This document provides a summary of qualifications and experience for Julia Kennelly, who is pursuing a Master's degree in Speech-Language Pathology. It outlines her clinical experience providing speech therapy to both pediatric and adult clients in various settings, as well as her research experience studying language development and neurodevelopmental disorders. Her education includes a Bachelor's degree in English and a post-baccalaureate certificate in Communication Sciences and Disorders from the University of Wisconsin-Madison.
The GrapeSEED English learning program for children is based on the oral language acquisition and critical listening principles of natural language learning. Research-based, it closes the achievement gap in language, and increases reading fluency, resulting in improved test scores for all populations.
GrapeSEED has been deployed in over 16 countries and is being used on a daily basis in more than 600 schools by more than 40,000 students.
Educators in the United States are using the program for English language learners, early childhood education in preschool and elementary classrooms, and with children who are either struggling in reading or have learning disabilities.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The GrapeSEED English learning program for children is based on the oral language acquisition and critical listening principles of natural language learning. Research-based, it closes the achievement gap in language, and increases reading fluency, resulting in improved test scores for all populations.
GrapeSEED has been deployed in over 16 countries and is being used on a daily basis in more than 600 schools by more than 40,000 students.
Educators in the United States are using the program for English language learners, early childhood education in preschool and elementary classrooms, and with children who are either struggling in reading or have learning disabilities.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docxdurantheseldine
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com
EXCHANGE JULY/AUGUST 2018
create a cohesive story, or idea, in the case of expository text
(Hogan, Adlof, & Alonzo, 2014). Early elementary school
reading curricula focus primarily on teaching word reading.
To prepare children for this curricular focus, preschool
teachers are spending more time on pre-reading skills such
as print awareness, letter recognition, and letter-sound
correspondences, thereby leaving less time for activities that
increase language skills foundational for comprehension.
As a result, some children are becoming good word readers
who cannot comprehend the texts they read (Catts, Hogan, &
Adlof, 2005).
Noting this trend, the U.S. Department of Education funded
the Reading for Understanding initiative in 2010. This was the
largest federal research initiative ($120 million) since sending
a man to the moon in the 1960s. RFU provided funding to six
teams, or consortiums, of researchers to determine the devel-
opmental processes underpinning reading comprehension
and to create and test evidence-based interventions to
improve reading comprehension in children preschool
through 12th grade (Douglas & Albro, 2014).
Language development begins in utero and continues to
expand across the lifespan. Early childhood in particular is a
time of extraordinary gains in language that set the stage for
academic achievement. In a recent study, my colleagues and I
found that language skills measured at as early as 15 months
predicted reading comprehension in fifth grade (Petscher,
Justice, & Hogan, 2017). One pillar of most, if not all, preschool
curricula is shared book reading, in which children listen to
a text read aloud. In this article, I describe work by a feder-
ally funded consortium that provides an evidence-base on
how best to leverage shared book reading to stimulate early
comprehension, which in turn builds a strong foundation for
future academic achievement.
What Does the Research Say?
Reading comprehension is comprised of both word reading—
turning printed text into spoken words either read aloud
or kept in one’s head—and language comprehension—under-
standing these spoken words as connected language that
Tiffany P. Hogan, Ph.D., CCC-SLP, is director of the
speech and language (SAiL) literacy lab, and
professor in the department of communication
sciences and disorders at MGH Institute of
Health Professions in Boston, Massachusetts.
Hogan studies the genetic, neurologic, and
behavioral links between oral and written
language development, with a focus on improving assessment
and intervention for young children with speech, language
and/or literacy impairments. Her research is funded by the
National Institutes of Health’s National Institute on Deafness
and Other Communication Disorders and the Department of
Education’s Institute of Education Sciences. Hogan teaches
graduate courses in literacy assessment and intervent.
1. JULIA KENNELLY
838 High Street, Apt 1. Madison, WI. 53715
Cell: 773.575.8286 / Email: jkennelly@wisc.edu
SUMMARY OF QUALIFICATIONS
Meaningful clinical experience working with adults and children in a variety of settings
Highly effective communicator and team member
Dedicated to learning and growing
EDUCATION
UNIVERSITY OF WISCONSIN- MADISON, Madison, WI
Master of Science in Speech-Language Pathology May 2017
Current GPA: 4.0/4.0
Post Baccalaureate Capstone Certificate - Communication Sciences & Disorders May 2015
GPA: 3.9/4.0
ST. LOUIS UNIVERSITY- St. Louis, MO
Honors Bachelor of Arts in English, Creative Writing Certificate May 2009
GPA: 3.8/4.0
CLINICAL EXPERIENCE
SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENT CLINICIAN
Oak Park Place (Skilled Nursing Facility), Madison, WI. September 2016 – December 2016
Provided cognitive, expressive/receptive language, and swallowing therapy to residents with a vast array of
medical conditions and skill levels
Evaluated residents’ cognition, language, and swallowing using both formal, standardized measures (e.g. CLQT,
MOCA) as well as through informal interviews
Set therapy goals, planned and carried out individual sessions, completed documentation (treatment notes, plans
of care, discharge summaries), and provided education to patients and family members
University of Wisconsin Voice and Swallow Clinic, Madison WI. June 2016 – August 2016
Provided acute inpatient, as well as outpatient care
Completed oral mechanism examinations and reported findings in diagnostic notes
Conducted and interpreted Videoflouroscopic swallow studies, to diagnose and describe dysphagia
Completed clinical bedside swallow evaluations to diagnose and describe dysphagia, and to monitor patients’ diet
tolerance.
Observed and interpreted fiberoptic endoscopic evaluations of swallowing,
Assisted with tracheoesophageal prosthesis fitting, cleaning and replacement
Provided tracheoesophageal speech and electrolarynx speech therapy
Observed, made recommendations for, and provided swallow therapy to inpatients and outpatients
Conducted chart reviews to obtain patients’ medical history
Wrote diagnostic and treatment notes following swallowing evaluations and therapy sessions
Trained to proficiently use Epic Systems EMR for all patient related documentation
University of Wisconsin Speech and Hearing Clinic & Head Start, Madison, WI January 2016 – May 2016
Provided expressive language therapy and augmentative/alternative communication device training (TouchChat
for iPad) to an elderly client with aphasia, and provided communication partner training for his wife.
Led “News and Conversation Club,” a weekly group-therapy session for persons with aphasia
Administered elective feminization of voice therapy to a young adult male-to-female transgender client
Taught classroom-based learning focusing on language and literacy skills to 10 children ages 3-7 from culturally
and linguistically diverse backgrounds at South Madison Head Start
2. CLINICAL EXPERIENCE CONTINUED JULIA KENNELLY, PAGE 2
University of Wisconsin Speech and Hearing Clinic, Madison, WI August 2015 – December 2015
Provided articulation and expressive/receptive language therapy to a young child
Worked with a teenager with Cerebral Palsy on enhancing expressive language self-advocacy
Administered a battery of speech and language assessments to school-aged clients who showed signs of Central
Auditory Processing Disorder (CAPD) alongside a team of audiologists and speech pathologists
La Follette High School, Madison WI January 2017 – May 2017
Caseload included high school students (grades 9-12) with a wide range of disabilities, including Down Syndrome,
Autism, ADHD, learning disabilities, and significant developmental delay
Provided therapy to students using one-on-one individualized therapy, small group, and push-in therapy in the
classroom setting in the areas of augmentative and alternative communication, articulation, expressive and
receptive language, pragmatics, and general academic skills
Cooperated in creating and implementing Individualized Education Plan (IEP) plans for students; collaborated with
guardians, regular education teachers, and other special education staff to form, update, and revise plans as
needed
Gained experience with evaluations, progress monitoring, annual plans, and discharges
RESEARCH
RESEARCH ASSISTANT: RESEARCH IN NEURODEVELOPMENTAL DISABILITIES (RIDDL) May 2016 – Present
UW Madison, Waisman Center, Dr. Audra Sterling, P.I.
Assisted in the development of a pilot study to examine parent-child relationships and language development in
young children with Down Syndrome
Duties included assessment administration, data collection, and data analysis
RESEARCH ASSISTANT: LEARNING TO TALK LAB January 2015 – September 2016
UW Madison, Waisman Center, Dr. Jan Edwards, P.I.
Administered speech, language, and cognition based assessments to young child participants as part of a
longitudinal study focusing on how children learn to talk
Transcribed and scored data from the Goldman Fristoe Test of Articulation to be used as study data
TEACHER RESEARCHER PARTNERSHIP –Laboratory Research & Curriculum Design June 2012 – August 2012
Washington University, St. Louis MO., Dr. Susan Dutcher, P.I.
Researched the ABCA3 gene in Chlamydomonas DNA and its effect on flagella assembly
Designed middle-school level science curriculum which aligned to the lab’s research
WORK EXPERIENCE
TEACHER: MIDDLE SCHOOL SCIENCE & HISTORY / TEACH FOR AMERICA CORP MEMBER August 2009 – May 201
Compton Drew Investigative Learning Center Middle School, St. Louis, MO
Taught at 6th
, 7th
and 8th
grade science and history
Started an after school running club and coached Cross Country and Track & Field teams
Department of Elementary and Secondary Education Missouri- Initial Professional Certification
ENGLISH LANGUAGE IMMERSION TEACHER October 2013 – December 2013
Sao Paulo, Brazil
Taught English as a second language to adults; gave private lessons in students' homes for a company called Nativ
Ingles, and taught in a classroom setting at The London School
AWARDS AND RECOGNITION
“Go Big Red” Scholarship, UW-Madison Communication Sciences & Disorders Department May 2016
“Sue Lehmann Excellence in Teaching Award” nominee May 2011