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Speech sound disorders can significantly impact a child's ability to read and spell, yet SLPs often address speech and literacy as separate domains—missing critical opportunities to strengthen both within the same session. This 6-hour course equips SLPs with practical tools to integrate structured literacy into speech sound disorder therapy. Grounded in the Science of Reading, participants will learn to assess literacy risk, target phonological awareness and phoneme-grapheme correspondences alongside speech goals, and plan sessions that address both spoken and written language. The course balances lecture with hands-on activities, video demonstrations of real sessions, and collaborative planning time.

Big words are where a lot of readers fall apart. A student who decodes single-syllable words with confidence hits a wall at "fantastic" or "consideration," and the strategies that worked before stop working. The fix isn't more sounding out — it's teaching students how words are built. This course gives you the structural backbone for reading multisyllabic words: syllable types and syllable division, plus the morphology that supports them. You'll leave able to teach multisyllabic reading with clarity and a plan, whether you're working in a therapy session or a structured literacy lesson.

You know what a structured literacy lesson should include — you can name the components, you understand the research, and you believe in the work. The hard part is what happens when the timer starts: the session is short, the caseload is full, and somewhere between the warm-up and the wrap-up, half of what you planned gets squeezed out. This course is built for the realities you actually work in, whether that's a therapy session or a structured literacy lesson — short blocks of time, mixed groups, and students who bring a speech sound disorder and a reading difference to the same table. Instead of a script, you'll learn to think like a planner, leaving with a repeatable framework, a clear sense of what to keep and what to cut when time runs short, and the confidence that comes from knowing your lessons are intentional rather than improvised.

The word list is the quietest decision you make, and one of the most important. The words you put in front of a student shape what they can practice, what transfers, and whether a lesson moves a goal or just fills the time — yet most of us were never taught how to build one on purpose. This course teaches the framework, not the finished list: instead of handing you words to use on Monday, it makes you the person who can build the right list for any student, any goal, and any setting. Working from the intersection of speech and literacy, you'll leave able to construct word lists that are developmentally sound, sequenced with intention, and matched to the student in front of you.