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 firstname.lastname@example.org
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.
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
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.