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DYSLEXIA, DYSGRAPHIA, DYSCALCULI

Name of strategy: Orton-Gillingham approach

Use of strategy: Treatment for dyslexia and general reading comprehension. For use in all content areas and grade levels

Focus of strategy: Phonemic awareness, spelling, reading comprehension

Explanation of strategy: The Orton-Gillingham approach is a highly structured program where lessons are taught in a planned sequence which keeps students focused on a targeted skill. Each phoneme (sound) in the English language is taught in isolation with repetition and enough time in between each skill for the student to learn and master the skill along with reviewing and utilizing past lessons. With this program, students do not progress to the next skill until their previous skill is mastered. When students learn new material, they continue to review old material until it becomes part of the student’s long-term memory. Reading and spelling are taught simultaneously.

Supporting articles:

John, N. Critical Review: Examining the Effectiveness of the Orton-Gillingham Reading

Approach for Poor Readers in Elementary School. The state University of New Jersey,

Rutgers.

Ritchey, Kristen D., Goeke, Jennifer. (2006). Orton-Gillingham and Orton-Gillingham Based

Reading Instruction: A Review of the Literature. The Journal of Special Education,

40(3),171-183.

Stevens, Elizabeth A., Christy Austin, Clint Moore, Nancy Scammacca,

Alexis N. Boucher, and Sharon Vaughn. (2021). Current State of the Evidence:

Examining the Effects of Orton-Gillingham Reading Interventions for Students

With or at Risk for Word-Level Reading Disabilities. Exceptional Children

Sage Journals), 87(4), 397-417.

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Name of strategy: Davis method

Use of strategy: Treatment for dyslexia and general reading comprehension. For use in all content areas and grade levels

Focus of strategy: Mental orientation, visualization, spelling, reading comprehension

Explanation of strategy: The Davis method is based on the belief that dyslexics are primarily picture-thinkers and that they generally think through mental or sensory imagery rather than using words, sentences, or internal dialogue. Since this method of thinking is subliminal most dyslexics are not aware that this is what they’re doing.

The two major components of the Davis Dyslexia Correction program are Orientation Counseling and Symbol Mastery.

Davis Orientation Counseling teaches dyslexic students how to recognize and control the mental state that can create distorted perceptions of words, numbers and other written material. Students learn to turn off thought processes that can cause misperceptions and, instead, restore their minds to a relaxed and focused state that is more suitable for reading and other studies. Once Orientation is learned, the student is ready to build the conceptual skills that will allow them to overcome the specific problems caused by dyslexia.

Symbol Mastery gives dyslexic students the ability to think with symbols and words, so they can learn to read easily and with full comprehension. Using clay, students first work with the alphabet, numerals, and punctuation marks, to make sure that they have an accurate perception and understanding of these symbols. Students then use clay to model the trigger words (the short abstract words) frequently encountered in reading, such as and, the, to or it. These words cause problems when dyslexic students cannot form a mental picture to go along with them. Through the Symbol Mastery technique, the student makes a three-dimensional clay model of the meaning of each word, together with a model of the letters of the words. With this approach, learning is permanent.

Supporting articles:

(2012). Effectiveness of Davis Dyslexia Correction Method on Reading Performance of Dyslexic

Children, Journal of Applied Psychology. 6(2(22)):41-58, Summer. 2012.

Amsberry, Gianna; T. F. Mclaughlin; K. Mark Derby; Teresa Waco. (2012). The

Effects Of The Davis Symbol Mastery System To Assist A Fourth Grader With

Dyslexia In Spelling: A Case Report. Journal On Educational Psychology,

6(2),13-18, August-October 2012, 2012.

Heidari T, Amiri Sh, Molavi H. (2012). Effectiveness of Davis Dyslexia Correction

Method on Reading Performance of Dyslexic Children. Journal of Applied

Psychology. 6(2(22)),41-58.

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Name of strategy: Graphic organizers

Use of strategy: An aid in treatment of dyslexia. For use in all content areas and grade levels.

Focus of strategy: Comprehension, organization, investigation, recall

Explanation of strategy: Graphic organizers are useful and easy tools that can visualize and organize information. They are often used as prompts for students to construct ideas, organize and sequence information, plan what to write, increase reading comprehension, brainstorm, organize problems and solutions, compare and contrast ideas, show cause and effect, and more. What the students need to do in most cases is to fill in the blanks. The ability to color-code thoughts in a picture can help significantly in understanding and remembering the information. Graphic organizers benefit students who use them in the following aspects:

Help students structure the writing project.

Encourage students to judge the pros and cons of making decisions.

Generate, classify ideas easily, and communicate in brainstorm.

Examine relationships.

Guide students to demonstrate their thinking process.

Increase reading comprehension

Organize and compare essential concepts and ideas.

Sequence and break a story into the main elements (intro, rising action, climax, and more).

There are many types and varieties of graphic organizers that can be utilized, the one below is but one of many.

The sequence chart is a tool that helps visualize the order of steps of a process or a timeline of events, etc. It can also be used for note-taking, lesson planning, and essay writing.

Supporting articles:

Praveen, Sam D., Premalatha, Rajan. (2013). Using Graphic

Organizers to Improve Reading Comprehension Skills for Middle School ESL

Students. English Language Teaching, 6(2), 155-170.

Wise, Mark, Cooper, Carl. (2019). Increasing the Value of Graphic Organizers.

Edutopia. Lucas Educational Research.

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Name of strategy: Clay modeling

Use of strategy: Treatment for dysgraphia to develop and control motor skills. For use in all content areas and grade levels

Focus of strategy: Gross motor skill development, fine motor skill control, dexterity, communication.

Explanation of strategy: Dexterity and finger strength is very important when it comes to handwriting. If a student has dysgraphia, their fine motor skills need work and the strength in their fingers needs to be improved. Playing with clay or Play-Doh for just 30 minutes a day will increase both strength and dexterity in the hands and fingers. As the muscles in their fingers strengthen, it will become easier to grip pens and pencils. A good game is to roll the clay/Play-Doh out and practice making letters. This is particularly useful for pre-school children as it reinforces the shapes of the letters but can be helpful with all ages.

Supporting articles:

Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and

what can be done about it. TEACHING Exceptional Children Plus, 3(3) Article 5.

Fischer, Jeri, & Rettig, Michael, A. (2004). Dysgraphia: When Writing Hurts. NAESP, 84(2)

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Name of strategy: Multi-sensory math techniques (Visualizing with beads)

Use of strategy: Treatment for dyscalculia. For use math instruction at all grade levels

Focus of strategy: Numeric representation, comprehension, number manipulation

Explanation of strategy: Using beads, dried beans, or other tangible items as manipulatives is an excellent way to have students visualize and display math operations. For example, students can solve an addition sentence by adding two sets of beads together or they can discover how much is left after subtracting some beads. Different amounts of the items can also be grouped together for multiplication and division. Moving items around and seeing how the quantities change provides a concrete way of understanding how math operations work. Manipulatives can also help students develop a sense for numbers and understand amounts.

Supporting articles:

Price, Gavin R., and Daniel Ansari. (2013). Dyscalculia: Characteristics, Causes, and

Treatments. Numeracy, 6(1) Article 2.

Michaelson, Matthew Thomas. (2007). An Overview of Dyscalculia: methods for ascertaining

and accommodating dyscalculic children in the classroom. AMT, 63(3), 17-22.

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joeschap · 4 years ago

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LEARNING DISABILITIES

Name of strategy: Repeated and monitored oral reading

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Fluency, comprehension, phonological awareness, alphabetics

Explanation of strategy: Repeated reading is simple to execute and can be done with any type of book. As a sample, you can follow these guidelines for choosing the right text.

Choose a text that is approximately 50-200 words.

Select a passage that is decodable but not predictable.

Use a text that is between the student's instructional and frustration levels—they should mostly be able to read it without your help but this will mean that decoding and mistakes will be made.

Introduce the passage to them and provide background information as needed. The student should read the passage aloud. You can provide definitions for difficult words that they encounter but let them pronounce them on their own and try to figure them out for themselves first.

Have students re-read the passage up to three times until their reading is smooth and efficient. The goal is for their reading to come as close to authentic language as possible. You may choose to use a fluency chart to track their progress.

Supporting articles: Alber-Morgan, Sheila R. (2006)). Ten Ways to Enhance the Effectiveness of Repeated Readings. Behavior Analyst Today, 3(3). 273-279.

Cunningham, Patricia, Allington, Richard L. (2011). Classrooms That Work: They can all Read and Write. Pearson.

Conderman, Greg, Strobel, Debra. (2006). Problem Solving with Guided Repeated Oral Reading Instruction. Intervention in School and Clinic / Sage Journals, 42(1). 34-39.

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Name of strategy: Modeling fluent reading

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Fluency, comprehension, phonological awareness, alphabetics

Explanation of strategy: In order to read fluently, students must first hear and understand what fluent reading sounds like. From that they will be able to transfer those experiences into their own reading. The most powerful way for you to help students is to read aloud to them, often and with great expression. Following a read-aloud session, ask students: "After listening to how I read, can you tell me what I did that is like what good readers do?" Encourage students to share their thoughts. Also, ask students to think about how a fluent reader keeps a listener engaged. Choose selections carefully in order to expose them to a wide variety of subjects including poetry, excerpts from speeches, and folk and fairy tales with rich, lyrical language. These are all texts that will spark students' interests and draw them into the reading experience with enthusiasm.

Supporting articles: Blau, Lisa. (2021), 5 Surefire Strategies for Developing Reading Fluency. Scholastic Teacher.

Yaghoub Zadeh, Z., Farnia, F. & Geva, E. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing: An Interdisciplinary Journal, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0

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Name of strategy: Use of graphic organizers

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Comprehension, organization, investigation, recall

Help students structure the writing project.

Encourage students to judge the pros and cons of making decisions.

Generate, classify ideas easily, and communicate in brainstorm.

Examine relationships.

Guide students to demonstrate their thinking process.

Increase reading comprehension

Organize and compare essential concepts and ideas.

Sequence and break a story into the main elements (intro, rising action, climax, and more).

There are many types and varieties of graphic organizers that can be utilized, the one below is but one of many.

The cause and effect diagram, also known as an Ishikawa or fishbone diagram, refers to a graphical tool used to display a list of causes related to a specific effect. It organizes these potential causes in groups.

Supporting articles: Praveen, Sam D., Premalatha, Rajan. (2013). Using Graphic Organizers to Improve Reading Comprehension Skills for Middle School ESL Students. English Language Teaching, 6(2), 155-170.

Wise, Mark, Cooper, Carl. (2019). Increasing the Value of Graphic Organizers. Edutopia. Lucas Educational Research.

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Name of strategy: Summarization

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Comprehension, recall, organization

Explanation of strategy: Summarizing teaches students how to pick out the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read and can be used in virtually every content area. Begin by reading OR have students listen to the text selection. Ask students the following framework questions: What are the main ideas? What are the crucial details necessary for supporting the ideas? What information is irrelevant or unnecessary? Have them use key words or phrases to identify the main points from the passage.

· It helps students learn to discern essential ideas and group together the important details that support them.

· It enables students to focus on the key words and phrases of an assigned text that are noteworthy and should be remembered.

· It teaches students how to take a large section of text and reduce it to the main points for better understanding.

There are numerous ways to handle summarization, from simple to elaborate. A good summary is short and to the point. The following easy summarizing strategies will help students choose the correct details from the text and write about them clearly and concisely.

SAAC Method

The SAAC method is another useful technique for summarizing any kind of text (such as a story, an article, or a speech). SAAC is an acronym for "State, Assign, Action, Complete." Each word in the acronym refers to a specific element that should be included in the summary.

State: the name of the article, book, or story

Assign: the name of the author

Action: what the author is doing (example: tells, explains)

Complete: complete the sentence or summary with keywords and important details

5 W's, 1 H

The Five W's, One H strategy relies on six crucial questions: who, what, when, where, why, and how. These questions make it easy to identify the main character, important details, and main idea.

Who is the story about?

What did they do?

When did the action take place?

Where did the story happen?

Why did the main character do what s/he did?

How did the main character do what s/he did?

First Then Finally

The "First Then Finally" technique helps students summarize events in chronological order. The three words represent the beginning, main action, and conclusion of a story, respectively:

First: What happened first? Include the main character and main event/action.

Then: What key details took place during the event/action?

Finally: What were the results of the event/action?

Give Me the Gist

When someone asks for "the gist" of a story, they want to know what the story is about. In other words, they want a summary—not a retelling of every detail. To introduce the gist method, explain that summarizing is just like giving a friend the gist of a story, and have your students tell each other about their favorite books or movies in 15 seconds or less. You can use the gist method as a fun, quick way to practice summarizing on a regular basis.

Supporting articles: Ozdemir, Serpil. (2018). The Effect of Summarization Strategies Teaching on Strategy Usage and Narrative Text Summarization Success. Universal Journal of Educational Research, 6(10), 2199-2209.

Bales, Kris. "5 Easy Summarizing Strategies for Students." ThoughtCo, Aug. 28, 2020, thoughtco.com/summarizing-strategies-for-students-4582332.

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Name of strategy: Peer tutoring spelling game.

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Written expression, phonological awareness, fluency, comprehension, recall, interpersonal skills.

Explanation of strategy: The game was designed to improve spelling accuracy on weekly tests by increasing "opportunities to respond" through the use of several procedures (social and token reinforcement, team competition, distributed practice, error correction, peer tutoring, and team competition). Vocabulary words are chosen to assist the students with their daily quizzes. Students should be randomly paired with other students and placed on either the red or blue team each week that the game is employed. Students participate in tutoring for a total of 20 minutes a day. Students act as both tutors and tutees, switching roles after ten minutes. Points are earned for correct answers and added to their team’s scores after each day’s session. This exercise has been consistently very effective in raising spelling test scores as well as improving students’ ability to work with their peers.

Supporting articles: Lundberg, A. (2020). Applying peer tutoring to spelling at the elementary level [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1034

Delquadri, Joseph C., Greenwood, Charles R., Stretton, Kathleen, Hall, R.Vance. (1983). The Peer Tutoring Spelling Game: A Classroom Procedure for Increasing Opportunity to Respond and Spelling Performance. Education and Treatment of Children, 6(3), 225-239.

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joeschap · 4 years ago

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COMMUNICATION DISORDERS

Name of strategy: Direct instruction of morphemes

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Comprehension, investigation, discovery

Explanation of strategy: Instructional programs to help students discern the meaning of units within words and to identify common prefixes and suffixes and recognize the distinct meaning that each adds to the root word. Students should be able to identify the root word and to break down the word according to its structure and through this process, be able to decipher unknown words.

Word Matrix: a map of a word family

un help ful ness

ing

Word Sums: reveal underlying structure of any complex word (a word with more than just a base)

un + help + ful + ness > unhelpfulness

(Source: www.readingrockets.org)

Supporting articles: Hendrix, Rebecca A., Griffin, R.A. (2017). Developing Enhanced Morphological Awareness in Adolescent Learners. Journal of Adolescent and Adult Literacy, 0(0), 1-9.

Pacheco, Mark B., Goodwin, Amanda P. (2013). Putting Two and Two Together: Middle School Students’ Morphological Problem-Solving Strategies for Unknown Words. Journal of Adolescent and Adult Literacy, 56(7), 541-553.

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Name of strategy: Semantic feature analysis

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Comprehension, recognition, recall

Explanation of strategy: The semantic feature analysis strategy uses a grid graphic organizer to help kids explore how sets of one things are related to another. By completing and analyzing the grid, students are able to see connections, make predictions and master important concepts. This strategy enhances comprehension and vocabulary skills.

Steps:

Select a category or topic

Provide students with key vocabulary words and important features related to the topic.

List vocabulary words down left hand column

List features of the topic across top row of the chart

Have students place a "+" sign in the matrix when a vocabulary word aligns and a "–" in the grid if it doesn’t.

(Source: strategiesforspecialinterventions.weebly.com)

Supporting articles: Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc. Miller, M., & Veatch, N. (2011). Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12. Pearson Polygon Semantic Feature Analysis. (n.d). [image]. Retrieved from http://theculturallyresponsiveclassroom.weebly.com/semantic-feature-analysis.html

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Name of strategy: Word-finding strategies

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Comprehension, recognition, recall

Explanation of strategy: A 'word retrieval difficulty' or 'word finding problem' is when a person knows and understands a particular word, but has difficulty retrieving it and using it in their speech. This is similar to when we feel that a word (for example a name) is on the tip of our tongue. Children may not be able to find the word at all, they might retrieve a word that sounds similar to the one they want or they might produce nonsense words.

In the classroom, a child with a word finding problem may have difficulty expressing their knowledge. They may appear not to know the answers when asked questions that need retrieval of specific facts. For instance, they may have difficulty relating character or people's names, locations, dates or other specific facts. Their conversation may be brief or include word repetitions, substitutions, empty words, time fillers and delays. Here are some tips to help a child who has difficulty with word-finding:

1. Repeat statements and questions. Use slow, clear speech.

2. Focus on available visual cues. Use the environment to spot items whenever possible.

3. Encourage visualization (pictures in the mind), association (ideas, concepts, words) and rehearsal (low volume for silent repetition).

4. Use semantic or associative cues: provide function, category, synonyms, antonyms, descriptions, situations, themes, etc.

5. Use mnemonic cues: (e.g. HOMES for the Great Lakes, rhymes, I before E except after C, etc.)

6. Use visual and objects: maps, graphs, pictures, lists, etc.

7. Encourage the student to ask you for the first sound of the word.

Examples Target Word: Plymouth

1. Provide the initial sound cue. It begins with p….

2. Provide an incomplete sentence. The Pilgrims landed in …

3. Provide multiple choices. Did the Pilgrims land in Plymouth, Boston or Lowell?

4. Provide associative semantic cues. The Pilgrims left England because they were unhappy with the king. They sailed on the Mayflower to …

Target Word: Warm

1. Provide a rhyming word Farm

2. Provide sound segments War …

3. Provide a model of position and posture of the lips, tongue Round lips for w

4. Provide an antonym The opposite of cold is …

5. Provide a synonym Another word for hot is …

6. Provide a categorical label It is a weather word

(Source: phillipsspeechtherapy.com)

Supporting articles: Warren, Erica. (2021). Word Finding Strategies for Dyslexics With Word Retrieval Deficits. Goodsensorylearning.com.

Leonard, Laurence B., Deevy, Patricia. (2020). Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers. Journal of Speech, Language, and Hearing Research. 20(63), 3252-3262.

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Name of strategy: Earobics for phonics instruction

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Comprehension, alphabetics, phonemic awareness

Explanation of strategy: Earobics is an interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills through interaction with animated characters. The program builds skills in phonemic awareness, auditory processing and phonics along with cognitive and language skills required for comprehension. Each instruction level deals with recognizing and blending sounds, rhyming, and identifying phonemes within words and adjusting to each individual student’s ability level.

Materials for Phonics Instruction Included in Earobics Literacy Launch

Alphabet Mats and Letter Sets in both capital and lowercase versions, allows students hands-on practice in alphabet knowledge, decoding, and spelling

The Letter/Sound Review Deck reinforces knowledge of the alphabet through identifying and associating letters and sounds with key words.

Picture/Word Cards build students’ toolbox of sight words and provide extensive practice in decoding and spelling.

The Sound Starters and Sound Stories series is a collection of books and audio recordings that helps students explore the connections between sounds, letters and words. The series includes a Big Book for teacher-led reading; three sets of 30 Little Books (one for each letter in the series); CDs and audiotapes for chants and sing-alongs that teach alphabet knowledge and letter/sound relationships; and 30 additional titles that use repetitive and alliterative stories to help students practice sound-symbol relationships in a meaningful context.

The Sound Blends and Sound Rhymes series includes 40 titles that incorporate frequently occurring consonant blends and common rime families into stories that also develop comprehension.

The First Story Rhymes series and The Second Story Rhymes series each consists of three titles in multiple media and text formats, with one Bib Book for each title, four corresponding Little Books, talking CD-ROM software for each book. There is also a version of each book on audio CD and video DVD which offers interactive exercises that build phonics skills.

The Earobics Phonics Teacher’s Guide includes Print Concept, Alphabet Knowledge, and Decoding and Spelling activities that support a systematic and explicit approach to phonics instruction.

(Source: Houghton Mifflin Harcourt Specialized Curriculum)

Supporting articles: Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63(04), 1291A. (UMI No. 3050601)

Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California. Retrieved from http://www.cogcon.com/research/proven/LAUSD.pdf

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Name of strategy: Speech therapy

Use of strategy: For use in all content areas and grade levels

Focus of strategy: Articulation, fluency, voice regulation, expression

Explanation of strategy: Speech therapy is the assessment and treatment of communication problems and speech disorders. It is performed by speech-language pathologists (SLPs), which are often referred to as speech therapists. Speech therapy techniques are used to improve communication. These include articulation therapy, language intervention activities, and others depending on the type of speech or language disorder. Speech therapy for students may take place in a classroom or small group, or one-on-one, depending on the speech disorder. Speech therapy exercises and activities vary depending on the student’s disorder, age, and needs. The SLP may use therapeutic exercises and activities to help students overcome their specific issues.

These may include:

Language activities: Involves playing and talking with the child while using pictures, books, and objects to stimulate language development. The SLP may also demonstrate correct pronunciation and use repetition exercises to help increase the child’s language skills.

Articulation activities: These will involve the SLP working closely with a child to help them with their pronunciation. The SLP will demonstrate how to make specific sounds, often during play activities.

Feeding and swallowing therapy: An SLP can work closely with a child with chewing or swallowing issues. The SLP can also use oral exercises to help strengthen the muscles in the mouth or work with different food textures to improve the child’s oral awareness.

Exercises: The SLP may use a number of tongue, lip, and jaw exercises, alongside facial massage to help strengthen the muscles around the mouth. This can help them with future speech and communication.

An SLP will also provide the child with strategies and homework. These exercises allow them to work through certain activities with a parent or caregiver, so they can continue to practice at home.

SPEECH THERAPY ACTIVITIES

Read. Repetitive books are a great way to practice articulation, and there are many great children’s books that focus on particular sounds to help with speech therapy, including:

· Silly Sally

· Brown Bear, Brown Bear, What Do You See?

· The Cat in the Hat

· Fancy Nancy

· One Fish Two Fish Red Fish Blue Fish

· Chick Chick Boom Boom

· Llama Llama Red Pajama

Fun with Straws. Drinking different textures through a drinking straw, or blowing air through a straw to move objects like pom poms are both great ways to develop a child’s oral muscles.

Duplo Letter Sound Matching. This beginner’s phonics activity by This Reading Mama offers a great way to practice different sounds with students. All that is needed is a pack of LEGO Duplo Basic Bricks, and you can adjust this activity to target all kinds of tricky sounds and words!

Voice-O-Meter Voice Chart. If a student struggles to regulate his or her voice, and can’t distinguish between what an ‘indoor’ and ‘outdoor’ voice sounds like, this Voice-O-Meter Voice Chart on Teachers Pay Teachers works very well.

Sing Songs. All of the silly songs kids sing in preschool like ‘Row Row Row Your Boat’, ‘Twinkle Twinkle Little Star’, and ‘The Itsy Bitsy Spider’ aren’t just for fun. They also help develop language skills. Make up your own words and melodies to help practice the sounds students struggle with most, and remember to keep it fun and engaging so it doesn’t feel like practice.

Poetry. Poetry can help teach things like decoding, fluency, and sight words

(Source: www.merakilane.com/speech-therapy-activities)

Supporting articles: Williamson, Tommy. (2020). Key Speech Therapy Techniques Psychologists can use to treat Speech and Language Disorders. Psychreg LTD.

Rowden, Adam. (2021). What to Know About Speech Therapy. Medical News Today. Retrieved from www.medicalnewstoday.com/articles/speech-therapy#summary.

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