Language and Literacy Continuing Education Courses ONLINE JOURNAL SERIES ONLINE JOURNAL SERIES Working Memory in School-Age Children Executive Function Skills in Preschool and School-Age Children ONLINE JOURNAL SERIES Reading Comprehension Is Not a Single Ability 0.95 ASHA CEUs (2018-9/25/2021) 0.35 ASHA CEUs (2018-8/7/2021) 0.3 ASHA CEUs (2017-10/11/2019) CE Course-Online journal CE Course-Online journal WORKING MEMORY IN SCHOOLAGE CHILDREN EXECUTIVE FUNCTION SKILLS IN PRESCHOOL AND SCHOOL-AGE CHILDREN READING COMPREHENSION IS NOT A SINGLE ABILITY CE Course-Online journal Articles from Language, Speech, and Hearing Services in Schools After completing this program, you will be able to: * discuss different models and theories of working memory * explain the relationship between working memory and language * discuss how working memory may affect auditory processing * describe issues related to assessing working memory * explain ways to integrate interventions that target working memory into treatment for language deficits Item WEB3400 $93 ASHA member $120 nonmember Articles from ASHA SIG 1 and SIG 16 Perspectives Client age: 3-12 After completing this program, you will be able to: * explain how executive functioning skills develop and mature during childhood * describe at least three ways to evaluate executive functioning in preschool and school-age children * discuss the four common principles of executive function interventions for school-age children * discuss the clinical utility of two specific intervention strategies designed to address executive functioning - the Get Ready*Do*Done Model and a situational awareness observation tool * explain the relationship between social-pragmatic skills and executive functioning Item WEB3370 $45 ASHA member $59 nonmember 34 www.asha.org/shop 888-498-6699 Articles from Language, Speech, and Hearing Services in Schools After completing this program, you will be able to: * explain the view that reading comprehension is not a single ability but rather a multidimensional concept * discuss the implications of the view that reading comprehension is a multidimensional concept * describe how SLPs can use this view of reading comprehension when working with students with language impairment * identify instructional strategies that address the multidimensional view of reading comprehension and describe the evidence that supports their use Item WEB3150 $40 ASHA member $52 nonmemberhttps://www.asha.org/eweb/olsdynamicpage.aspx?title=working+memory+in+school-age+children&webcode=olsdetails https://www.asha.org/eweb/olsdynamicpage.aspx?title=executive+function+skills+in+preschool+and+school-age+children&webcode=olsdetails https://www.asha.org/eweb/olsdynamicpage.aspx?title=reading+comprehension+is+not+a+single+ability&webcode=olsdetails http://www.asha.org/shop