Year: 2018

  As early as 2 and 3 years old, typically developing children begin producing narratives about what they see and do in their everyday life. As development continues, these narratives begin to include stories about the past, present, and future. Narrative language abilities are a foundational skill to higher level language such as analyzing, retelling, summarizing, and explaining written text. A deficit in narrative language production can affect a child’s academic performance and social skill abilities. It is important that children utilize story grammar elements when developing narrative language skills, which act as a “cognitive map” to support the comprehension and production of narratives. Many kids who struggle to produce or comprehend narratives greatly benefit from visual supports (pictures, illustrations

It can be difficult to get your child to practice their speech homework at home. There are some ways to make their homework a little more fun and motivating. You can turn their homework into a search and find game. Make binoculars out of a paper towel roll and have your child search for their speech sounds or vocabulary words. When they spot one of their words, they have to tell you what they found. This game can be used with any speech and language homework your child has. This is just one way to make practicing speech and language at home a little more fun. Leis, Kelly. Let’s Go on a Word Safari. The ASHA Leader, July 2018, Vol.

Tongue thrust also referred to as a “reverse swallow” is a common orofacial myofunctional disorder. It is a pattern where the tongue protrudes between the teeth while eating, speaking, or at rest. Causes There are many possible causes of tongue thrust including: Oral habits – thumb/finger sucking, extended pacifier use, etc. Respiratory issues – enlarged tonsils/adenoids, allergies, mouth breathing, etc. Premature loss of baby teeth which allows the tongue to move forward into the spaces created by missing teeth Difficulty with tongue coordination Heredity Effects of Tongue Thrust Over time, a tongue thrust can affect your child’s speech and the alignment of their teeth. When the tongue continually presses against the teeth, it can push the teeth out of alignment requiring

Research has shown that children given phonological awareness instruction in their first year of school have increased literacy skills. This was shown to be true for children with and without language disorders. After 10 weeks of phonological awareness instruction, these 5-year old children demonstrated greater gains in phonological awareness, reading, and spelling tasks compared to 5-year-olds that only received phonics-based literacy instruction. This study found that only 6% of the children who received phonological awareness instruction continued to demonstrate decoding difficulties. In contrast, 26% of the children who received phonics-based literacy instruction continued to have difficulty decoding following the 10 weeks of instruction. This research highlights the importance of understanding the sounds associated with letters and words for reading success.

Do SLPs work on reading comprehension? Yes, SLPs are responsible for oral language (comprehension and expression) and literacy (reading, writing, and spelling). We can offer relevant skills for reading comprehension because we have knowledge of language subsystems (syntax, semantics, morphology, pragmatics) and development. SLPs understand how oral language skills transfer to reading. What is reading comprehension? Reading comprehension is a complex and active process where the reader applies meaning to what they read. What skills are involved in reading comprehension? Attention/memory Decoding Fluency Background/world knowledge Word/vocabulary knowledge What strategies can help develop reading comprehension abilities? There are many evidenced-based strategies that can support children with reading comprehension difficulties. The type of text (narrative or expository) can influence which type of

Many young children go through a stage between the ages of 2-5 years when they may exhibit some stuttering. The first signs of stuttering tend to appear when a child is about18-24 months old as there is a burst in vocabulary and kids are starting to put words together to form longer utterances. In many cases, stuttering goes away on its own by age 5; in others, it lasts longer. Whether or not your child exhibits stuttering behaviors, here are some great tips to think about when you’re talking with him/her. 1. Speak in an unhurried way, pausing frequently. Model slow, relaxed speech for your child. 2. Reduce the number of questions you ask. Try commenting on what your child has said.

Now that the weather has warmed up, you and your children may be eager to get outside and enjoy what the city has to offer. During these outings, you can encourage carry-over of your child’s specific speech and language goals (e.g., expanding vocabulary, formulating sentences, describing interesting objects, retelling events, answering questions, practicing words with certain speech sounds) while having fun with the family! For an outing just beyond your front door, take a nature walk with your child and discuss what you see. Take notice of plants growing, bugs crawling, birds chirping, and animal tracks. It’s always fun and free to visit Lincoln Park Zoo. Go on Wednesdays and Fridays for free sing-alongs with Mr. Singer. Take advantage of free

  Research completed by Anna V. Sosa, has shown that toddlers attempt communication more often and hear more words from their parents when playing with non-electronic toys versus electronic toys. Toys that do the talking for toddlers or parents don’t allow as many opportunities for spontaneous language and interaction. Use of these electronic toys should be limited and more opportunities to play with non-electronic toys with parents should be encouraged. Some examples of non-electronic toys to consider are puzzles, books, blocks, dolls, and race car tracks. When playing with your toddler, use simple sentences (car go fast), ask questions (what is it?), narrate what you and your child are doing (open door), give directions (give me blue), and use repetitive