It’s early August, and that means that the start of a new school year is just around the corner. It also means that many newly graduated clinical fellows (as well as SLPs switching their settings) will begin their exciting yet slightly terrifying new jobs working for various school systems around the country. Since I was recently interviewing clinical fellows myself in my setting (an outpatient school located in a psychiatric hospital, run by a university), I decided to write this post in order to assist new graduates, and setting-switching professionals by describing what knowledge and skills are desirable to possess when working in the schools. Continue reading Clinical Fellow (and Setting-Switching SLPs) Survival Guide in the Schools
Those of you familiar with my blog, know that a number of my posts take on a form of extended responses to posts and comments on social media which deal with certain questionable speech pathology trends and ongoing issues (e.g., controversial diagnostic labels, questionable recommendations, non-evidence based practices, etc.). So, today, I’d like to talk about sweeping general recommendations as pertaining to literacy interventions. Continue reading But is this the Best Practice Recommendation?
On a daily basis I receive emails and messages from concerned parents and professionals, which read along these lines: “My child/student has been diagnosed with: dyslexia, ADHD, APD etc., s/he has been receiving speech, OT, vision, biofeedback, music therapies, etc. but nothing seems to be working.”
Up until now, I have been providing individualized responses to such queries, however, given the unnerving similarity of all the received messages, today I decided to write this post, so other individuals with similar concerns can see my response. Continue reading Help, My Child is Receiving All These Therapies But It’s NOT Helping
As a speech-language pathologist (SLP) working with school-age children, I frequently assess students whose language and literacy abilities adversely impact their academic functioning. For the parents of school-aged children with suspected language and literacy deficits as well as for the SLPs tasked with screening and evaluating them, the concept of ‘academic impact’ comes up on daily basis. In fact, not a day goes by when I do not see a variation of the following question: “Is there evidence of academic impact?”, being discussed in a variety of Facebook groups dedicated to speech pathology issues. Continue reading Why “good grades” do not automatically rule out “adverse educational impact”
Today I am introducing my newest report template for the Test of Integrated Language and Literacy.
This 16-page fully editable report template discusses the testing results and includes the following components: Continue reading Editable Report Template and Tutorial for the Test of Integrated Language and Literacy
Three years ago I wrote a blog post entitled: “Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know“. In it, I used 4 very different scenarios to illustrate the importance of comprehensive language evaluations for children with subtle language and learning needs. Today I would like to expound more on that post in order to explain, what actually constitutes a good independent comprehensive assessment. Continue reading What Makes an Independent Speech-Language-Literacy Evaluation a GOOD Evaluation?
Because the children I assess, often require supplementary reading instruction services, many parents frequently ask me how they can best determine if a reading specialist has the right experience to help their child learn how to read. So today’s blog post describes what type of knowledge reading specialists ought to possess and what type of questions parents (and other professionals) can ask them in order to determine their approaches to treating literacy-related difficulties of struggling learners. Continue reading Dear Reading Specialist, May I Ask You a Few Questions?
SLPs are constantly on the lookout for good quality affordable materials in the area of literacy. However, what many clinicians may not realize is that there are massive amounts of FREE evidence-based literacy-related resources available online for their use. These materials can be easily adapted or implemented as is, by parents, teachers, speech-language pathologists, as well as other literacy-focused professionals (e.g., tutors, etc.).
Below, I have compiled a rather modest list of my preferred resources (including a few articles) for children aged Pre-K-12 grade pertaining to the following literacy-related areas: Continue reading Free Literacy Resources for Parents and Professionals
The end of the school year is almost near. Soon many of our clients with language and literacy difficulties will be going on summer vacation and enjoying their time outside of school. However, summer is not all fun and games. For children with learning needs, this is also a time of “learning loss”, or the loss of academic skills and knowledge over the course of the summer break. Students diagnosed with language and learning disabilities are at a particularly significant risk of greater learning loss than typically developing students. Continue reading Tips on Reducing ‘Summer Learning Loss’ in Children with Language/Literacy Disorders
Given the rising interest in recent years in the role of SLPs in the treatment of reading disorders, today I wanted to share with parents and professionals several reputable FREE resources on the subject of “dyslexia” in Russian-speaking children.
Now if you already knew that there was a dearth of resources on the topic of treating Russian speaking children with language disorders then it will not come as a complete shock to you that very few legitimate sources exist on this subject.
First up is the Report on the Russian Language for the World Dyslexia Forum 2010 by Dr. Grigorenko, the coauthor of the Dyslexia Debate. This 25-page report contains important information including Reading/Writing Acquisition of Russian in the Context of Typical and Atypical Development as well as on the state of Individuals with Dyslexia in Russia.
Next up is this delightful presentation entitled: “If John were Ivan: Would he fail in reading? Dyslexia & dysgraphia in Russian“. It is a veritable treasure trove of useful information on the topics of:
- The Russian language
- Literacy in Russia (Russian Federation)
- Dyslexia in Russia
- Examples of good practice
- Teaching reading/language arts
• In regular schools
• In specialized settings
- Encouraging children to learn
- Teaching reading/language arts
Now let us move on to the “The Role of Phonology, Morphology, and Orthography in English and Russian Spelling” which discusses that “phonology and morphology contribute more for spelling of English words while orthography and morphology contribute more to the spelling of Russian words“. It also provides clinicians with access to the stimuli from the orthographic awareness and spelling tests in both English and Russian, listed in its appendices.
Finally, for parents and Russian speaking professionals, there’s an excellent article entitled, “Дислексия” in which Dr. Grigorenko comprehensively discusses the state of the field in Russian including information on its causes, rehabilitation, etc.
Related Helpful Resources:
- Анализ Нарративов У Детей С Недоразвитием Речи (Narrative Discourse Analysis in Children With Speech Underdevelopment)
- Narrative production weakness in Russian dyslexics: Linguistic or procedural limitations?