The Speech Stop NEW THERAPY TOOL - GROW! Language Development With Engaging Children's Stories. Check out the Bilingual Resources section or the informational flyer below for more detailed information. Story books are available in English only if you're not working with bilingual children. Available NOW! See Table of Contents for other story titles. Read testimonials about the ¡CREZCA! There is an excellent language resource I use as one of my main language “curricula.” Descriptive Words – Shape, Size, and Color for use with “Creature Creator” and “It Makes Sense” sections. Discover the Pattern Analogies Summary Chart for use with “Analogies” section. Ancient/Modern Olympics Comparison for use with “Compare Contrastadon” section. Another language program I use is Strategies Offer Solutions: Language and Cognition by Ruthann Jarvis and Elizabeth Peterson. SpeakColors - Spanish Version Spanish version of SpeakColors now available!!! "This app is great! Carlos Montes-Aviles, Speech-Language Pathologist
Speech Therapy Materials and Free Resources - Bilinguistics There will always be a high need for speech therapy materials. We had been thinking about ways we could stop SLPs from recreating the wheel. We get emails from SLPs with specific therapy needs and rather than just sending that individual what they need, we wanted to share the love.When we present nationally and internationally, we wanted to give people a link to the materials as well as a way to share with their colleagues.When we reference topics in our blog essays, we wanted to create an environment where the articles point back to one speech and language therapy materials library that was easy to remember.We want to know how we can best help the field of speech pathology. By seeing what people are asking for, it creates a picture of what the biggest problems that the field is facing. Then we can make more free speech therapy materials around those topics and even invite experts in to speak at our conferences. Must Have Speech Therapy Materials Bilingual Speech Therapy Materials
Hmong Speech and Language Development If you are a speech-language pathologist who lives in Minnesota or Wisconsin, chances are, you’ve encountered a Hmong speaker. Recently, I’ve had a lot of emails from all over the United States requesting information on Hmong speech and language development. Before we dive in, here is a little background information. About Hmong Where are Hmong speakers from? The Sound Systems of Hmong and English If you’ve read our book, Difference or Disorder: Understanding Speech and Language Development in Children from Culturally and Linguistically Diverse Backgrounds, then you already know that we need to understand the similarities and differences between the sounds of languages before we can make a decision about whether a speech error is a language influence error or whether it might indicate a speech impairment. Assume we are testing a child from a Hmong background who is learning English as a second language. It’s more complex than that, obviously, but that’s a good place to start.
Myth vs. Fact: Bilingual Language Development – The Hola Blog Unfortunately, many erroneous beliefs still persist with regard to language acquisition in bilingual children. The above infographic was created to help dispel these myths and to encourage practices that promote multilingualism. Please help by downloading and posting this image in public spaces, including social media platforms and classrooms, in order to educate the public. To obtain the infographic, right click the image and select “save image as” to save it to your own computer. A Spanish version will be posted shortly for dissemination, as well. Special thanks to Tatyana Elleseff, M.A., CCC-SLP, and Amalia Hernandez, M.S., CCC-SLP, for their consultation and guidance via peer-review of the infographic. For additional information on bilingual language development, appropriate practices, efficient testing methods, and up-to-date terminology beyond the citations listed on the infographic, consult the following articles: Bedore, L. Elleseff, T. (2016). Roseberry-McKibbin, C. (1994).
SLP Graduate Student Resources - Bilinguistics Welcome to the slp graduate student resources page! We host students each semester and they help us identify SLP grad student resources they find to be the most helpful. These documents will help guide you through getting a speech therapy caseload up and running and will serve as useful learning tools. Click below to see templates to create speech therapy lesson plans was to collect data during therapy, documents outlining the information to include in the language and articulation sections of school reports, and a list of ideas to help teachers know how to support their students in generalizing speech and language skills into the classroom. Check out our Speech Therapy Materials and subscribe to The Speech Therapy Blog to get weekly tips to make your work easier. Share the love: Did you find something that helped you? Great SLP Graduate Student Resources Apples to Apples: Milestones expected of all children regardless of home language Articulation Norms for Spanish and English Hey everyone!
LEAP-Questionnaire « Bilingualism and Psycholinguistics Research Group Language Experience and Proficiency Questionnaire (LEAP-Q) [doc], by Marian, Blumenfeld, & Kaushanskaya (2007), published in the Journal of Speech Language and Hearing Research, 50 (4), 940-967. [pdf] The LEAP-Q Language Experience and proficiency Questionnaire: Ten years later. [pdf], by Marian, Blumenfeld, & Kaushanskaya (2020), published in Bilingualism: Language and Cognition, 23(5), 945-950. LEAP-Q SUPPLEMENT, explaining how to export data from the filled out questionnaire. LEAP-Q SUPPLEMENT, for versions of Microsoft Word prior to 2013 (PC) or 2011 (Mac). LEAP-Q with non-identifying codes instead of participant’s name, for use with up to five languages. LEAP-Q electronic version for use with trilinguals. ***NEW in 2020: A Qualtrics version of the LEAP-Q is now available for online use as researchers move to online data collection during the COVID pandemic: The LEAP-Questionnaire in other languages: English [doc] (by Marian, Blumenfeld, & Kaushanskaya) French (Français)
CHESL Page Navigation Background and GoalsParticipantsProceduresProject Outcomes Background and Goals Speech-language pathologists and teachers are increasingly finding children with first languages other than English in their caseloads and classrooms. The resources speech-language pathologists have been trained to use for assessment were developed for monolingual populations. To reduce the incidence of over- and under-identification, speech-language pathologists need more detailed information about the characteristics of typical and atypical ESL development, and access to assessment resources based on the linguistic performance of ESL children. Participants 218 English second language (ESL) typically-developing children and 28 ESL children with language impairment participated in this project. For more details, see Characteristics of ESL Child Participants. Procedures Standardized English language tests were given to the children. Standardized English Language Tests Questionnaires Project Outcomes
ESL option Jazz chants Miles Craven presents a series of short jazz chants – a fun way to practise stress and rhythm in the classroom, to help your students sound more natural when they speak English. How to use Jazz Chants in the classroom You can use these jazz chants in a variety of fun ways. Practice stress and rhythm Choose a jazz chant you want to use and make one copy of the chant for every pair of students in your class. Review vocabulary Check the vocabulary focus for each jazz chant and choose one you want to review. Review grammar Check the grammar focus for each jazz chant and choose one you want to review. Tip! Tip! Tip!
African Storybook All Kinds of Readers: A Guide to Creating Inclusive Literacy Celebrations for Kids with Learning and Attention Issues Throughout the year, literacy events and celebrations can be a great way to get kids excited about books. When we celebrate reading, we send the message that reading matters, that it is important, and that it’s fun! However, it can be challenging to plan an event that appeals to kids who have difficulty with reading, or who may feel high levels of anxiety or discomfort about reading. This may be the case for kids with learning and attention issues such as dyslexia or ADHD. Henry Winkler, who has dyslexia, speaks to this feeling when he recalls that, as a kid, going to the library “would have been my worst nightmare: a whole room full of books that I couldn’t read.” The good news is that there are steps planners can take in making reading events engaging and accessible for all students. Notes: These ideas are written with a school setting in mind but can be adapted for a public library or community setting. Defining the challenge What do we mean by “literacy celebrations”? Related videos
Portland State Multicultural Topics in Communications Sciences & Disorders | African American Vernacular English (AAVE) AAVE Defined African American Vernacular English (AAVE) encompasses several labels including Ebonics, Black English, African American English, Black Vernacular, Black English Vernacular and Black Vernacular English, all of which describe the English that is primarily, but not exclusively, associated with the speech of African Americans. Many linguists use the label “African American English” (AAE), but the addition of the term ‘vernacular’ (meaning “common everyday language”) is gaining favor, since the word distinguishes it from the formal English spoken by many African Americans. Linguists estimate that AAVE is spoken by 80-90% of African Americans, at least in some settings. Furthermore, AAVE is occasionally spoken by members of other racial and ethnic groups; these people are considered to be part of the AAVE “speech community”. Clinical Implications AAVE: Difference vs. When working with AAVE speakers, a culturally competent clinician must keep the following considerations in mind: