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presented by Kimberly Murza, PhD, CCC-SLP
Financial: Kim Murza receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Kim Murza has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Inference generation in reading and social contexts is critical for college and career success. However, many of the students speech-language pathologists serve have difficulty with the high-level skill of inference generation in reading. Students with pragmatic language deficits often struggle with generating inferences about the underlying meaning of a conversational exchange. Similar cognitive processes are used to generate inferences socially and in text which is why many students on our caseload struggle with both. These courses will provide speech-language pathologists with foundational knowledge about inference generation they need along with the evidence-based tools for targeting inference generation to best support the students they serve.
Kimberly Murza, PhD, CCC-SLP
Kim Murza, Ph.D., CCC-SLP, received her doctorate in Education: Communication Sciences and Disorders from the University of Central Florida, where she specialized in language and literacy with a focus on autism spectrum disorder. She is currently an assistant professor in the department of Audiology and Speech-Language Sciences at the University of Northern Colorado teaching undergraduate…
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1. Inference Generation and Students with Language-Literacy Deficits: Why is this a Topic Worthy of Our Attention?
This section of the course is designed to describe the rationale for SLPs to consider targeting inference generation explicitly for their students with language impairments and specific difficulties with reading comprehension. The presenter will provide several arguments for SLPs’ consideration including current demands of the CCSS, workplace demands, and theoretical support for an inference focus.
2. Defining Inference Generation in Reading
This section of the course examines the cognitive process of inference generation specific to reading. The presenter will introduce a graphic organizer depicting inference generation and Magliano and Graesser’s categories of inference generation.
3. Evidence-based Practices for Addressing Inference Generation in Reading
In this chapter, the presenter will describe the ACT & Check strategy and the research supporting its use. Participants will have the opportunity to practice using the strategy with a sample passage. In addition, a summary of other evidence-based practices will be discussed.
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