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C/APD Update: New Developments on an Old Controversy

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In July 2015, I wrote a series of research-based posts (HERE and HERE) regarding the validity of (Central) Auditory Processing Disorder (C/APD) as a standalone diagnosis as well as questioned the utility of it for classification purposes in the school setting. Once again I want to reiterate that I was in no way disputing the legitimate […]

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 […]

Review and Giveaway: ‘I Can Do’ Apps Early Literacy and Critical Thinking Bundle

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Today I’m excited to review  not just one but a bundle of four different apps I Can Do Apps    developed by Carrie Steenbergen M.S, CCC-SLP. This bundle consists of the following 4 apps: Associations Categories Rhyming Starting Sounds These apps are perfect for young preschool and kindergarten age children or older children with developmental disabilities and language delay. Reminiscent […]

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