Speech Language Pathologists (SLPs) for Evidence Based Practice

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Recently a few colleagues and I decided to launch a new Facebook Group for SLPs interested in evidence based practice in speech language pathology. It was created for clinicians to explore and make sense of a myriad of intervention promises and questionable treatments in the fields of health care and education. The group was established specifically […]

Comprehensive Assessment of Adolescents with Suspected Language and Literacy Disorders

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When many of us think of such labels as “language disorder” or “learning disability”, very infrequently do adolescents (students 13-18 years of age) come to mind. Even today, much of the research in the field of pediatric speech pathology involves preschool and school-aged children under 12 years of age. The prevalence and incidence of language […]

Review and Giveaway of Strategies by Numbers (by SPELL-Links)

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Today I am reviewing a fairly recently released (2014) book from the Learning By Design, Inc. team entitled SPELL-Links Strategies by Numbers.   This 57 page instructional guide was created to support the implementation of the SPELL-Links to Reading and Writing Word Study Curriculum as well as to help students “use the SPELL-Links strategies anytime in any setting.’ (p. iii) Its purpose is […]

Back to School SLP Efficiency Bundles™

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September is practically here and many speech language pathologists (SLPs) are looking to efficiently prepare for assessing and treating a variety of clients on their caseloads. With that in mind, a few years ago I created SLP Efficiency Bundles™, which are materials highly useful for SLPs working with pediatric clients. These materials are organized by areas of […]

Review of the Test of Integrated Language and Literacy (TILLS)

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The Test of Integrated Language & Literacy Skills (TILLS) is an assessment of oral and written language abilities in students 6–18 years of age. Published in the Fall 2015, it is  unique in the way that it is aimed to thoroughly assess skills  such as reading fluency, reading comprehension, phonological awareness,  spelling, as well as writing  in school […]

If It’s NOT CAPD Then Where do SLPs Go From There?

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In July 2015 I wrote a blog post entitled: “Why (C) APD Diagnosis is NOT Valid!” citing the latest research literature to explain that the controversial diagnosis of (C)APD tends to a) detract from understanding that the child presents with legitimate language based deficits in the areas of comprehension, expression, social communication and literacy development b) may […]

What Research Shows About the Functional Relevance of Standardized Language Tests

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Standardized tests’ limitations

Embracing ‘Translanguaging’ Practices: A Tutorial for SLPs

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Please note that this post was originally published in the Summer 2016 NJSHA’s VOICES (available HERE).   If you have been keeping up with new developments in the field of bilingualism then you’ve probably heard the term “translanguaging,” increasingly mentioned at bilingual conferences across the nation.  If you haven’t, ‘translanguaging’ is the “ability of multilingual speakers […]

Teaching Punctuation for Writing Success

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Last week  I wrote a blog post entitled: “Teaching Metalinguistic Vocabulary for Reading Success” in which I described the importance of explicitly teaching students basic metalinguistic vocabulary terms as elementary building blocks needed for reading success (HERE).  This week I wanted to write a brief blog post regarding terminology related to one particular, often ignored […]

Teaching Metalinguistic Vocabulary for Reading Success

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In my therapy sessions I spend a significant amount of time improving literacy skills (reading, spelling, and writing) of language impaired students.  In my work with these students I emphasize goals with a focus on phonics, phonological awareness, encoding (spelling) etc. However, what I have frequently observed in my sessions are significant gaps in the […]

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