I have a third grade student who works on s blends and r. She has shown great improvement in both. Her classroom teacher came to me and asked how to help the child's spelling because she really struggles in this area. Her spelling errors are not confine
It seems articulation problems at times interfere with spelling and written language. Is this problem most evident in everyday spelling?...or does she pass spelling tests? And if she does well on the spelling test, can she apply those new words to her everyday work? Is spelling the only area of weak performance? How are her written language, and reading skills? It might not be a bad idea to explore these other areas.
As for activities, you might want to try some minimal pair practice for listening. Another idea would be word pairs with different pronunciation and spellings (pass, pause; class, clause; were, where...)
Barbara Halpern has her ASHA certification in both speech pathology and audiology. She is a licensed speech pathologist in Missouri and Illinois. She is currently employed by the Special School District in St. Louis County.
(This is the 1st course in a 4-part series, SSD in Children with Cleft Palate and/or VPD.) This course will review the primary components involved in assessing speech sound disorders in children with cleft palate and/or velopharyngeal dysfunction (VPD). Functional tools/techniques will be highlighted with the goal of determining when speech therapy is beneficial and when further medical referrals are necessary.
(This is the 2nd course in a 4-part series, SSD in Children with Cleft Palate and/or VPD.) This course will focus on special considerations needed during the first three years of life for the child born with cleft lip-palate and/or velopharyngeal dysfunction. Emphasis will be placed on referral to and collaboration with a child’s cleft palate-craniofacial team. Principles and techniques will be illustrated for use during the first three years of life.
(This is the 3rd course in a 4-part series, SSD in Children with Cleft Palate and/or VPD.) This course will focus on speech therapy techniques for the child with articulation disorder related to cleft palate or velopharyngeal dysfunction. Practical therapy techniques that can be adapted for children aged 2 through the teen years are included.
(This is the 4th course in a 4-part series, SSD in Children with Cleft Palate and/or VPD.) Case studies will be presented to discuss assessment and therapy techniques for individuals with cleft and craniofacial conditions. Audiovisual recordings will be provided to demonstrate speech resonance, airflow control and articulation problems in this population. Therapy goal setting will be discussed, with specific techniques for compensatory articulation strategies.
This course is part of the 2014 Nancy McKinley Lecture Series. Evidence-based information will inform this discussion of the critical developmental link between metaphonology and literacy. Developmental considerations will inform a description of key parameters of phonological awareness instruction, effective strategies for young learners, and examples of instructional sequences for advancing the metaphonological abilities of preschool children.