Multilinguistic Components of Spelling: An Overview

2013 ◽  
Vol 20 (4) ◽  
pp. 124-128 ◽  
Author(s):  
Angela Barber
Keyword(s):  
Integrated Model ◽  
Literacy Skills ◽  
Speech Language Pathologists ◽  
Language System ◽  
Adequate Information ◽  
Intervention Plan ◽  
Semantic Awareness

Spelling is a window into a student's individual language system and, therefore, canprovide clues into the student's understanding, use, and integration of underlyinglinguistic skills. Speech-language pathologists (SLPs) should be involved in improvingstudents' literacy skills, including spelling, though frequently available measures ofspelling do not provide adequate information regarding critical underlying linguistic skillsthat contribute to spelling. This paper outlines a multilinguistic, integrated model of wordstudy (Masterson & Apel, 2007) that highlights the important influences of phonemicawareness, orthographic pattern awareness, semantic awareness, morphologicalawareness and mental graphemic representations on spelling. An SLP can analyze anindividual's misspellings to identify impairments in specific linguistic components andthen develop an individualized, appropriate intervention plan tailored to a child's uniquelinguistic profile, thus maximizing intervention success.

Coding for Evaluation and Treatment

2008 ◽  
Vol 18 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Mark Kander ◽  
Steve White
Keyword(s):  
Medical Record ◽  
Treatment Session ◽  
Accurate Diagnosis ◽  
Third Party ◽  
Speech Language Pathologists ◽  
Adequate Information ◽  
Diagnosis Codes ◽  
Coding Rules ◽  
Procedure Codes ◽  
The Web

Abstract This article explains the development and use of ICD-9-CM diagnosis codes, CPT procedure codes, and HCPCS supply/device codes. Examples of appropriate coding combinations, and Coding rules adopted by most third party payers are given. Additionally, references for complete code lists on the Web and a list of voice-related CPT code edits are included. The reader is given adequate information to report an evaluation or treatment session with accurate diagnosis, procedure, and supply/device codes. Speech-language pathologists can accurately code services when given adequate resources and rules and are encouraged to insert relevant codes in the medical record rather than depend on billing personnel to accurately provide this information. Consultation is available from the Division 3 Reimbursement Committee members and from [email protected] .

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Supporting Early Literacy Skills through Preschool Writing Instruction in Therapeutic and Classroom Contexts

2014 ◽  
Vol 21 (3) ◽  
pp. 88-97 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Cynthia S. Puranik ◽  
Laura S. Tortorelli
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Writing Instruction ◽  
Writing Development ◽  
Language Impairments ◽  
Literacy Skills ◽  
Early Writing ◽  
Early Literacy Skills ◽  
Speech Language Pathologists ◽  
Early Childhood Classrooms

In this article, the authors outline how writing during the preschool years is connected with the development of literacy and briefly discuss research on early writing development in children with language impairments. Next, the authors describe ways in which early writing can be assessed and facilitated both in therapeutic contexts and early childhood classrooms, including the collaborative role speech-language pathologists (SLPs) can play in providing early writing support for preschoolers.

Supporting Literacy Development in Adolescents Through Written Language Intervention

2010 ◽  
Vol 17 (3) ◽  
pp. 85-92
Author(s):  
Jeannene M. Ward-Lonergan
Keyword(s):  
Therapeutic Intervention ◽  
Literacy Development ◽  
Critical Role ◽  
Language Impairments ◽  
Literacy Skills ◽  
Written Language ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
School Settings

Speech-language pathologists play a critical role in supporting literacy development in adolescents with Language Impairments through both direct therapeutic intervention and collaboration with other related professionals in school settings. The purpose of this article is to present numerous curriculum-based, language intervention goals and specific techniques that are designed to facilitate the development of literacy skills in these students in the areas of morphology/syntax, semantics, pragmatics/discourse, and vocational language.

Engaging Your Growth Mindset for a Successful School Year

2016 ◽  
Vol 1 (16) ◽  
pp. 91-99 ◽  
Author(s):  
Lyndsey Zurawski ◽  
Nicole Mancini
Keyword(s):  
Academic Success ◽  
General Education ◽  
Students With Disabilities ◽  
Growth Mindset ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Year ◽  
Classroom Speech ◽  
Successful School

This manuscript will focus on the value of a growth mindset, the belief that our abilities are not static, rather, those abilities can be developed upon and improved while utilizing hard work, dedication, and effort. In this article, we describe the value of a growth mindset for speech-language pathologists in schools who support language and literacy skills of students with disabilities and strive to increase academic success in the general education classroom. Speech-language pathologists in a school-based setting can use the principles of growth mindset, putting in into practice for themselves and to foster growth mindset within their students. We present recommendations and examples of implementing a growth mindset during the school year. Additionally, resources are provided for further understanding of growth mindset and the research behind growth mindset principles.

scholarly journals Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects

2011 ◽  
Vol 18 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Maura Jones Moyle ◽  
S. Sue Berman
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
At Risk Children

The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.

Collaborative Efforts to Improve Opportunities for Children With Intellectual and Developmental Disabilities in Ghana

2019 ◽  
Vol 4 (5) ◽  
pp. 1140-1147
Author(s):  
Miriam Baigorri ◽  
Catherine Crowley ◽  
Belinda Bukari
Keyword(s):  
Developmental Disabilities ◽  
Literacy Skills ◽  
Intellectual And Developmental Disabilities ◽  
Speech Language Pathologists ◽  
Middle Income ◽  
Barriers To Education ◽  
Middle Income Countries ◽  
Alternative And Augmentative Communication ◽  
Mainstream Society ◽  
Collaborative Efforts

Purpose Although efforts have been made in Ghana to include children with disabilities in mainstream society, children continue to face barriers to education, rehabilitation, and support services. This article describes collaborative efforts made by the authors, U.S. speech-language pathologists, and a Ghanaian special educator to improve communication skills and academic opportunities for children with intellectual and developmental disabilities. Such initiatives include bringing alternative and augmentative communication into the classroom and establishing activities that promote linguistic concepts and literacy skills. Conclusion This article is an effort to provide a service delivery model for speech-language pathologists and professionals working in low- and middle-income countries. In addition to the authors' efforts described in the article, this also highlights national initiatives that have improved the services for children with intellectual and developmental disabilities in Ghana.

The Urgent Need to Address Workforce Readiness in Adolescent Literacy Intervention

2010 ◽  
Vol 17 (3) ◽  
pp. 93-99 ◽  
Author(s):  
Barbara J. Ehren ◽  
Kimberly Murza
Keyword(s):  
21St Century ◽  
Adolescent Literacy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Workforce Readiness ◽  
Speech Language Pathologists ◽  
Global Marketplace

The literacy skills adolescents now need to be successful in school and the workplace are much different from those of 20 years ago. Today, adolescents must engage in high literacy to achieve in the competitive, 21st century, global marketplace. In this article, the authors discuss workforce readiness as a framework for delivering literacy intervention that has the potential to make a significant impact on the success of adolescents who struggle. They address specific contributions of speech-language pathologists in this arena.

The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists

2020 ◽  
Vol 51 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Keisey Fumero ◽  
Sana Tibi
Keyword(s):  
English Learners ◽  
Reading Development ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Orthographic Knowledge ◽  
Clinical Implications ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Instruction

Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

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