Whitney Day

Mrs. Day, Speech-Language Pathologist

 

The school Speech-Language Pathologist is often called other names: Communication Disorders Specialist, Speech/Language Therapist, Speech Therapist, Speech Teacher, etc. A School Speech-Language Pathologist works with special education students who demonstrate speech-language impairments which adversely affect educational performance. The school SLP can identify, evaluate, and help remediate a communication disorder/delay. Good communication skills are an important part of your child’s education! If you have any questions, please feel free to contact me at Marlow Elementary School (580) 658-3636 or email wday@marlow.k12.ok.us

 


 

Recommendations for parents to implement at home to help increase speech/language skills:

************************************************

 

For speech activities to do at home, books are the best!!

Encourage speech sounds through reading.

  • Read books with your child and ask questions about the pages, even if it’s just asking him/her to identify one picture on each page
  • Make sure your child is able to understand what you are reading by asking questions that require him to point to a picture
  • Ask questions that require them to give a verbal response (“What color is the bird?” “Where does he fly?”)
    • ​If it is difficult for your child to answer on his own, offer choices (“Where does the bird fly...in the water or in the sky?”)
  • ​To help with articulation, ask your child to label pictures that contain their target sound
  • Read favorite books over and over. Encourage your child to join with words he knows will come next.
  • Encourage pretend reading by allowing your child to “read” a book to you
  •  

  •  

 

Below is a list of children’s books full of early developing sounds.

(The number of times a sound occurs in the story is listed under each book.)

 

Lionni, Leo. Fish is Fish. New York: Pathoeon Books, 1970.

​p- 17       b- 11      m- 22    k- 23     g- 13    t- 44     d- 37

 

Potter, Beatrix. The Tale of Peter Rabbit. New York: Scholastic, 1985.

p- 22     b- 29     m- 30     k- 40     g - 16     t- 59    d- 42

 

Seuss, Dr. The Cat in the Hat. New York: Random House, 1968.

p- 19     b- 15     m- 20     k- 32     g- 7     t- 50     d- 25

 

Steig, William. Dr. De Soto. New York: Farrar, Straus, and Giroux, 1982.

p- 40     b- 26     m- 38    k- 23     g- 17     t- 98     d- 80

 

Tresselt, Alvin. White Snow, Bright Snow. New York: Mulberry Books, 1988.

p– 42     b- 33     m- 34    k- 47     g- 14    t- 105     d- 66

 

Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day.

New York: Atheneum, 1975.

p- 25     b- 29     m- 22    k- 50     g- 8    t- 59     d- 40


Verbal games:

  • Guess What (guess what has sharp teeth and orange/black stripes)
  • Yes or No (“Dogs have 2 feet” child says “no”
  • Which One Doesn't Belong and Why?: ("apple, milk, banana")
  • Categories: parent states items in a category (i.e, socks, shirts, pants)  and child responds with the category (i.e, clothes)
  • Categories: Parent says a category (i.e, clothes) and child responds with items that belong to that category (socks, pants, shirts)
  • I Spy
  • Hotter/Colder: hide something and guide with clues
  • Simon Says
    • Start out by being "Simon", giving directions like "touch your nose", "touch the floor", "clap your hands", "walk to the door"
    • Work up to harder ones like "touch your knees and clap your hands", "put a jelly bean under the napkin," etc.
    • Then have your child be "Simon" and help him to give the directions if needed. 

 


 

Articulation Practice:

Pick a time each day to practice.  Don’t practice for hours!  You are the best judge on how long to work.  Usually working for 15-minute sessions once a day is sufficient.

Take the sound your child is working on and develop word lists that you can read to your child, or pictures that have the target sound in them.  These pictures can be used for naming and for playing games.  Playing games is a great way to extend your practice time.  Your child is still practicing the sounds, but in a more fun way!

Keep the practice words simple!   Don’t choose long, complicated words.  Try to pick words that your child uses in their everyday speech.  This will help their everyday speech become more understandable.

 

Fun Articulation Practice...“in a box!”

1) Make a “mystery box” using common household objects and your child’s toys. Cut a slot in the top of a good-sized box. Make sure that your child’s hands plus an object fit through the slot.

2) Help your child decorate the box the way he/she wants it to look. This makes the child feel like he/she is participating and provides a great language-building activity.

3) Pick 10-15 objects, letter cards, or syllable cards with your child’s target sound in them and, without your child seeing,“hide” them in the Mystery Box.

4) Let your child choose an object/card and say/name it, use it in a phrase, sentence, or ask questions to elicit conversation.

5) Continue until your child sees all objects and completes each task.

Whitney Day

Upcoming Events

Contact Whitney Day

School Phone:
(580) 658-3636
Conference Time:
Please call or email to schedule a meeting time!