Get .1 ASHA CEU hereWe were so excited to have the opportunity to speak with Venita Litvack MA, CCC-SLP of Speechie Side Up! In our interview with Venita, she shared her extensive experience and passion for literacy instruction with individuals who use AAC. You can find more information about her podcast and other materials available on her website!Listen and learn more about best practice when it comes to literacy instruction (spoiler alert: sight words in isolation isn’t it). Venita shares her enthusiasm, along with a number of actionable tips and resources for SLPs, educators, and others seeking to improve their skills and efficacy in the area of literacy instruction for AAC users. Along with examples for working individually with clients, you’ll also come away with ideas for group instruction and support.We wrapped this interview feeling educated, invigorated, and inspired to share this new information with others and implement it in our own clinical work. We hope our listeners will feel the same way! You can read more about Venita, her background, and current projects here. Thank you for joining us Venita!This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning Outcomes1. Describe at least 3 evidenced-based strategies for teaching literacy to children who use AAC.2. Describe at least 3 resources that are available to teach literacy to individuals who use AAC.3. Describe at least 3 activities to use in group lessons that incorporate AAC and literacy.ReferencesCunningham, J. W. (2001). The National Reading Panel report. Reading Research Quarterly, 36, 326-335. doi:10.1598/RRQ.36.3.5Erickson, K. A., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore, MD: Paul H. Brookes Publishing.Hall, D.P., & Williams, E. (2001). Predictable Charts: Shared writing for kindergarten and 1st grade. Greensboro, NC: Carson-Dellosa.Hanser, G. (2006). Promoting emergent writing for students with significant disabilities. OT Practice, 11(9), 1-8.Jones, C.D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41, 81-89. doi:10.1007/s10643-012-0534-9Kent-Walsh, J., Binger, C., & Malani, M. D. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT program. Early Childhood Services, 4, 155-170.Mathis, H.J. (2010). The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. (Master's thesis, University of Canterbury, Christchurch, New Zealand). Retrieved from https://ir.canterbury.ac.nz/handle/10092/3878Treiman, R., Levin, I., & Kessler, B. (2007). Learning of letter names follow similar principles across languages: Evidence from Hebrew. Journal of Experimental Psychology, 96, 87-106. doi:10.1016/j.jecp.2006.08.002Online Resources:Tarheel Reader: https://tarheelreader.orgCore Calendar Club: https://speechiesideup.com/core-calendar-club-challenge/Speechie Side Up Podcast: https://speechiesideup.com/Iowa Department of Education: https://www.youtube.com/watch?v=dCjV5sSPJR8Tar heel gameplay: https://tarheelgameplay.org/Epic Books: https://www.getepic.com/Overdrive: https://www.overdrive.comLiteracy through Unity: https://aaclanguagelab.com/Saltillo Calendar Supports: https://saltillo.com/chatcorner/content/67Tell Me Curriculum: https://www.attainmentcompany.com/tell-me-programThe Center for Literacy and Disability Studies: https://www.med.unc.edu/ahs/clds/Disclosures:Financial: Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book seri