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Showing page 3 of 12 (117 total posts)
  • Deconstructing Sounds

    I was working with a bright student who has difficulty producing /r/ and consonant clusters. He was explaining about writing computer code in Java script. The word “script” was challenging for him. We stopped the conversation to practice it.“Did you know that script is ‘crypt’ with an ‘s’ at the beginning?” I asked, while writing ‘script’ and ...
    Posted to Speech in the Schools (Weblog) on January 11, 2016
  • Planning for Practice

    With speech sound therapy, guided questions may help children recognize which words to practice and allow for visualization of a semi-independent practice routine.Co-create a list of practice words:•    Which of these words did you think were your star words – your best words?•    Which of these words do you want to ...
    Posted to Speech in the Schools (Weblog) on December 28, 2015
  • Calendars Make Time Visible

    “What day is it today?” I ask students this question at the beginning of every session. It started as strategy of modeling self-talk, showing students my thought processes as I recorded the session data in the data log. Thinking aloud highlights internal steps of planning and information seeking. With busy schedules, often across multiple sites, ...
    Posted to Speech in the Schools (Weblog) on December 18, 2015
  • Describing: Beyond Adjectives

    Many students have describing goals. Describing is the ability to provide details and specific information about a person, place, object, or concept. Descriptors allow a listener to create a mental picture of a shared idea. Descriptors help differentiate between different possible interpretations of an entity, e.g., for “dog”, “the small dog” ...
    Posted to Speech in the Schools (Weblog) on December 14, 2015
  • Looking at Language Samples

    A colleague asked about ways to analyze a language sample:Consider cultural and linguistic factors: dialect/language differences, linguistic community, etc.Highlight conjunctions: compare compound and complex sentences•    Coordinating conjunctions: and, but, or, etc.•    Subordinating conjunctions: before/after, ...
    Posted to Speech in the Schools (Weblog) on December 7, 2015
  • Thankfulness All Year

    Feeling thankful is recognizing the good things in one’s life, whether they are big things or little things. During clinical sessions, we can help students recognize the significance of everyday events, and the value of the people in their lives. As clinicians, we are role models for our students. We teach through our own values and behaviors. ...
    Posted to Speech in the Schools (Weblog) on November 27, 2015
  • 'Is the Teacher a Racist?'

    “Do you think that the teacher is a racist?”Does this question offend you? Does it depend on the context? Does the context matter?Here is the actual situation: the special education team is reviewing referrals from general education staff. One teacher (not present) has referred a fourth grade student for concerns about his reading and math ...
    Posted to Speech in the Schools (Weblog) on November 20, 2015
  • Dear Future Leader

    Last week you told me about a recent leadership meeting: participants, proposed initiatives, attempted negotiations, and post-meeting allegiances. I didn’t hear what you needed, but I should have. I tried to dissuade you from higher-level politics. I don’t know if I felt jaded, or if I was trying to protect you. I care about you a lot. I don’t ...
    Posted to Speech in the Schools (Weblog) on November 6, 2015
  • Blending Clusters

    Clients working on cluster blends, /pl/, /bl/, /fl/, /kl/, /gl/, and /sl/, may initially demonstrate vowel epenthesis, inserting a schwa between two consonants, e.g., “puh-lay” for “play”, and altering the syllable shape from CCV to CVCV. We can directly teach how to blend consonants to produce near simultaneous release of sound – and lose the ...
    Posted to Speech in the Schools (Weblog) on October 30, 2015
  • It’s All About That Alveolar Ridge

    In General American English, 30% of consonants are produced at the alveolar ridge (8/26 consonants). The tongue tip directly touches or closely approximates the alveolar ridge. We differentiate tongue movement from jaw movement, independently elevating the tongue, and isolating specific areas. We stabilize the sides of the tongue along the top ...
    Posted to Speech in the Schools (Weblog) on October 23, 2015
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