Reading to Toddlers

How to Read :
For 2-4 year-olds

• give your child time to look at the pictures before you read
• ask, 'Where's the...?' 'What's that called?' 'What's she doing?'
• always follow text with your finger as you read
• with familiar stories, see if your child can join in or finish phrases
• ask questions like: 'Why did he do that?' 'What happens next?'
• discuss things you both liked/didn't like and why

Choosing Books - For Babies, Toddlers and Nursery Children


For children who understand most of what they hear, you need different books. Let your child choose, though some 'guidance' is often necessary.

You need these sorts of books:

• a variety of different types of language to read to your child (including poetry, traditional stories and mystery as well as everyday stories)
• a range of easier books with very few words, so that your child can begin to 'read' independently, by remembering a story which he has heard often
• books which your child really likes for whatever reason

Don't forget: the written word is all around us. We don't only read books - we read shop names, road signs, shopping lists, advertisements, birthday cards.... All are a chance to show your child how reading works. There is even a bit of jargon to describe this writing: ENVIRONMENTAL PRINT.

Reading strategies in upper grades

Here is a great presentation on various strategies for reading in upper grades. This is a great resource for those professionals involved in teaching dyslexics.
Uploaded on authorSTREAM by aSGuest4830

Picture Communication System:Points to Consider

Stephanie Bruno Dowling, MS, CCC-SLP is a Speech Therapist currently working in Early Intervention in Delaware County, PA. Her blog serves as an open forum for Early Intervention in the ADVANCE newsletter.

Here is a line from her recent blog entry talking about how she shares her motto for an efficient communication system:

"The Four S's ? Simple, Sturdy and Supportive so that the child will be Successful! :I currently use a mix of several different methods to help the children I work with communicate at home. One technique incorporates the use of Mayer-Johnson Boardmaker® pictures."

To read the full article click on the link below:
The Four S's of a Good Communication System

Fun with '' R ''

R MOVEMENT GAME

RACING FOR R Have your child act out some R words with you. Row Run Roll Race Rake Rope R ANIMALS Have your child pretend to be these R animals Robins Road Runners Rats Rabbits Reindeers Roosters

R LANGUAGE

RIDDLES & RHYMES Here is a riddle, it’s also a rhyme. The word starts with “R”, every time It’s long and coils and is often rough. Can you guess it, it’s kind of tough? A: A rope It’s round and red and grows on a tree. What do you think my riddle could be? A: A red apple It’s long and pointed and shoots through the sky. This riddle is hard and that’s no lie. A: A rocket

RAINBOW RABBIT
Have your child make up a story about Rainbow Rabbit.
Include things in the story that start with the letter R.

Rural Speech Therapy Telepractice

Check out this SlideShare Presentation:

Rural Speech Therapy Telepractice

View more presentations from Marnee Brick. (tags: pathology telepractice)

More recess time ,better behavior& increased learning

Unstructured , more than 15 minutes recess time in school contributes to better social and cognitive skills, and they learn better. Now isn't that what we want in our children? The overall picture on the child's well being will always be important. These small changes contribute so much to their development.

Here is a part from the article that sums it up: The study suggests that a daily break of 15 minutes or more in the school day may play a role in improving learning, social development, and health in elementary school children. The study's principal investigator is Romina M. Barros, MD, assistant clinical professor of pediatrics at Einstein.

Read the article to know more on the current research:
http://speech-language-pathology-audiology.advanceweb.com/Editorial/Content/Editorial.aspx?CC=194190

On our toes with creativity

Being a speech therapist, you need to constantly upgrade yourself on creativity. You need to have it in your gut too. When you see the child getting bored with one way of teaching, e.g. how to say a sound, you know its time to change strategy.

Here are two that I just discovered in between sessions:

1.When working on a target sound in the word level, instead of repetition and exaggerated production, you could sing the words to a familiar music to the child. We sang the other day (working on clusters st-) to Bob the Builder: story story,sto o o ry.its a new way of saying boring words. it teaches them to split words at different place depending on the music, working on intonation also.

2. We were learning to make short sentences with target words for articulation. Instead of making plain simple sentences like, "Spiders are scary" we made funny non sense sentences. For e.g.: "Spider: I saw a pink spider wearing a dress".

We have a great time laughing over it and child doesn't even feel its an exercise.

Come down to their level , when you teach them. It's a different view from where they are.