What we’re working on now

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What we’ve done in the past

Read: Articles and white papers

Excessive sharing is encouraged!

Watch and Listen: Podcasts and free webinars

Oral language, working memory, and executive functions.
Recorded presentation for The Dyslexia Foundation, October 2019 conference.

Why is writing so darn hard?
Recorded presentation for the Upper Midwest branch of The Dyslexia Foundation.

Executive functions and the connection to language.
A conversation with Lori Boll for the SENIA Happy Hour podcast.

Teaching students to overcome challenges with their writing.
A conversation with Alexis Avila for the Prepped and Polished podcast.

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What we’re proud of

Workshops, Trainings, and Lectures

Singer, B.D. (2019, July). EmPOWER: A method for teaching expository writing. 5-day training for Muskegon Area Intermediate School District. Muskegon, MI.

Singer, B.D., (2018, October). Unlocking sentences: Supporting reading comprehension at the sentence and text levels. Full-day workshop for the Odyssey School. Pikesville, MD.

Singer, B.D. (2018, June). When kids can’t write: Instructional strategies for students with language, executive function, and anxiety challenges. Full-day workshop for Utah State University’s Summer Seminars for the Assessment and Management of Communicative Disorders. Logan, UT.

Singer, B.D. & Tamborella, A.T. (2018, May). Practical writing intervention strategies for SLPs to use in any setting. Full-day workshop for New York Department of Education, Department of Specialized Instruction and Student Support. New York, NY.

Singer, B.D. (2017, December). Teaching executive functions for homework and project management. Workshop for the Landmark School. Prides Crossing, MA.

Singer, B.D., (2017, August). EmPOWER: A method for teaching expository writing. Eight-day training for the Hillside School. Macungie, PA.

Singer, B.D. (2016, October). Supporting students with working memory limitations: Suggestions for teachers and parents. Keynote for the Hillside School Community Presentation Series. Macungie, PA.

Singer, B.D. (2016, April). A routine for supporting executive functions and homework. Full-day workshop for the Odyssey School. Stevenson, MD.

Singer, B.D. (2016, February). Teaching EmPOWER in the middle school years. Five-day training for the International School of Manila. Manila, Philippines.

Conferences

Singer, B.D. (2020, December).  Supporting students with verbal working memory limitations in the classroom.  Virtual presentation for the Special Education Network and Inclusion Association online conference.

Singer, B.D. (2019, February).  Oral language, working memory, and executive functions.  Invited presentation for The Dyslexia Foundation conference. Los Angeles, CA.

Bashir, A.S., & Singer, B.D. (2018, March).  The influence of anxiety on the self-regulation of academic writing.  Presentation for Harvard University’s 33rd Learning Differences Conference.  Cambridge, MA.

Singer, B.D. and Helmus, A.  (2018, March).  Understanding and treating students with writing anxiety. Presentation for the East Asia Regional Counsel of Schools Teachers Conference.  Bangkok, Thailand.

Singer, B.D. (2018, March).  Reading comprehension in students with ADHD: What to look for and what to do.  Presentation for the East Asia Regional Counsel of Schools Teachers Conference.  Bangkok, Thailand.

Singer, B.D. (2017, June).  Making thinking visible: Organizing insight and social problem solving. Keynote presentation for the Social Thinking Providers Conference. San Jose, CA.

Singer, B.D. & Bashir, A.S. (2016, November).  A framework for documenting and supporting five core executive function processes. Presentation for the American Speech-Language-Hearing Association convention.  Philadelphia, PA.

Singer, B. (2016, February). What does this chunk do? Teaching complex syntax to school-age students in functional chunks.  Presentation for the Special Education Network in Asia conference.  Kuala Lumpur, Malaysia.

Singer, B.D. (2013, January). Visual thinking strategies for reading comprehension. Presentation for the Courage to Risk Conference, Colorado Springs, CO.

Singer, B.D.  & Bashir, A.S.. Graham, H.I., Lofgren, J. (2007, November). The efficacy of EmPOWER: A strategic approach to teaching expository writing. Boston, MA.

Singer, B.D. (2003, April).  Four lenses are better than one: Assessing the written language of students with language-learning disabilities.  Presentation for the New Hampshire Speech-Language-Hearing Association Convention.  Concord, NH.

Singer, B.D. & Bashir, A.S. (2002, October).  Written language instruction and intervention for all students: The EmPOWER strategy.  Presentation for the New Hampshire Speech-Language and Hearing Association Convention.  Concord, NH.

Singer, B.D. & Bashir, A.S. (2001, November).  POWER:  A writing strategy that supports executive and self-regulatory processes.  New Orleans, LA.

Bashir, A.S., Berninger, V.W., Catts, H.W., Dodd, B., Ehren, B.J., Fey, M.E., Gillon, G.T., Kamhi, A.G., Lenz, K., Scarborough, H.S., Singer, B.D., & Templeton, S (2001, November).  Discussions on the state of literacy development and disabilities research and practice.  New Orleans, LA.

Singer, B.D. & Bashir, A.S. (1997, November).  Executive functions in the writing performance of students with LLD.  Boston, MA. 

Virtual events

Singer, B.D. (2021, April).  Reading comprehension and executive functions: You don’t get one without the other.  Invited webinar for Telian Learning Concepts.

Singer, B.D. (2020, December).  Supporting students with working memory limitations in the classroom. Invited virtual presentation for the Special Education Network and Inclusion Association Conference.

Singer, B.D. (2020, December).  A systematic method for teaching students to self-advocate. Invited virtual presentation for the Special Education Network and Inclusion Association Conference.

Singer, B.D. (2020, October).  When written language gets jumbled: Influence of executive functions on reading and writing.  Invited virtual presentation for the International Dyslexia Foundation’s Dyslexia and Literacy Conference.

Singer, B.D., & Tamborella, A. (2018, May).  A sentence-level framework for written language intervention.  Invited webinar for the American Speech-Language-Hearing Association.

Peer Reviewed Publications

Singer, B.D. & Bashir, A.S. (2019). Wait what??? Guiding intervention principles for students with verbal working memory limitations. Language, Speech and Hearing Services in Schools, 49, 449-462.

Bashir, A.S. & Singer, B.D. (2010). Assessment, instruction, and intervention for the struggling writer. Perspectives on Language and Literacy, 35(3).

Singer, B.D. (2007). Written language assessment/diagnosis of children and adolescents with Developmental Language Disorders. In A. Kamhi, K.Apel, & J. Masterson (Eds.), Clinical Decision Making in Developmental Language Disorders. Baltimore, MD: Brookes Publishing.

Bashir, A.S. and Singer, B.D. (2006). Assisting students with becoming self-regulated writers. In T. Ukrainetz (Ed.). Contextualized Language Intervention. Eau Claire, WI: Thinking Publications.

Singer, B.D. (2004). Leveling the playing field for all students. In D. Hyerle (Ed.), Student success with Thinking Maps. Thousand Oaks, CA: Corwin Press.

Singer, B.D. & Bashir, A.S. (2004). EmPOWER: A strategy for helping students with language disorders learn to write expository text. In E. Silliman & L.C. Wilkinson (Eds.), pp. 239-272. Language and literacy learning. New York: Guilford Press.

Singer, B.D. & Bashir, A.S. (2004). Developmental variations in writing composition skills. In C.A. Stone, E.R. Silliman, B.J. Ehren & K. Apel (Eds.), Handbook of Language and Literacy. New York: Guilford Press.

Singer, B.D. & Bashir, A.S. (1999). What are executive functions and self-regulation and what do they have to do with language learning disorders? Language, Speech and Hearing Services in Schools, 30, pp. 256-273.

Singer, B.D. (1995). Written language development and disorders: Selected principles, patterns and intervention possibilities. Topics in Language Disorders, 16, 83-98.