Resources for parents:
American Speech and Hearing Assocation
http://www.asha.org/public/speech/development/
Super Duper Handy Handouts
http://www.superduperinc.com/Handouts/Handout.aspx
Mommy Speech Therapy
http://mommyspeechtherapy.com/
Speech Lady Liz Parent Resources
http://speechladyliz.blogspot.com/search/label/Parents
Autism Speaks
http://www.autismspeaks.org/
Apraxia Kids
http://www.apraxia-kids.org/
http://www.asha.org/public/speech/development/
Super Duper Handy Handouts
http://www.superduperinc.com/Handouts/Handout.aspx
Mommy Speech Therapy
http://mommyspeechtherapy.com/
Speech Lady Liz Parent Resources
http://speechladyliz.blogspot.com/search/label/Parents
Autism Speaks
http://www.autismspeaks.org/
Apraxia Kids
http://www.apraxia-kids.org/
Speech Strategies to try at home:
Articulation
- Model correct articulation for your child and do not accidentally reinforce speech sound errors
- Find books or reading passages that contain sounds that your child is having difficulty with and highlight those words to bring their attention to difficult sounds
- Play games (e.g.: candy land, jenga) and have your child say word, phrases and sentences with difficult sounds before taking a turn
- Use visuals to reinforce target sounds
- Help your child visually see where sounds are made
- Use open ended work sheets such as this one to make practicing articulation fun
- Model correct articulation for your child and do not accidentally reinforce speech sound errors
- Find books or reading passages that contain sounds that your child is having difficulty with and highlight those words to bring their attention to difficult sounds
- Play games (e.g.: candy land, jenga) and have your child say word, phrases and sentences with difficult sounds before taking a turn
- Use visuals to reinforce target sounds
- Help your child visually see where sounds are made
- Use open ended work sheets such as this one to make practicing articulation fun
Language Strategies
Reading:
Read with your child every night, have your child retell the story or parts of the story as you read together.
Alternate having your child read and reading to your child and ask questions to help build reading and listening comprehension skills.
Point out letter sounds as you read new words (e.g.: "Here's the word snake, it starts with sn"; "What letter does ball begin with?")
Point out rhyming words
http://www.readingrockets.org/article/reading-together-tips-parents-children-speech-and-language-problems
Memory and auditory processing:
Break up directions for your child (e.g.: Instead of giving your child three tasks at a time, have your child complete one task and then give them the next direction)
Use visuals to supplement verbal directions (e.g.: Create a chart with your child's morning routine in pictures)
Build your child's memory during everyday tasks (e.g.: Ask your child remember 3 items you need to buy at the grocery store or 3 places you need to stop before going home from school)
Helpful memory strategies:
Repeat information - Encourage your child to repeat information as soon as they hear it
Chunk it - Put information in groups (e.g.: chunk apples, grapes and bananas together as fruit; chunk four digits into groups of two - 2,7,9,6 - 27, 96)
Visualization - Try to picture the details in your head
Expressive language and vocabulary
- When asking your child about their day at school ask specific questions (e.g.: Who did you sit with at lunch? What did you do during math centers?)
- Model longer utterances and grammatically correct sentences for your child.
- Use a variety of words when speaking to your child and define words they might not know
- Even if your child is not engaging with you during play, use self talk and parallel talk to describe what you are doing and what your child is doing
Self Talk- Using short sentences to talk about what you are seeing. hearing or doing when you are with your child (e.g.: when you are making cookies say “Mommy is making cookies! I am stirring. I am going to put them in the oven”)
Parallel Talk - Using short sentences to talk about what your child is seeing, hearing or doing (e.g.: when you are playing blocks with your child you say "You have a blue block" "You built a tower!" "Lets count the blocks" - You are not asking questions, instead you are modeling language.)
Some helpful websites for language practice:
http://www.crickweb.co.uk/ks2literacy.html
http://www.eduplace.com/tales/
http://www.readwritethink.org/files/resources/interactives/in_the_bag/index.html
Read with your child every night, have your child retell the story or parts of the story as you read together.
Alternate having your child read and reading to your child and ask questions to help build reading and listening comprehension skills.
Point out letter sounds as you read new words (e.g.: "Here's the word snake, it starts with sn"; "What letter does ball begin with?")
Point out rhyming words
http://www.readingrockets.org/article/reading-together-tips-parents-children-speech-and-language-problems
Memory and auditory processing:
Break up directions for your child (e.g.: Instead of giving your child three tasks at a time, have your child complete one task and then give them the next direction)
Use visuals to supplement verbal directions (e.g.: Create a chart with your child's morning routine in pictures)
Build your child's memory during everyday tasks (e.g.: Ask your child remember 3 items you need to buy at the grocery store or 3 places you need to stop before going home from school)
Helpful memory strategies:
Repeat information - Encourage your child to repeat information as soon as they hear it
Chunk it - Put information in groups (e.g.: chunk apples, grapes and bananas together as fruit; chunk four digits into groups of two - 2,7,9,6 - 27, 96)
Visualization - Try to picture the details in your head
Expressive language and vocabulary
- When asking your child about their day at school ask specific questions (e.g.: Who did you sit with at lunch? What did you do during math centers?)
- Model longer utterances and grammatically correct sentences for your child.
- Use a variety of words when speaking to your child and define words they might not know
- Even if your child is not engaging with you during play, use self talk and parallel talk to describe what you are doing and what your child is doing
Self Talk- Using short sentences to talk about what you are seeing. hearing or doing when you are with your child (e.g.: when you are making cookies say “Mommy is making cookies! I am stirring. I am going to put them in the oven”)
Parallel Talk - Using short sentences to talk about what your child is seeing, hearing or doing (e.g.: when you are playing blocks with your child you say "You have a blue block" "You built a tower!" "Lets count the blocks" - You are not asking questions, instead you are modeling language.)
Some helpful websites for language practice:
http://www.crickweb.co.uk/ks2literacy.html
http://www.eduplace.com/tales/
http://www.readwritethink.org/files/resources/interactives/in_the_bag/index.html