DuBard Association Method®Link for Research Studies at the DuBard School for Language Disorders
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DuBard Association Method® this Summer in Central Arkansas
This will be the 6-day Basic course taught by Melissa Hannah, MA, CCC-CLP, CALT, QI (in training). Melissa has taught this course many times in conjunction with the DuBard School staff and on her own.
The DuBard Association Method® is a structured, phonetic, scientifically based, multisensory teaching-learning strategy that is Orton-Gillingham-based in content and principles of instruction. This structured literacy approach conforms to the International Dyslexia Association’s Knowledge and Practice Standards. By educating yourself in this unique method, you are equipping yourself with the tools needed to assist individuals with language disorders, including the written language disorder of dyslexia.
Topics Covered
Completion of this course may lead to national professional certification as a Certified Academic Language Therapist (CALT) or Certified Academic Language Practitioner (CALP) by the Academic Language Therapy Association (ALTA).
CEUs 4.5 Educator CEUs, 4.5 ASHA CEUs (Intermediate level, Professional area) , 30 ALTA credits
Program completion requirements: Participants are expected to complete the entire program. Participants will be required to complete basic competencies. Participants must get 80% on all competencies and the Student Book project to receive full credit. Individuals who do not complete the full program will not be recommended for ASHA CEUs. No partial credit will be provided.
IN-PERSON OFFERING:
The DuBard Association Method® is a structured, phonetic, scientifically based, multisensory teaching-learning strategy that is Orton-Gillingham-based in content and principles of instruction. This structured literacy approach conforms to the International Dyslexia Association’s Knowledge and Practice Standards. By educating yourself in this unique method, you are equipping yourself with the tools needed to assist individuals with language disorders, including the written language disorder of dyslexia.
Topics Covered
- The principles of the DuBard Association Method® as appropriate for K-2 and individuals with communication disorders, dyslexia/learning disabilities
- The Northampton phonetic symbol system for teaching sound-symbol relationships, multiple spellings of sounds, long and short vowels
- Oral and written language skill development
- Relationship of the DuBard Association Method® to State Standards
- Kindergarten - second-grade general education teachers
- Learning disabilities teachers
- Special educators
- Speech-language pathologists
- Academic language therapists
- Dyslexia therapists
Completion of this course may lead to national professional certification as a Certified Academic Language Therapist (CALT) or Certified Academic Language Practitioner (CALP) by the Academic Language Therapy Association (ALTA).
CEUs 4.5 Educator CEUs, 4.5 ASHA CEUs (Intermediate level, Professional area) , 30 ALTA credits
Program completion requirements: Participants are expected to complete the entire program. Participants will be required to complete basic competencies. Participants must get 80% on all competencies and the Student Book project to receive full credit. Individuals who do not complete the full program will not be recommended for ASHA CEUs. No partial credit will be provided.
IN-PERSON OFFERING:
- $ 1000 for course registration (6 days of instruction) each day, 8:00-4:30
- $500 materials fee to include text book
💬 Hear from parents and previous trainees how powerful the DuBard Association Method and Basic Course training is!!!!
Are you interested in the DuBard Association Method Basic Course this summer?
What is the DuBard Association Method®?
The DuBard Association Method® is a specialized, phonetic, and multisensory approach to teaching language and literacy, developed to support students with language-based learning differences. Originally created by Mildred McGinnis at the Central Institute for the Deaf in St. Louis, the method has since been expanded and refined.
Since 1962, the team at the DuBard School for Language Disorders at the University of Southern Mississippi--under the leadership of the late Etoile DuBard--has continued to build on McGinnis’s foundation. Today, the DuBard Association Method® is recognized for its structured, systematic approach to improving communication and academic outcomes for students with language disorders and dyslexia.
The DuBard School regularly conducts research on the DuBard Association Method® LINK
Since 1962, the team at the DuBard School for Language Disorders at the University of Southern Mississippi--under the leadership of the late Etoile DuBard--has continued to build on McGinnis’s foundation. Today, the DuBard Association Method® is recognized for its structured, systematic approach to improving communication and academic outcomes for students with language disorders and dyslexia.
The DuBard School regularly conducts research on the DuBard Association Method® LINK
Special features of the DuBard Association Method® include:
- Multisensory teaching that includes the use of auditory, visual, tactile, and motor-kinesthetic cues for learning
- Use of the Northampton Symbol system for teaching sound-symbol relationships for reading
- Use of cursive writing for initial instruction. Students learn to read manuscript, but write only in cursive.
- A slower rate of speech is used to give the students more time to understand what is being said and more time to observe the speaker's lip movements
- Precise articulation is required from the beginning
- Color differentiation
- An individual student's book is made as he/she progresses through the Method
- The Method is implemented in a manner that is incremental and systematic. Instruction progresses from the teaching of individual sounds to syllables, words of gradually increasing length, basic sentences and questions, more advanced sentence structures, and the corresponding questions. Ultimately, when sufficient language skills have been achieved, a transition is made to traditional textbook formats for instruction
- Instruction in phonetic rules is delayed until the upper levels of the DuBard Association Method®
What makes the DuBard Association Method® different from other methods?
As a Speech Language Pathologist, I work with kids from 3 -21 years of age. I am trained in many different Structured Literacy and IMSLEC Accredited methods. Despite all my training I always come back to the DuBard Association Method! There is a systematic developmental sequence to the development of speech and language skills. All children, regardless of their language, learn speech and language in the same stages which occur in the same order and around the same approximate ages. What I love about the DuBard Association Method is the therapeutic approach to the development of oral and written language. In my opinion, the DuBard Association Method follows a specific developmental sequence which is systematic and hierarchical. This is also a key component in written language instruction. This method provides me the opportunity to meet the needs of my entire caseload regardless of age and specific needs.
Articulation Impairments, Childhood Apraxia of Speech, and Students with Limited Speech
I will use this method of instruction with clients beginning at age 3 with Childhood Apraxia of Speech or clients with limited verbal speech to work on correct production of sounds and early communication skills. The systematic, cumulative, multisensory instruction provides students with the proprioceptive feedback and motor planning to build intelligible speech and oral language skills. This also allows me to begin to introduce the written symbol as well and begin laying the foundation for phoneme-grapheme correspondence which is crucial for development of written language skills. Utilizing phoneme-grapheme correspondence also provides an opportunity to stimulate spontaneous speech instruction by having the students "read" nonsense syllables.
Students with Characteristics of Dyslexia
Research consistently shows that Developmental Language Disorder (DLD) and dyslexia often co-occur, though they are distinct conditions. According to the National Institutes of Health (NIH), the rate of co-occurrence ranges from 17% to 71%, depending on the population studied and the criteria used for diagnosis. (Links to Research. ASHA, NIH)
As a Speech Language Pathologist, I am often the first professional a child with Dyslexia will encounter. While dyslexia is primarily associated with phonological processing difficulties, DLD involves broader language challenges that extend beyond the phonological domain, such as grammar, vocabulary, and sentence structure.
The Speech Pathologist Role In Dyslexia
Research consistently shows a strong link between dyslexia and speech-language challenges, with many children experiencing overlapping difficulties in both areas. This connection highlights the essential role speech-language pathologists (SLPs) play in supporting children with dyslexia—not only with speech production, but also with the language skills critical for reading and academic success.
1. 📊 Co-Occurrence and Overlap
2. 🗣️ The Role of Speech-Language Pathology in Dyslexia SupportSLPs are uniquely qualified to support children with dyslexia by addressing the underlying language and phonological skills needed for successful reading. Their expertise includes:
4. 🕒 Importance of Early Identification and InterventionEarly intervention is key to improving outcomes for children with dyslexia. SLPs can:
More RESEARCH
Dyslexia and the Speech Pathologist
Articulation Impairments, Childhood Apraxia of Speech, and Students with Limited Speech
I will use this method of instruction with clients beginning at age 3 with Childhood Apraxia of Speech or clients with limited verbal speech to work on correct production of sounds and early communication skills. The systematic, cumulative, multisensory instruction provides students with the proprioceptive feedback and motor planning to build intelligible speech and oral language skills. This also allows me to begin to introduce the written symbol as well and begin laying the foundation for phoneme-grapheme correspondence which is crucial for development of written language skills. Utilizing phoneme-grapheme correspondence also provides an opportunity to stimulate spontaneous speech instruction by having the students "read" nonsense syllables.
Students with Characteristics of Dyslexia
Research consistently shows that Developmental Language Disorder (DLD) and dyslexia often co-occur, though they are distinct conditions. According to the National Institutes of Health (NIH), the rate of co-occurrence ranges from 17% to 71%, depending on the population studied and the criteria used for diagnosis. (Links to Research. ASHA, NIH)
As a Speech Language Pathologist, I am often the first professional a child with Dyslexia will encounter. While dyslexia is primarily associated with phonological processing difficulties, DLD involves broader language challenges that extend beyond the phonological domain, such as grammar, vocabulary, and sentence structure.
The Speech Pathologist Role In Dyslexia
Research consistently shows a strong link between dyslexia and speech-language challenges, with many children experiencing overlapping difficulties in both areas. This connection highlights the essential role speech-language pathologists (SLPs) play in supporting children with dyslexia—not only with speech production, but also with the language skills critical for reading and academic success.
1. 📊 Co-Occurrence and Overlap
- Dyslexia and speech-language impairments frequently co-occur. In fact, studies have shown that up to 84% of children receiving SLP services also exhibit characteristics of dyslexia. (Marquette University Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits)
- Phonological processing difficulties, such as trouble recognizing and manipulating sounds in words, are a core feature of dyslexia—and are also common in children with speech-language impairments. (ASHA Understanding Dyslexia in the Context of Developmental Language Disorders)
- One study found that 75% of preschool children with both speech sound disorder and language impairment later developed dyslexia.
- While some research distinguishes between "DLD-only" and "dyslexia-only" profiles, many children exhibit characteristics of both, especially when language and literacy struggles are combined
2. 🗣️ The Role of Speech-Language Pathology in Dyslexia SupportSLPs are uniquely qualified to support children with dyslexia by addressing the underlying language and phonological skills needed for successful reading. Their expertise includes:
- Improving phonological awareness: blending, segmenting, and manipulating sounds in words.
- Targeting phonological memory and processing through activities like nonword repetition.
- Supporting word retrieval, sentence structure, and oral expression, which are often weak in children with dyslexia.
- Assisting with reading fluency and decoding through structured language interventions.
- Collaborating with educators to integrate multisensory, evidence-based strategies into classroom instruction
- Dyslexia is a neurobiological condition influenced by both genetic and environmental factors.
- Brain imaging studies show that individuals with dyslexia use different neural pathways during reading tasks compared to typical readers.
- Children with dyslexia may also have difficulty processing speech in noisy environments, and emerging research suggests that auditory and rhythm-based interventions may be beneficial
4. 🕒 Importance of Early Identification and InterventionEarly intervention is key to improving outcomes for children with dyslexia. SLPs can:
- Identify children at risk for reading difficulties in preschool and early elementary years.
- Conduct comprehensive language and phonological assessments to guide instruction.
- Help prevent reading failure by supporting foundational language skills before formal reading instruction begins.
More RESEARCH
Dyslexia and the Speech Pathologist
Why Cursive?
More Information about the Course
Nationally Recognized Specialized Schools that use the DuBard Association Method
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The DuBard School for Language Disorders was established in 1962 and is a clinical division of The University of Southern Mississippi's School of Speech and Hearing Sciences. DuBard School is a public school designed to serve students with severe language-speech disorders, including developmental aphasia and childhood apraxia of speech, deafness and hearing impairments, as well as those with the written language disorder of dyslexia.
For more Information about their school In Hattiesburg, Mississippi contact them at [email protected]. |
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The Shelton School is another specialized school that uses the DuBard Association Method.
Founded in 1976, Shelton School is a private non-profit, non-sectarian, co-ed school serving intelligent students with learning differences (LD) from Early Childhood through grade 12. It has been the turning point for thousands of students. Shelton’s individualized, structured multisensory academic program, especially written for LD students, challenges students by building the necessary skills. Shelton’s niche is providing a customized educational approach with positive, practical solutions matching the needs of LD students. For some, Shelton’s full school program is optimal for the duration of their high school days. |