Megan Mahowald

 
Megan completed her Master’s degree in Speech-Language Pathology at the University of Minnesota in 2003, where she researched and wrote her thesis, as well as provided speech-language therapy to both pediatric and adult populations in clinic and educational settings. Upon completion of her Masters Degree, Megan worked in the Minneapolis Public School district. Though her concentration was in elementary school, Megan worked in all grade levels throughout her time in Minneapolis. In addition to her caseload, Megan helped educate colleagues through participation in several professional developments ranging from working with children with severe disabilities to literacy based language intervention. In fall 2006, Megan decided to return to the University of Minnesota to continue her education, where she became highly engaged in both the Department of Speech, Language and Hearing Sciences as well as the Department of Curriculum and Instruction – Literacy Education. Megan also became a graduate instructor, teaching five courses in the area of reading development. Megan graduated with her Ph.D. in Literacy Education with a minor in Speech, Language & Hearing Sciences in 2011. After receiving her Ph.D., Megan was hired at Indiana University in Bloomington, Indiana as a clinical supervisor for graduate students and as a course instructor. In 2014, Megan relocated and is currently an Assistant Professor at Minnesota State University in Mankato where she is teaching language development, language disorders, and reading and writing disorders courses. Megan has developed unique skills, an acute understanding of language and literacy links, and is regarded as one of the leading experts in the state of Minnesota in this area. Megan believes every student should have access to the tools to be successful in school and that an in-depth assessment that crosses the parameters of language, literacy and cognition is an essential start to an effective therapy program. Megan’s therapy programs are designed based on student motivational characteristics and interests, underlying cognitive and linguistic skills, as well as academically relevant skill application.
  • Troubleshooting Common Challenges that Arise in Establishing a Beginning Graphic Mode Augmentative Communication for Children and Adults with Significant Developmental Delays – Closing the Gap (2007)
  • SETT process for students with Augmentative/Alternative Communication systems. Continuing education workshop for Speech-Language Pathologists in Minneapolis Public Schools (2008)
  • AAC SETT Workshop: Review and Practice. Continuing education workshop for speech-language pathologists in Minneapolis Public Schools (2009)
  • Literacy based language intervention, Part 1. Continuing education workshop for Speech-Language Pathologists in Minneapolis Public Schools, Minneapolis, MN (2009)
  • National Reading Conference (2009)
  • Literacy Research Association ( 2010, 2011, 2013)
  • Literacy based language intervention, Part 2. Continuing education workshop for Speech-Language Pathologists in Minneapolis Public Schools, Minneapolis, MN (2010)
  • Charting the C’s (2010)
  • Annual Convention Minnesota Speech, Language & Hearing Association (2010)
  • Annual Convention International Reading Association (2012)
  • Annual Convention Indiana Speech, Language & Hearing Association (2012)
  • Annual Convention American Speech, Language and Hearing Association (2012)