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Phoenix, AZ,  July 9-12, 2015

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ASHA Schools Conference, July 12-14, 2015; Phoenix, AZ



Session Format: Poster      Time: Friday, July 10, 11;15-12:15pm


 Title of Proposal

 SLP Early Grade Literacy Intervention Based on Short Vowel Proficiency Assessment



Carol A. Sullivan, M.S., CCC-SLP; Roy F. Sullivan, Ph.D., CCC-A

P-O-S-E, Inc.; Garden City, NY


Instructional Level: Intermediate


Abstract of Proposal


Development of grade-appropriate reading skills is adversely affected by errors in decoding short vowels. CCSS requires short/long vowel knowledge in reading and spelling monosyllabic words by 2nd grade. Using a criterion-referenced test protocol (, Mineola, NY UFSD has successfully integrated the SLP into early grade literacy intervention based on phonological implications of short vowel proficiency in reading and spelling. Team responsibility for multidisciplinary, evidence-based intervention was led by the SLP


Baseline and RTI findings for a full year are presented graphically for 196 grade 3 student data pairs in ten individual classes. Multiple correlations were calculated for the Phonological-Orthographic-Substitution-Evaluation, Benchmarks and NYS ELA scores. The commonality of phonology to reading and spelling defines a unique interventional opportunity for the SLP.

P-O-S-E(c) Research Poster American Speech-Language-Hearing Association (ASHA) Schools Conference 2015; Phoenix, AZ


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