In my previous posts, I’ve shared my thoughts about picture books being an excellent source of materials for assessment and treatment purposes. They can serve as narrative elicitation aids for children of various ages and intellectual abilities, ranging from pre-K through fourth grade. They are also incredibly effective treatment aids for addressing a variety of speech, language, and literacy goals that extend far beyond narrative production. Continue reading Speech, Language, and Literacy Fun with Karma Wilson’s “Bear” Books
Those of you who read my blog on a semi-regular basis, know that I spend a considerable amount of time in both of my work settings (an outpatient school located in a psychiatric hospital as well as private practice), conducting language and literacy evaluations of preschool and school-aged children 3-18 years of age. During that process, I spend a significant amount of time reviewing outside speech and language evaluations. Interestingly, what I have been seeing is that no matter what the child’s age is (7 or 17), invariably some form of receptive and/or expressive vocabulary testing is always mentioned in their language report. Continue reading On the Limitations of Using Vocabulary Tests with School-Aged Students
In my last post, I described how I use obscurely worded newspaper headlines to improve my students’ interpretation of ambiguous and figurative language. Today, I wanted to further delve into this topic by describing the utility of interpreting music lyrics for language therapy purposes. I really like using music lyrics for language treatment purposes. Not only do my students and I get to listen to really cool music, but we also get an opportunity to define a variety of literary devices (e.g., hyperboles, similes, metaphors, etc.) as well as identify them and interpret their meaning in music lyrics. Continue reading What are They Trying To Say? Interpreting Music Lyrics for Figurative Language Acquisition Purposes
Many of my students with Developmental Language Disorders (DLD) lack insight and have poorly developed metalinguistic (the ability to think about and discuss language) and metacognitive (think about and reflect upon own thinking) skills. This, of course, creates a significant challenge for them in both social and academic settings. Not only do they have a poorly developed inner dialogue for critical thinking purposes but they also because they present with significant self-monitoring and self-correcting challenges during speaking and reading tasks. Continue reading Have I Got This Right? Developing Self-Questioning to Improve Metacognitive and Metalinguistic Skills
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
Picture books are absolutely wonderful for both assessment and treatment purposes! They are terrific as narrative elicitation aids for children of various ages, ranging from pre-K through fourth grade. They are amazing treatment aids for addressing a variety of speech, language, and literacy goals that extend far beyond narrative production. Continue reading Speech, Language, and Literacy Fun with Helen Lester’s Picture Books
In the past, I have written several posts on the topic of word finding difficulties (HERE and HERE) as well as narrative assessments (HERE and HERE) of school-aged children. Today I am combining these posts together by offering suggestions on how SLPs can identify word finding difficulties in narrative samples of school-aged children. Continue reading Identifying Word Finding Deficits in Narrative Retelling of School-Aged Children
A few years ago I wrote a blog post entitled “Working with Russian-speaking clients: implications for speech-language assessment” the aim of which was to provide some suggestions regarding assessment of bilingual Russian-American birth-school age population in order to assist SLPs with determining whether the assessed child presents with a language difference, insufficient language exposure, or a true language disorder.
Today I wanted to provide Russian speaking clinicians with a few FREE resources pertaining to the typical speech and language development of Russian speaking children 0-7 years of age.
Below materials include several FREE questionnaires regarding Russian language development (words and sentences) of children 0-3 years of age, a parent intake forms for Russian speaking clients, as well as a few relevant charts pertaining to the development of phonology, word formation, lexicon, morphology, syntax, and metalinguistics of children 0-7 years of age.
It is, however, important to note that due to the absence of research and standardized studies on this subject much of the below information still needs to be interpreted with significant caution.
Select Speech and Language Norms:
- Некоторые нормативы речевого развития детей от 18 до 36 месяцев (по материалам МакАртуровского опросника) (Number of words and sentence per age of Russian speakign children based on McArthur Bates)
- Речевой онтогенез: Развитие Речи Ребенка В Норме 0-7 years of age (based on the work of А.Н. Гвоздев) includes: Фонетика,Словообразование, Лексика, Морфолог-ия, Синтаксис, Метаязыковая деятельность (phonology, word formation, lexicon, morphology, syntax, and metalinguistics)
- Развитиe связной речи у детей 3-7 лет
a. Составление рассказа по серии сюжетных картинок
b. Пересказ текста
c. Составление описательного рассказа
Select Parent Questionnaires (McArthur Bates Adapted in Russian):
- Тест речевого и коммуникативного развития детей раннего возраста: слова и жесты (Words and Gestures)
- Тест речевого и коммуникативного развития детей раннего возраста: слова и предложения (Sentences)
- Анкета для родителей (Child Development Questionnaire for Parents)
Stay tuned for more resources for Russian speaking SLPs coming shortly.
- Working with Russian-speaking clients: implications for speech-language assessment
- Assessment of sound and syllable imitation in Russian speaking infants and toddlers
- Russian Articulation Screener
- Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children
- Impact of Cultural and Linguistic Variables On Speech-Language Services
I’ve always loved fairy tales! Much like Audrey Hepburn “If I’m honest I have to tell you I still read fairy-tales and I like them best of all.” Not to compare myself with Einstein (sadly in any way, sigh) but “When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking.”
It was the very first genre I’ve read when I’ve learned how to read. In fact, I love fairy tales so much that I actually took a course on fairy tales in college (yes they teach that!) and even wrote some of my own (though they were primarily satirical in nature).
So it was a given that I would use fairy tales as a vehicle to teach speech and language goals to the children on my caseload (and I am not talking only preschoolers either). Continue reading It’s a Fairy Tale (Well, Almost) Therapy!