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
Identifying Language Impairment in ESL - Faculty of Arts Page Navigation Resources Required to Use the Calculator SheetReporting the Results of the Calculators Effective identification of language impairment among ESL children requires comparing an ESL child's test scores to those of other ESL children. This section describes how to use the Language Development Calculator sheet to estimate the probability that a child has language impairment, based on scores from different combinations of tests. Resources Required to Use the Calculator Sheet Each calculator uses a combination of the following scores plus the child's length of exposure to English. ESL child's length of exposure to English in months; see Calculating Exposure to English for the simplified method of obtaining this information. The following information will help you use the calculator sheet correctly: Calculators give a probability from 0–1.0. Reporting the Results of the Calculators A score of 0–.49 indicates a low probability of the child having language impairment. Top of Page
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)
Focus on Multiculturalism: DELV – A Tool for Assessing the Speech of Children who Speak African American English (AAE) Dialect | PediaStaff Pediatric SLP, OT and PT Blog We frequently have questions about assessment of children who speak African American English dialect. The over-representation of minority populations has been a frequent topic of discussion in our practice at Bilinguistics. Many of the districts we work with have allowed us to examine their proportionality data at the school level and we have seen a recurring pattern of over-representation of both Hispanic and African American populations in special education programs. This is a pattern that has been documented across the nation for many years. As the SLP director noted in the above comment, many SLPs are becoming sensitive to the differences in language development of second-language learners. However, language variations, such as those of African American English (AAE), are often considered incorrect and result in errors when determining eligibility for speech services. The DELV addresses four domains: Syntax, Pragmatics, Semantics, and Phonology. Scott Prath, M.A., CCC-SLP
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!
Phonological Features of African American Vernacular English Phonological Features of African American Vernacular English (AAVE) (Pollock, Bailey, Berni, Fletcher, Hinton, Johnson, Roberts, & Weaver, 1998) Last updated: March 17, 2001 This page will be updated as information becomes available. Features Involving Unstressed Syllables Initial and Medial Unstressed Syllable Deletion (IM-USD) Haplology (HAP) Prevocalic Voicing of /p/ Initial Unstressed Syllables (PV-IUP) Features Involving Clusters Final Cluster Reduction (F-CR) Metathesis (FsC-MET) Backing in /str/ Clusters (BK-str) Initial /r/ Cluster Reduction (ICR-r) Initial /j/ cluster Reduction (ICR-j) Initial /j/ Cluster Rhotacization (Irhot-J) Features Involving Final Consonants Final Consonant Deletion (FCD) Final Obstruent Devoicing (FDV-Ob) Final /d/ Glottalization (F-Glot-d) Features Involving Interdentals Labialization of Interdental Fricatives (LAB-th) Stopping of Interdental Fricatives (ST-th) Stopping of Interdental Voiceless Fricatives Near Nasals (ST-th-N) Features Involving Other Fricatives References
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: