Understanding the Complexity of Vocabulary

Mark Strait

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ASHA CEUs: This course is offered for 0.3 ASHA CEUs, Intermediate level.

Speech pathologists in the public-school setting have a challenging task when evaluating a
student to determine if the student has a language impairment. Students arrive with varying experiences that shape their language, particularly in the area of vocabulary. This course
carefully examined those components of evaluation and treatment in the area of vocabulary.

Instructor Information

Marva Mount M.A. CCC-SLP: Marva has been a practicing speech-language pathologist for over 3 decades, with much of her practice being with children from birth to 24 years of age.  She does presentations across the US on a variety of topics related to speech pathology.  A chapter author in the Professional Issues in Speech-Language Pathology and Audiology, Fifth Edition, A passionate supporter of professional issues that impact our field, Marva has devoted many years to school-based therapy.  She received the Texas Speech-Language-Hearing Association Hall of Fame Award in 2018 in recognition of exemplary commitment and contribution in serving those with communication disorders.  Marva was also recently selected for the Distinguished Fellow in Speech-Language Pathology Academy of the National Academies of Practice and will be inducted in March 2022.

Financial Disclosure: Marva is a paid consultant for The Stepping Stones Group. Marva has no other financial relationships to disclose.
Non-Financial Disclosure: No relevant non-financial relationship exists

Learner Objectives

As a result of this seminar, participants will be able to:

  1. Describe characteristics of typically developing vocabulary development versus atypical vocabulary development as it relates to academic performance.
  2. Explain how to support assessment results, when a language impairment in the area of vocabulary is suspected, by incorporating curriculum information and informal assessment results in full and individual evaluation reports.
  3. List at least two evidence-based tools/activities for teaching and supporting vocabulary development as it relates to educational performance.


  • 15 minutes: Introductions/Agenda/Learning Outcomes
  • 15 minutes: Introductions/Agenda/Learning Outcomes
  • 45 minutes: Vocabulary Acquisition: Typical versus Atypical
  • 60 minutes: What Information Do We Address in Reports to Adequately Support/Explain Our Diagnostic Findings?
  • 50 minutes: What’s in Your Tool Box for Teaching Academically Relevant Vocabulary?
  • 10 minutes: Questions and Answers?