragmatic language deficits often struggle with generating inferences about the underlying meaning of a conversational exchange. Similar cognitive processes are used to generate inferences socially and in text which is why many students on our caseload struggle with both. These courses will provide speech-language pathologists with foundational knowledge about inference generation they need along with the evidence-based tools for targeting inference generation to best support the students they serve.

View full course details

Supporting Students' Inference Generation in Reading

Presented by Kimberly Murza, PhD, CCC-SLP

Supporting Students' Inference Generation in Reading

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Inference generation in reading and social contexts is critical for college and career success. However, many of the students speech-language pathologists serve have difficulty with the high-level skill of inference generation in reading. Students with pragmatic language deficits often struggle with generating inferences about the underlying meaning of a conversational exchange. Similar cognitive processes are used to generate inferences socially and in text which is why many students on our caseload struggle with both. These courses will provide speech-language pathologists with foundational knowledge about inference generation they need along with the evidence-based tools for targeting inference generation to best support the students they serve.

View full course details

Autism Spectrum Disorder and Educational Standards: Why Alignment Matters

Presented by Kimberly Murza, PhD, CCC-SLP

Autism Spectrum Disorder and Educational Standards: Why Alignment Matters

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
With a majority of the country having adopted the Common Core State Standards or standards quite similar in rigor, speech-language pathologists have been asked to align their intervention goals and objectives to grade-level standards. At times this can feel like a daunting task, especially for those children on our caseload who have significant communication and social deficits. The focus of this presentation will be to provide speech-language pathologists with the tools they need to determine the language underpinnings of the standards that require pragmatic language competence. By “beginning with the end in mind” whether this might mean college and career or social engagement and an achievable level of independence, clinicians are able to focus on what matters most. The goal of this course is to help speech-language pathologists sift through educational standards to determine just that.

View full course details

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