Melissa A. Hannah M.A. CCC-SLP, CALT, CDT

I have been practicing as a licensed Speech Language Pathologist (SLP) in educational settings for over 25 years.  I have been very blessed in my career to work with and for people who are equally as dedicated to helping children succeed.  In my professional career I have received extensive training and now I want to share my knowledge with others.  Because of the specialized training I received in the DuBard Association Method® and the Sequential English Education, both of which are IMSLEC accredited MSLE programs, I received national certifications as a Certified Academic Language Therapist (CALT) through the Academic Language Therapy Association (ALTA) and a Certified Dyslexia Therapist (CDT) through the International Dyslexia Association (IDA) .  I have also been trained in the Wilson Reading System and the following Lindamood Bell programs: LiPS, Seeing Stars, and Visualize and Verbalize.  

As much as I love working with children, my passion over the past few years has started to shift.  At this time I am more committed to providing quality comprehensive evaluations for children suspected of having a language based learning disability like Dyslexia and Dysgraphia.  There are many educators more than willing to help children but are not equipped to do so because they don't know what they are up against.  A comprehensive evaluation provides valuable information to parents and teachers so they can provide the right kind of supports and intervention needed to promote success in a child.  

After evaluating many children, it became clear how little parents and professionals knew or understood the relationship between a child's speech and language skills and his or her success later in school.  It became evident that my approach to diagnosis and treatment, especially for school age children, was unique.  I have worked with many children and witnessed children who are defeated regain confidence and learn that they are not defective, instead they simply learn differently.  Once a child understand his/her strengths and weaknesses, he/she in turn becomes motivated independent learners.  Opening countless opportunities in life.  

The parents and teachers of these children have asked me to meet with teachers and conduct trainings.  So, in an effort to help more children I began holding monthly parent and professional trainings.  Through this experience I realized how much misinformation there is out there especially regarding language based learning disabilities like Dyslexia.  Through the parent trainings I have met many parents desperate to help their children however the resources are limited in their area.  I have also met many dedicated professionals who are hungry for good quality information.

These experiences have led me to the next phase of my career which is dedicated to evaluation, treatment, and training.  God has blessed each child with gifts and it is a privilege to be a small part of unlocking that potential.  I hope that others will be able to take the information I share and help others. 

Dyslexia Interview aired 7/21/15 for El Dorado Screening July 2015

Interview conducted by Caleb with the Noalmark Broadcasting Corp., The interview was aired on KELD-FM 106.5.  Thank you to everyone who made this interview possible and assisted us in educating more people about Dyslexia.

Professional Vitae

SPECIALIZED TRAINING

WILSON READING SYSTEM INTRODUCTORY WORKSHOP  (February 2017)
  • This three day (15-hour) workshop provides an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits.

 MULTISENSORY MATH (Basic 2014)
  • Based on the Orton-Gillingham philosophy of teaching, Multisensory Mathematics I applies research-based Concrete-Representation-Abstract (CRA) approach to teaching mathematics as advocated by the National Math Panel and the NCTM.  This approach is especially effective with students who learn differently.  The approach is effective for initial instruction as well as remedial work at all levels and is compatible with all curricula and programs.

SEQUENTIAL ENGLISH EDUCATION (Basic 2013)
  • The Sequential English Education is a Multisensory Structured Language Education nationally known program and is recognized by the International Dyslexia Association.  It is a phonetic, multi-sensory teaching strategy designed specifically for students with Dyslexia and related learning differences. 

THE DUBARD ASSOCIATION METHOD® (Basic 2009, Advanced 2011)
  • The DuBard Association Method® is a nationally known program and is recognized by the International Dyslexia Association.  It is a phonetic, multi-sensory teaching strategy designed specifically for students with language learning differences, speech and language impairments, and Apraxia of Speech. 

VISUALIZING AND VERBALIZING® for Language Comprehension and Thinking (V/V®) (July 2008)
  • This program teaches students to image concepts and apply that imagery to higher order thinking. The focus is to develop the imagery-language connection (Concept Imagery) that is necessary for language comprehension. 

TRAINING IN THE STRUCTURED TEACHING MODEL: As Developed by Division TEACCH (June 2008)
  • TEACCH is an evidence-based service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders.

SEEING STARS®: Symbol Imagery for Phonemic Awareness, Reading & Spelling (SI™)  (June 2008)
  • Uses techniques to stimulate the ability to create mental representations (symbol imagery) for sounds and letters within words. The SI™ techniques develop symbol imagery for consonants and vowels and extend through single and multisyllable words as a means of processing both sounds and letters within words. 

LINDAMOOD PHONEME SEQUENCING® for Phonemic Awareness, Reading & Spelling (LiPS®)   (March 2007)
  • This program is designed to teach students to process sounds in words and apply that phonological processing to reading, spelling, and speech.  Individuals become aware of the mouth actions, which produce speech sound.

DIAL INSTITUTE: Differentiating Instruction, Accommodating All Learners  (October 2007-February 2008)
  • A 3 part training spanning 6 days for elementary School Based Intervention Teams (SBIT).  The focus of the training is removing academic and behavioral barriers to high achievement through effective educational practices, differentiated instruction, and accommodation and behavior planning for all students.

ASSESSMENT FOR AN EDUCATIONAL DIAGNOSIS OF AUTISM  (May 2008)
  • Two day training provided by the Arkansas Department of Special Education.  This training was designed to train Speech Language Pathologists and School Psychology Specialists in assessment techniques and protocols for an educational diagnosis of Autism.

AMERICA’S CHOICE: K-2 Design and Curriculum Model Program (August 2006- May 2008)
  • The America’s Choice School Design is one of the nation’s largest comprehensive, K-12 school-improvement programs.  Through this program a variety of trainings are provided in order for local educators to establish leadership teams and model classrooms.  Intensive trainings for curriculum design and development, research based instructional strategies, and analyzing school-wide assessment data to measure progress and design interventions.

SCERTS® Model: Comprehensive Educational Approach for Children with ASD (March 2006)
  • SCERTS® is an educational approach and multidisciplinary framework and guide to directly address these core challenges faced by children with ASD and related disabilities, and their families.

EARLY LITERACY LEARNNG IN ARKANSAS (2006 - 2008)
  • The ELLA program is an intense two-year training on a framework for a core comprehensive literacy program.  It is a 13 day training over a two year period.  The following literacy components were addressed: Oral Language, Phonemic Awareness, Alphabetic Principle, and Comprehension (days 1-4), Writing Development, Vocabulary, Phonics/Spelling, Comprehension (days 5-6), Phonics, Decoding, Spelling (days 7-8), Assessment, Intervention and Small Group Instruction (days 9-11), Fluency & Vocabulary (day 12), and Comprehension (day 13).

 

STATE-WIDE and REGIONAL CONFERENCES
I have presented at several conferences on the following topics.

​GFESC Teaching and Learning Conference                                                                               October 2016
Title: Catch Them Before They Fail: Who is at risk?
  • Since Dyslexia is a neurologically based language based learning disability there are many early indicators.  This training focuses on using school based assessments like the DIBELS, DRA, and STAR reading assessment to identify those children who are at risk so intervention can be provided early.

University of Arkansas LeadAR Class 17 Education Seminar                                                June 2016
Title: Dyslexia: Who is at risk?
  • This training was designed specifically for community leaders across Arkansas.  The goal was to educate and inform regarding Dyslexia and the specific needs of these children.

2016 Arkansas Department of Education (ADE) Dyslexia Conference                                                                                                      March 2016
Title: Catch Them Before They Fail: Early Indicators of Dyslexia for Children in Preschool, Kindergarten and First Grade
  • Dyslexia is a neurological based language learning disability and there are many early indicators beginning in preschool. This training will provide participants with information regarding specific checklists, screening instruments, and standardized diagnostic assessments sensitive to this population of children.  Participants will understand the critical relationship between emergent literacy skills, the literacy skills developed prior to entering school, and the impact these skills have on later reading success.  Participants will learn how to enhance the general education curriculum in order to support these students and promote success.

​2015 AR-CEC Annual Conference                                                                                                 October 2015
Title: Dyslexia: Facts & Fiction
  • This training identifies several common myths associated with Dyslexia and provides scientific research to educate both educators, administrators, and parents on what Dyslexia is and is not.  This is a general overview of Dyslexia filled with a variety of research and overview of teaching methods best suited for children with Dyslexia.

2014 ARKsha Annual Conventions                                                                                                October 2014
The Speech Language Pathologist's Role in Reading
  • SLPs an integral role in the diagnosis and treatment of children with Dyslexia.
The Stages of Reading Development: Understand, Assess, and Treat
  • Jeanne S. Chall, Ph.D. outlined 5 stages of reading development. There is a critical relationship between typical speech and language acquisition and Chall’s 5 stages of reading development. This course will focus not only on learning the 5 stages of reading development but also identifying how these stages in conjunction with speech and language acquisition influence early and later reading skills. You will also learn how to use this information when designing a treatment plan. Specific interventions will be outlined for early and later reading development.


18TH Annual DuBard Symposium: Dyslexia & Related Disorders                                September 2014
 Teaching National Core Standards Using the DuBard Association Method® Structure
  • The DuBard Association Method®  (DAM) can be utilized to support and teach national common core standards.  Using this multi-sensory approach, materials can be customized for each grade level and each individual student’s needs in order to remediate deficits in language, phonological awareness and phonemic awareness.  By using the DAM principals when making materials you can promote success in reading fluency, reading comprehension, and written expression.

2013 ARKsha Annual Conventions                                                                                                October 2013
Therapeutically Enhanced Education: Multidisciplinary Treatment in the Classroom
  • SLPs and OTs play an integral role in the education of all students, especially those with specific learning disabilities (SLD), speech/language impairments (SLI), and sensory processing disorders (SPD).  By modifying the treatment approaches, therapists can promote academic success through innovative multisensory treatment approaches using core curriculum standards.
The SLP’s Role in the Diagnosis and Treatment of Dyslexia
  • Since Dyslexia is a language based learning disability, Speech Language Pathologists play a critical rol in early identification and treatment for this population.

2012 ARKsha Annual Convention                                                                                     October 2012
Language Needs of Students Diagnosed with a Specific Learning Disability
  • There are a variety of definitions for a specific learning disability with significant overlap between the definition of a speech and language impairment.  A more accurate label for this population of children is a language based learning disability.  There is a direct relationship between speech and language development and later academic achievement.



Additional Professional Development Trainings
I presented on the following topics:                                                                           

Strengthening the Core Reading Instruction & Developing Diagnostic Intervention Plans for the Struggling Student
  • There are strengths and weaknesses in all core reading programs simply because it is difficult for one program to meet the needs of all children.  This training focuses on using standardized reading assessments in order to identify children in need of additional support as well as designing interventions for identified children.  

Dyslexia: Fact and Fiction
  • This training identifies several common myths about Dyslexia and provides accurate research supported information.

Evaluation Options for the Struggling Student
  • There are many possible reasons as to why a child struggles in school.  It is extremely important to know the different types of evaluations available and how to determine which evaluations will provide the most useful information for parents and teachers.

Specific Learning Disabilities (SLD): What Parents and Professionals Need to Know
  • Every child learns differently and it can be difficult to determine if a child is struggling because he or she needs more time, extra help, or if the child has a Specific Learning Disability.  Regardless, these children will require specific teaching techniques in order to promote success.

Diagnosis and Treatment for the Student with Dyslexia
  • The role of a speech pathologist in diagnosis and treatment is critical.  Many of the myths of Dyslexia have prevented SLPs from taking a more active role in diagnosis and treatment.  Dyslexia is more than simply a reading disability. The individual language skills of the child have a direct influence on choosing treatment approaches and the prognosis of that treatment.

Multisensory Structured Language Education (MSLE) for the Struggling Student
  • It can be very difficult and frustrating for children, classroom teachers and parents to pinpoint why a child is struggling but even more frustrating trying to promote success.  This training focuses on identifying the factors that place children “at-risk” and the various treatment options available.  There are a multitude of IMSLEC certified approaches but some are more suited to meet the educational needs and learning profiles of children than others.

Reading is More Than Decoding
  • Children learn to read long before they are ever expected to read a book.  These skills are the foundation for learning how to decode sounds and words phonetically.  Often the only focus of instruction is decoding, but if comprehension skills are not simultaneously developed, a child is not really reading. 

Language Needs of Children with a Specific Learning Disability
  • Language development is not limited to early years of life.  It continues into adulthood.  It is the foundation from which academic success is built.  Over time the academic deficits accumulate and by 3rd grade the child will be labeled with some kind of learning disability.  

Autism Spectrum Disorders: Characteristics, Treatment Designs, and Strategies
  • Differential diagnosis using the DSM-IV and other standardized and criterion referenced tools.  Designing treatment programs which maximize and build on existing strengths in order to build a foundation for communication and social interactions.                                   

Autism: Using Picture Schedules and Picture Exchange Systems
  • Utilizing picture schedules and picture exchange systems to maximize communication skills and success in the classroom. Provide a comprehensive overview of diagnostic characteristics and treatment approaches for children with an Autism Spectrum Disorder.                    

Behavior: Matching Student Learning Styles and Sensory Needs
  • Examining the relationship between teaching styles and student learning styles (visual, auditory, and kinesthetic).  Identifying and accommodating student sensory needs and the impact these needs have on student learning.

 Response To Intervention (RTI) in the Classroom
  • Overview of the changes in the special education referral process and the need for research based interventions.  Review the 3 Tier model for intervention and identifying students and analyzing student data to determine movement between the tiers.  Overview of components of the curriculum, which are research based interventions that can be used when identifying students in need of intervention.

RTI and the RIDE Program
  • Utilizing and navigating the RIDE program available from Sopris West to design individualized research based interventions to meet student’s academic needs.  Overview of the RTI model as well as discussion about analyzing the assessment data to find interventions, which address a student’s individual needs.