SpeechPathology.com Phone: 800-242-5183


Therapy Source Career Center - June 2019

Articulation and Spelling Errors

Barbara Halpern Speech Pathologist

July 19, 2004

Share:

Question

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

Answer

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.


Barbara Halpern Speech Pathologist


Related Courses

Treatment Approach Considerations for School-Aged Children with Speech Sound Disorders
Presented by Kathryn Cabbage, PhD, CCC-SLP
Video

Presenter

Kathryn Cabbage, PhD, CCC-SLP
Course: #9472Level: Intermediate1 Hour
  'Excellent handout - I wish I had this well organized information in college! Great overview of the various approaches'   Read Reviews
This course will address the theoretical underpinnings and research base related to differential diagnosis and treatment of articulation and phonological deficits in children with speech sound disorders. Special considerations for how to tailor evaluation and intervention to meet the needs of school-age children will be discussed.

Back to Basics: Down Syndrome
Presented by Theresa Bartolotta, PhD, CCC-SLP
Video

Presenter

Theresa Bartolotta, PhD, CCC-SLP
Course: #8975Level: Introductory1 Hour
  'Information presented in a very organized manner'   Read Reviews
This course will serve as a primer on Down syndrome for practicing speech-language pathologists. The basics of the syndrome and common speech, language, voice and fluency issues will be addressed. Effective treatment strategies for improving communication across the lifespan will also be discussed.

20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP
Text

Presenters

Kelly Farquharson, PhD, CCC-SLPAnne Reed, MS, CCC-SLP
Course: #10002Level: Advanced1 Hour
  'Very applicable to my job situation'   Read Reviews
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.

Sleuthing for /s/ and /r/: Facilitating Strategies for Residual Sound Errors
Presented by Lynn Berk, MA, CCC-SLP
Video

Presenter

Lynn Berk, MA, CCC-SLP
Course: #9237Level: Introductory2 Hours
  'I appreciated that this included information for working with older artic students'   Read Reviews
This course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.

20Q: A Continuum Approach for Sorting Out Processing Disorders
Presented by Gail J. Richard, PhD, CCC-SLP
Text

Presenter

Gail J. Richard, PhD, CCC-SLP
Course: #10008Level: Intermediate1 Hour
  'interesting content'   Read Reviews
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.