Podcasts about phonological

Let's test your /u/ sound, a vowel / diphthong that can be particularly tricky because it's sound can have a few variations, like view vs pool vs room! And if you need more practice, check out our video course, Vowel Kit, which shows you nonnative mistakes and native speaker models/techniques to pronounce each naturally! Visit https://www.fluentamerican.com/voweltoolkitThe first 5 people to use the code LAUNCH get $7 off!booth   soon    Loop pool   cool    foolvolume  view  annualMore on the j before /u/ https://en.m.wikipedia.org/wiki/Phonological_history_of_English_consonant_clusters#Yod-dropping visit the part on yod dropping*Welcome to Wake Up American, where Monday through Friday, we spend a couple minutes on a challenging aspect of American English pronunciation and walk through examples to help you achieve a more natural sound the next time you speak in American English at work, at home, or out and about town.See all the episodes: https://www.youtube.com/watch?v=PA83m7lXmjQ&list=PLlZ0dlSbrSXhtU6hvocUB69VuvfWZkgZu#fluentamerican #americanenglish #pronunciationSupport the show

In this episode, Dr. Jennifer Noonan shares tips on language learning and "The Phonological Loop & Reading Fluency" in this SLA section of the podcast. Then Jesse Orloff studies 1 Peter 5 in Koine Greek. This is stuff you don't want to miss! ***GlossaHouse resources are available at our website! - https://glossahouse.com/ ✏️ ***Sign up for classes with GlossaHouse U - https://glossahouse.com/pages/classes

In this episode of The Teaching Middle School ELA Podcast, Caitlin, Megan, and Jessica continue their Science of Reading series by tackling phonological awareness, a key component of the Word Recognition section of Scarborough's Reading Rope. Join your hosts as they demystify phonological awareness for middle school teachers, explaining why it's vital for older students and how it can tie into the study of poetry. You'll walk away with ten simple, creative strategies to help students develop their phonological awareness through sound patterns, rhymes, and more. Whether you're new to the concept or looking to deepen your understanding, this episode is filled with practical ideas that you can use in your classroom tomorrow!

Today on the Play On Words Podcast from Big City Readers we are talking about supporting your toddler's language development and how it connects to learning to read with speech-language pathologists Katie and Carly of Wee Talkers. We dive deep into the world of toddler speech development, reading foundations, and milestones—and what it really means when kids hit (or don't hit) those milestones on time.Katie and Carly share personal stories of their own children—some early readers, some needing extra help—and we have an honest conversation about why learning to read early isn't necessarily a sign of future success. If your toddler isn't rattling off the ABCs yet, that's OK!What we cover: How many words should my toddler know? We break down the speech milestones and when to worry (or not). Phonics vs. Phonological Awareness: What do these terms actually mean, and why are they key to building reading skills? Understanding vs. knowing words: Does your child really understand what they're saying? Should you teach your child to read at home? Or let them learn in school? Reading intervention: The truth behind why some kids need it, and how you can support your child if they do. The Covid baby effect: How pandemic-born toddlers are showing delayed milestones—and how to catch up. How to help your child right now: Actionable steps to boost speech and reading at home, no matter where they are on the learning spectrum. Language and anxious toddlers (and parents): How to navigate anxiety in kids struggling with communication.Whether your child is a late talker or already showing early signs of reading, this episode is packed with tips, insights, and a little bit of humor to help you navigate it all.Links: Wee Talkers Instagram: @weetalkers Big City Readers Instagram: @bigcityreaders Phonological awareness checklist Language milestone checklist

I am so excited to officially welcome you to my brand new podcast. Even typing those words is thrilling! This has been a wish of mine for a couple of years now, so finally hitting "record" and inviting you to my little corner of the podcasting world is exciting...And, truth be told, a little bit nerve wracking...But we are going to push those nerves aside because we have very important work to do. As you may know, 65% of fourth graders in the US are currently reading below grade level.We have a literacy epidemic that has gone on for far too long and our students are counting on us to roll up our sleeves and lean into the 7 decades of research that helps pinpoint the easier, brain-friendly way to teach reading. In this episode, we'll talk about...1:14 An introduction to the science of reading2:56 The popular reading formula called the "Simple View of Reading"3:35 The very first reading skill students need to learn8:00 Phonological awareness versus phonics8:24 A simple tweak that helps students learn phonics skills fast11:37 What the heck "orthographic mapping" means and why it's so important16:02 The ins and outs of language comprehensionShow links:Follow Malia on Instagram.Become a Science of Reading Formula member.Rate, review, and follow:If you loved this episode, please take a minute to rate and review my show! That helps the podcast world know that this podcast is worth sharing with other educators just like you.Scroll to the bottom, tap to rate with five stars, and select "Write a Review". Then let me know what you loved most about the episode!And while you're there, be sure to follow the podcast. I'm adding a bunch of bonus episodes to the feed and I don't want you to miss out!

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Thinking Outside the “Box”: Applying Clinical Skills in Dyslexia InterventionGet .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/applying-clinical-skills-in-dyslexia-intervention-abje0129Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you'll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.Learning Objectives:1. List the 3 principles and 6 key elements of structured literacy intervention2. Describe 3 evidence-based intervention techniques and approaches to manage dyslexia3. Describe 3 ways to incorporate structured literacy interventions into your current treatment plansReferences & Resources:Jaskolski, J.E., & Moyle, M.J. (2017). Phonological awareness training program: A speech-language pathologist's tool for training teachers. Rockville, MD:ASHA Press.Jennings, T.M & Haynes, C.W., (2018). From talking to writing strategies for supporting narrative and expository writing. Prides Crossing, MA: Landmark School Outreach Program.Hogan, T.P. (2018). Five ways speech language pathologists can positively impact children with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 902-905The Seeds of Learning: A Cognitive Processing Model for Speech, Language, Literacy and Executive FunctioningSoar with Words on Instagram

As SLPs, we're responsible for assessing language and sounds. Back in Episode 20, we discussed narrative assessment, which is the language side of literacy. But in today's episode, we're going to focus on decoding, which has to do with sounds. More specifically, we're going to discuss how to assess phonological awareness, why it needs to be assessed, and the benchmarks to look for. Resources Mentioned:Episode 20, How to Assess Narrative Language“A Comparison of Early Literacy Skills in Children with Specific Language Impairment and Their Typically Developing Peers” Article“Prevention and Remediation of Severe Reading Disabilities: Keeping the End in Mind” ArticleFoundations of Reading Acquisition and Dyslexia: Implications for Early Intervention BookSpeech Therapy Book Companions Bundle - with phonological analysisFollow us on Instagram @literacybasedspeechtherapy.Write your review on Apple Podcasts!Show Notes: https://sweetsouthernspeech.com/podcast/assess-phonological-awareness

In this episode Miss Beth breaks down the 3 p's: phonics, phonological awareness and phonemic awareness. What you need to know starting with babies and when to introduce letters and sounds as well as how to do it! Download our free guide in the show notes: bigcityreaders.com/podcast

Previous episodes in the Science of Reading series have focused on the strands of fluency, background knowledge, sight word recognition, verbal reasoning, literacy knowledge, decoding, and language structures. With this episode, we continue deconstructing the reading rope.Today, Dr. Jackson pulls out the strand of phonological awareness. His guest host for this episode is ChatGPT. ChatGPT is an AI language model developed by OpenAI. Although OpenAI does not claim personal authorship or intellectual property rights, a citation has been included in the Show Notes to attribute the content to the AI system that produced it. Phonological Awareness refers to the ability to recognize and manipulate the individual sounds, or phonemes, that make up spoken words. This fundamental skill is a powerful predictor of reading success in children. Numerous studies have highlighted its significance in language development and literacy acquisition.Dr. Jackson has been interested in learning more about ChatGPT and wanted to produce the next episode in the Science of Reading series. This episode is a melding of those two intellectual challenges.

This week we are dropping this special episode where my roommate, Molly McGuire and I discuss the phonological processes: cluster reductions, fronting, labialization (yes, we had a hard time pronouncing it too) and more! This episode is great for parents of toddlers and preschoolers to help understand what sounds we expect kiddos to be making, undergrads, grads, and those who need a refresher! We had so much fun recording this episode, and I hope you all enjoy. You can find Molly on Instagram @mollynmcguire Resources: ASHA Phonological Processes Mommy Speech Therapy Phonological Processes Chart ⁠Mommy Speech Therapy Sound Development Chart⁠ Speeching it Real Phonological Processes Chart (also shared via Instagram) Follow us on instagram @speechingitreal Follow your host, Christy Ubieta @christymarieu   Email anytime with questions, general comments, or guest suggestions at speechingitreal@gmail.com

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.19.549751v1?rss=1 Authors: Sorensen, D., Avcu, E., Lynch, S., Ahlfors, S., Gow, D. Abstract: While the neural bases of the earliest stages of speech categorization have been widely explored using neural decoding methods, there is still a lack of consensus on questions as basic as how wordforms are represented and in what way this word-level representation influences downstream processing in the brain. Isolating and localizing the neural representations of wordform is challenging because spoken words evoke activation of a variety of representations (e.g., segmental, semantic, articulatory) in addition to form-based representations. We addressed these challenges through a novel integrated neural decoding and effective connectivity design using region of interest (ROI)-based, source reconstructed magnetoencephalography/electroencephalography (MEG/EEG) data collected during a lexical decision task. To localize wordform representations, we trained classifiers on words and nonwords from different phonological neighborhoods and then tested the classifiers' ability to discriminate between untrained target words that overlapped phonologically with the trained items. Training with either word or nonword neighbors supported decoding in many brain regions during an early analysis window (100-400 ms) reflecting primarily incremental phonological processing. Training with word neighbors, but not nonword neighbors, supported decoding in a bilateral set of temporal lobe ROIs, in a later time window (400-600 ms) reflecting activation related to word recognition. These ROIs included bilateral posterior temporal regions implicated in wordform representation. Effective connectivity analyses among regions within this subset indicated that word-evoked activity influenced the decoding accuracy more than nonword-evoked activity did. Taken together, these results evidence functional representation of wordforms in bilateral temporal lobes isolated from phonemic or semantic representations. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Wherever you are on your journey with dyslexia, you may have come across terms like phonological awareness, phonemic awareness, and phonics. In this episode, I'm breaking down the skills within each term, and how each concept relates to an overall understanding of language in relation to dyslexia. Phonological awareness, phonemic awareness, and phonics are similar to nesting dolls — one nests inside the other to create a larger whole. This looks like: The smallest doll = Phonemic Awareness: The smallest unit of sound, and the most advanced stage within phonological awareness. The mid-sized doll = Phonological Awareness: Oral language skills; rhyme and alliteration, words in a sentence, syllables, onset rhyme, and phonemic awareness. The largest doll = Phonics: The act of matching oral language sounds to letters and letter patterns. All language is intricately interwoven — oral language, reading, writing. The brain is hardwired for oral language, but not for reading and writing. Therefore, the first indicator of a reading problem is going to show up in oral language or speech skills. Join me as I deconstruct and define the nesting doll trifecta: phonological awareness, phonemic awareness, and phonics. Have a question or want a certain topic covered? Send us an email or a DM on Instagram. I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. Listen to the episode on Apple Podcasts, Spotify, Stitcher, or on your favorite podcast platform. Topics Covered: The difference between phonological awareness, phonemic awareness, and phonics The importance of phonological awareness and phonemic awareness The importance of phonics How oral language, reading, and writing are interwoven Connect: Visit my website Sign up for my newsletter Follow me on Instagram Join me on Facebook Download my FREE guide: Dyslexia Defined

"We need a union!" is often one of the first rallying cries when SLPs get together to bemoan the pay problem in our field. But are unions the answer? Meet "Marie" who shares what it's like to work in a state largely dominated by unions that get SLPs "stuck on a teacher pay scale." We also discuss licensing gatekeeping and the fact that multiple state, interstate, and national licenses are perceived as required for this profession when other professions only require a state license.THANK YOU to our sponsors for this podcast: Phonological and Articulation Children's BooksEmail us hello@otherslpspockets.com. Find us on Instagram @otherslpspockets.Share your thoughts and questions via voicemail! Record and send here.View crowd-sourced SLP salary data at SLP Careers.

We've talked before about how as upper elementary teachers, we sometimes think the foundational aspects of the science of reading aren't as pertinent to us. However, by now you have learned that explicitly teaching word recognition and language comprehension skills helps your struggling readers. That's why incorporating phonological awareness activities into your instruction is a small step toward the science of reading.Check out my Free Literacy Workshop. For more information click here. Sign up for my FREE private podcast, the Confident Writer Systems Series here!Join us in the Stellar Literacy Collective Membership: https://learn.stellarteacher.com/waitlist To check out all of the resources from this episode, head to the show notes: https://www.stellarteacher.com/episode145Mentioned in this episode:Sign up for my FREE workshop, The Time Crunch Cure: Create a Literacy Block That Fits it All In and Achieves More: https://www.stellarteacher.com/workshop

In episode 4 of Creative Kindergarten's Book Club, we read and reflect on chapter 4 of Literacy Foundations for English Learners. I reflect on my growing understanding of phonological awareness skills, and how I can ensure my English learners start to build a strong foundation in these important skills. Go to the forum to answer this week's reflection question, or to share your thoughts on this chapter in general: https://creativekindergartenblog.com/forum-2/?frame-nonce=a712f1a029  Grab a copy of the book to join in the learning and conversation with me: https://amzn.to/3I3FZ6W

In today's episode, we take a fascinating journey into the world of Phonological Awareness, a crucial skill often considered as the ability to 'play with language.' Our goal is to demystify this complex topic for parents, educators, and lifelong learners, emphasizing its significant role in literacy development and cognitive function. We delve into the scientific intricacies of phonetics, syllables, and rhyme, offering insights on early identification of reading difficulties and effective support strategies. Tune in as we elucidate how mastering Phonological Awareness can transform reading abilities and overall cognitive development.Transcript: https://share.descript.com/view/cZONslkoBVI

How can music play an important role in building strong foundations for phonics? Tasha Bretten and Angelica Celinska discuss the holistic values of music for children's learning, and specifically the school readiness narrative. They discuss melodic and rhythmic awareness strengthening the auditory system, building phonological skills, and ultimately helping children to develop wider skills and laying strong foundations for more general cognitive functions.   Angelica and Tasha tap into: School readiness and phonics 02:00 Phonological awareness and pre-social skills 02:40 Love of learning and lifelong learning 03:50 Are children 'reluctant' to engage in music? 05:05 Our innate, intrinsic musicality 05:30 Modelling enthusiasm and love of music 06:00 Practitioner lack of confidence in music 07:00 An environment suitable for music and finding music everywhere 09:10 Phase 1 phonics 11:00 Language acquisition 11:55 Lack of teacher training around music 12:45 Lack of music in the curriculum 14:00 Neuro-musical evidence and attention 15:00 Repetition strengthening neurological pathways: linking music to schematic play 22:50 Placing musicality at the forefront of early learning 25:00 Music making learning portable 29:00 Music as a community cohesive and cultural experience 31:00 Giving children a rich musical repertoire 33:00 Developing vocabulary and emotional association 36:20 Our daily ‘DOSE' of music – dopamine, oxytocin, serotonin and endorphins 37:50 Read Tasha Bretten's article on The Voice of Early Childhood website: thevoiceofearlychildhood.com  

This edWeb podcast is sponsored by Heinemann Publishing.The webinar recording can be accessed here.Every minute of your writing workshop can do double duty—supporting both kids' writing development and their growth as readers. Learn ways you can deliberately support skills such as phonemic awareness, phonics, and the development of sight vocabulary while you meanwhile rally kids to put their lives and their ideas onto the page. Vowel charts, one-minute pauses for spell checks, and the habit of clapping out multisyllabic words can help youngsters write so others can read their writing.This edWeb podcast shows you ways to bring the Science of Reading into your writing instruction in practical ways that you can use immediately. Listen to this session to learn about:Studying students' writing to understand their phonics development and to plan next stepsHelping kids develop the tools and habits to draw on their phonics knowledge as they writeTransferable high-leverage small groups that will accelerate kids' command of phonics skillsSongs, games, conversations, and partner work that can reinforce phonemic awareness—especially segmenting and blending of phonemes—in playful, innovative waysThe power of shared and interactive writing to encourage transfer from isolation to connected textThis edWeb podcast is of interest to K-5 teachers and school and district leaders.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this episode, we'll discuss an approach to teaching foundational skills known as speech to print. The speech to print approach consists of 4 concepts with consistent logic: Letters spell sounds (alphabetic principle) Sounds can be represented by one or more letters Sounds can be spelled different waysSpellings can be pronounced in different ways What is the difference between speech to print and a traditional print to speech approach? What does the speech to print approach look like in practice? What does the research say about this approach?  ResourcesReading SimplifiedPhonicBooks Evidence Based Literacy Instruction (EBLI)Phonics: Speech to Print vs Print to Speech WebinarThe Seidenberg and McClelland (1989) model of visual word recognitionInternational Dyslexia Association Fact Sheet on Phoneme Awareness The Latest Research (And Debate) on Phonological and Phonemic Awareness Instruction by Susan Brady Speech to Print or Print to Speech: What's the difference?  blog, by Tami, Phonic BooksWhy Our Children Can't Read and What We Can Do About It,  book, Diane McGuinnessStanislas Dehaene: Book, How the Brain Learns to Read and YouTube Video, How the Brain Learns to Read, and Twitter HandleConnect with usFacebook and join our Facebook Group Twitter Instagram Visit our website to stay connected with Melissa and Lori! Helping teachers learn about science of reading, kno

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.03.23.533971v1?rss=1 Authors: Clarke, A., Tyler, L. K., Randall, B., Marslen-Wilson, W. D. Abstract: Human speech comprehension is remarkable for the immediacy with which the listener hears what is being said. Here, we focus on the neural underpinnings of this process in isolated spoken words, to define the intrinsic properties of these core mechanisms independent of contextual constraints or predictions. We analysed source-localised MEG data for a set of 218 spoken nouns heard in isolation, using Representational Similarity Analysis to probe the spatiotemporal coordinates of processes sensitive to speech phonology, lexical form, and the semantics of emerging word candidates. Phonological model fit was detectable within 40-50 ms from onset, rapidly engaging a bilateral network including superior and middle temporal cortex and extending into anterior temporal and inferior parietal regions. Model fit to lexical form emerged within 60-70 ms, and model fit to cohort semantics from 100-110 ms, both overlapping strongly with the spatial pattern of phonological model fit in bilateral temporo-parietal cortices. Strikingly, the majority of vertices in a central core of brain regions showed significant model fit to all three dimensions tested, consistent with a fully distributed neural substrate for early speech analysis. The early interpretation of speech seems to be conducted in a unified integrative representational space, in conflict with the conventional view that speech analysis is underpinned by a linguistically stratified representational hierarchy. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Do you have a child who is having difficulty learning to read? If so, you're not alone. It turns out that many of our children are not learning to read because of a curriculum that's recently been under significant scrutiny.  One of my own children is struggling with reading, which sparked my passion in learning more about this topic of why so many children can't read. I have the perfect guest on the podcast to talk all about this. Her name is Beth Gaskill, and she is the brilliant mind behind Big City Readers. I hope our conversation leaves you feeling hopeful in your child's academic future, and confident to voice any of your concerns to their school. Trained in the science of reading, the Orton Gillingham approach and as a multi sensory literacy instructor, an early childhood and elementary school teacher herself, Beth saw first hand the struggles that children, teachers and parents face in the learning to read journey. Desperate for more, she created a space where kids could learn and parents could feel confident as early as when their baby is born.  Big City Readers is for kids and their grown ups birth-3rd grade but is super popular in the “under-5-year-old” demo as well as the “mama-looking-for-community” crowd. Beth founded Big City Readers to create a space for families to come together, understand how to teach their kids in their unique ways they are wired to learn, not just how to teach reading, build community AND have fun. She blends the roles of teacher and buddy seamlessly. She works tirelessly to connect parents and is personally responsible for MANY #BigCityBFFs. In this episode we discuss: Beth's personal experience with learning how to read as a child, and how it's fueled what she's doing today. How reading has been taught in the past, and how the science of reading has changed things. Quick things you can do to assess your child's reading. Phonological awareness objectives by grade levels. What's wrong with leveled readers and blended curriculums. How to find out what curriculum your child's school is using. Resources: Follow Beth on Instagram @bigcityreaders Beth's website Family Storytimes Beth's tutoring sessions Email: hello@bigcityreaders.com Sold a Story podcast   Discount code from my sponsors: Navy Hair Care Shampoo + Conditioner: use code LYNZY for 30% off Navy Hair Care Charcoal Mask: use code LYNZY for 30% off Connect with Lynzy: Join the Motherhood Meets Medicine community at patreon.com/motherhoodmeetsmedicine Instagram: @motherhoodmeetsmedicine Sign up for the weekly newsletter here lynzyandco.com Disclaimer: This podcast does not provide medical advice. The information on this podcast is for informational purposes only. No material on this site is intended to be a substitute for professional medical advice, diagnosis or treatment.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Podcast Episode 3: Interview with Kristina Harrill 5 Hands-on Activities That Teach Phonological Awareness (Full Show Notes on Website) Meet Kristina Harrill - founder and author of Sweet for Kindergarten, a Teachers Pay Teachers store and blog where you can find her hard at work giving tips on how to simplify phonics instruction without sacrificing engagement and effectiveness. Check her out: Sweet for Kindergarten Website Sweet for Kindergarten Instagram @sweetforkindergarten Additional Resources & References: Resources: Emergent Phonological Awareness Bundle Rhyming Bundle Freebie from Kristina References: 5 Engaging Phonics Activities 5 Tips for Teaching Phonological Awareness Phonological Awareness FAQ **Don't want to miss another podcast?  Sign up for my email sequence and opt-in to receive an email each day a podcast is released, plus a portion of an intervention e-book that corresponds to the day's podcast.**

Phonological Awareness: An Introduction Phonological awareness is the beating heart of reading.  It's where a reader's journey first begins, and it's of the utmost importance.  As educators, we are called to introduce phonological awareness as our readers set out on their reading adventures. Full Show Notes HERE Additional Resources & References: Resources: Emergent Phonological Awareness Bundle Rhyming Bundle References: 5 Tips for Teaching Phonological Awareness Phonological Awareness FAQ **Did you miss signing up for my podcast email sequence?  When you opt-in, you get an email each day a podcast is released, plus a portion of an intervention e-book that corresponds to and compliments each podcast's subject.**

What are you doing in your reading intervention groups? In this nine part series, I'll be sharing what I do in my resource room.Today's focus is all about phonological awareness!I'll be sharing:What routines can you implement?What goals can you write?How can you progress monitor them quickly?Links Mentioned:Free Week of Reading Intervention

In this episode, Erica and Darius discuss how executive functioning training can provide the tools for us to drop into our best selves. What is the best self? - Proud of who you are and your accomplishments. - Sense of inner peace - Able to walk through life with a sense of intention and grace. Becoming your best self involves - taking care of oneself and optimizing all areas of your life - regulating emotions - embracing growth - limiting distractions - embracing intentions and goals Tools of Working Memory: 1. Inner voice: - Negative to positive - Anxious to calm - Critical to kind 2. Visualization: - Focus attention - Manifest what we want by consciously programming the reticular activating system. (sleep-wake cycles, cardiovascular control, pain modulation, consciousness, and habituation) Tools of Inhibitory Control: 1. Develop attentional or focusing skills - Maintain external order (organization) - Maintain internal order 2. Blocking distractions 3. Emotional regulation 4. Metacognition Tools of Cognitive flexibility: 1. Diverse perspectives - Compassion - Creativity - out-of-the-box thinking 2. Shifting from one task to another Links: Links: - Working Memory: https://tinyurl.com/working-memory - Inhibitory Control: https://tinyurl.com/inhibitory-control - Visualization: https://tinyurl.com/use-visualization - Inner Voice: https://tinyurl.com/inner-voices - Cognitive Flexibility: https://tinyurl.com/cognitive-flexibility - Vision boards: https://tinyurl.com/3nunvru8 - Phonological loop: https://tinyurl.com/3x2e4dy6 - Permaculture: https://tinyurl.com/y4rthmmr - Canva: https://www.canva.com/ - Procreate: https://procreate.com/ - Executive functions and Study Skills Course: https://www.learningspecialistcourses.com/courses/teaching-EF-and-study-strategies - Good Sensory Learning: https://goodsensorylearning.com/ - Working Memory: https://tinyurl.com/mr4axkbk - Dyslexia at Work: www.dyslexiawork.com

Now WITH sound!   see video version:  https://www.yourparenthelp.com/podcast_0239    “Specific Learning Disability” versus “Dyslexia” I've heard so many parents question the school's report of a “Specific Learning Disability” and ask how they can get their child diagnosed with dyslexia.  In some states, a school can actually give a diagnosis, but this is outside of the scope of schools in many states.     A diagnosis is a medical function, while determining eligibility for an IEP or 504 is a school function.   Assessing for an IEP or 504 A school assessment is done to determine if your child qualifies for an IEP or a 504.  A 504 evaluation is often more simplified and has less regulations than an IEP.    When you are writing a request for assessment from a school district, you are writing a request that the school determine if your child is eligible for either a 504 or an IEP.  The schools are required to provide all children with a Free and Appropriate Public Education (FAPE).  FAPE is not the same for all children.  It is not appropriate to have a wheel-chair bound child run laps around the field.  It is not appropriate for a child with a significant reading impairment to be required to read a text far above their ability level simply because it is a grade-level text.  Determining what specific accommodations, modifications, and services a child needs is an important step in ensuring FAPE is being offered.   Schools in most states are not able to officially diagnose, but will perform a lot of the same assessments as a private evaluator who is able to diagnose.  Asking the evaluator if your child has dyslexia will often give you the unofficial diagnosis.  Alternatively, you can seek out an education specialist or a similar professional to help you make sense of the school's testing.   Do I need a diagnosis? You do not need a diagnosis to receive special education services on an IEP or to develop a 504 plan for your child.  However, some people feel more comfortable having that official label.   Keep in mind that dyslexia can be defined in different ways and in the broadest sense, any child with a reading impairment caused by a processing disorder/Specific Learning Disability can be considered to have dyslexia.  So if your child understands the stories read to them, has had reasonable reading instruction, and is not learning how to read, your child can be considered dyslexic.   Some people define dyslexia far more specifically, but because it is sometimes defined broadly, it is not always helpful to have the label.  It doesn't tell us WHY your child is struggling, other than telling us that there is some kind of brain structure impacting their learning.   “Specific Learning Disability sounds vague” Yes!  Specific Learning Disability is a qualifying disability for an IEP under IDEA (The Individuals with Disabilities Education Act).  There are a wide range of processing disorders that can be identified with SLD including: Cognitive, Auditory, Phonological, Visual, Visual-Motor, Sensory Motor, Language, Attention. (Although Language Processing disorder is often considered part of a Speech and Language Impairment rather than SLD.)  Each of those processing disorders gives the teachers and professionals working with your child a clue as to how your child's brain operates a bit differently and how your child is likely to learn best.   So, while “Specific Learning Disability in Reading” is vague, it has as much meaning as “dyslexia” and with an identified processing disorder, is actually more specific.

One of the most common misconceptions about dyslexia is that everyone who is diagnosed with it experiences the same challenges. Because dyslexia is a spectrum disorder, no two dyslexics are exactly the same. On today's episode, I break down the three main types of dyslexia, what characterizes them, and why it's so important to understand what type of dyslexia your child has. The three types of dyslexia are Phonological, Rapid Automatic Naming (RAN), and Double Deficit. These are the umbrella terms that pinpoint exactly what a dyslexic struggles with. The severity is characterized as mild, medium-to-moderate, or severe. Phonological Dyslexia refers to difficulties in matching sounds to symbols and breaking down the sounds of language. RAN Dyslexia is typically linked to reading processing and speed. Double Deficit Dyslexia is a combination of the two and refers to people who struggle with naming speed and identifying the sounds in words. Listen in to learn more about the signs and symptoms of all three types of dyslexia. Listen to the episode on Apple Podcasts, Spotify, Stitcher, or on your favorite podcast platform. Topics Covered: The three original categories of dyslexia Subcategories that are popping up in some dyslexia discourse Why Phonological dyslexics typically have a low reading stamina Why RAN dyslexics often struggle with idioms or sayings An analogy to help illustrate why no two dyslexics are the same Connect: Visit my website Sign up for my newsletter Follow me on Instagram Join me on Facebook Download my FREE guide: Dyslexia Defined

The foundation for later decoding of words and reading may be different than you think and different from how you were taught. Join Cindy and Alison for this discussion about how to support young children's phonological awareness. Check our Patreon for the resource referred to in the episode: https://patreon.com/HowPreschoolTeachersDoIt

In this podcourse, I am joined by Suzanne Aldrich. Suzanne has over a decade of experience as a licensed speech-language pathologist. She currently owns and operates her own private practice where she specializes in treating speech sound disorders (articulation disorders, phonological disorders, and childhood apraxia of speech) as well as language delays and disorders in the birth-preschool population. Suzanne is passionate about keeping up with research regarding best practices in the field of speech language pathology, and she strives to apply the research in a practical, manageable way in her clinical practice.

Hi everyone! This episode is all about motor speech disorders and how to differentially diagnose between motor speech or phonological disorders in paediatric clients. We hope you enjoy the episode and as always let us know your thoughts on instagram! Communicate Speech Pathology New Graduate program - 2023 Amy Graham's website - Motor Speech PD FREE DTTC Course - Dr Edythe Strand Differential diagnosis of CAS and Dysarthria Course Thanks for listening to another episode and supporting our podcast. Please leave a review below (it's helps us a lot) hehe! You can find us here: Instagram: @diaryofanewgradspeechie Facebook: Diary of A New Grad Speechie Facebook Group: Diary of A New Grad Speechie Community CREDITS: Intro music- Joyful Ride, Simon Jomphe Lepine. Outro music: Fresh Fresh, Will Van De Crommert, via storyblocks.com

Hello, welcome to our second episode for the season. Today we are discussing all things *RESIGNING*. We also continue on with our How to talk with parents segment and this one is all about phonological process and speech errors. A handy resource we like to use while discussing a child's speech errors with parents - Parent Handout by Adventures in Speech Pathology We have a competition with Twinkl Australia. Make sure you listen to the beginning of the episode to hear how you can enter to be in the draw to win 3 months unlimited membership. Head to our instagram to enter - I want to win!!! You can find us here: Instagram: @diaryofanewgradspeechie Facebook: Diary of A New Grad Speechie Facebook Group: Diary of A New Grad Speechie Community CREDITS: Intro music- Joyful Ride, Simon Jomphe Lepine. Outro music: Fresh Fresh, Will Van De Crommert, via storyblocks.com

Guest: Angie Neal, MS, CCC-SLP - Angie discusses the 3 things every school-based SLP needs to know about literacy and phonological awareness. She shares resources for SLPs to learn more, as well as strategies to utilize in the therapy room.

In this podcast we chat with Rebecca Waring, one of the authors of a paper looking at the differences between phonological delay and phonological disorder and how the disorder is linked to executive function.The paper is:Differentiating phonological delay from phonological disorder: executive function performance in preschoolersRebecca Waring,Susan Rickard Liow,Barbara Dodd,Patricia EadieFirst published:  21 January 2022Access the paper here:https://onlinelibrary.wiley.com/doi/abs/10.1111/1460-6984.12694 Useful resources:CLAESSEN, M., LEITÃO, S., and FRASER, C-J., 2017, Intervention for a young child with atypical phonology. In B. Dodd and A. Morgan (Eds.). Intervention Case Studies of Child Speech Impairment (pp. 275–291). Surrey, England: J&R Press.CROSBIE, S., HOLM, A., and DODD, B., 2009, Cognitive flexibility in children with and without speech Disorder. Child Language Teaching and Therapy, 25 (2), 250-270.DODD, B., 2011, Differentiating speech delay from speech disorder: Does it matter? Topics in Language Disorders, 31, 96-111. JACQUES, S. and ZELAZO, P.D., 2001, The flexible item selection task (FIST): A measure of executive function in pre-schoolers. Developmental Neuropsychology, 20(3), 573-591.NOTES:For RCSLT members, access this paper by navigating to the IJLCD website from our A-Z journals list here.  Also, if you would like further information on the research terms used in the podcast, or many other aspects of research design, please navigate to the ‘Sage Research Methods' collection from the Research Methods page of the RCSLT website'.The interview is conducted by Jacques Strauss, freelance producer, on behalf of The Royal College of Speech and Language Therapists.

Welcome to this episode of TLP! My guest is Dr. Kathleen Brown who directs the reading clinic in the college of education at the University of Utah. Her work focuses on beginning reading instruction, word recognition, instruction, comprehension, instruction, intervention models for at-risk and struggling readers, and teacher professional development in reading instruction and intervention. […]

Last week I provided an overview of the science of reading and why it's important. On today's episode, I have my good friend Michelle from the Colorful Classroom here to talk about all things phonological awareness and what that looks like in upper elementary classrooms. Grab your FREE Science of Reading Teacher Reference Guide here! Other free resources from the episode: Key Phonics Terms + Basic Scope + Sequence Phonemic Awareness Practice Drills Small Group Phonics Lesson Plan Template David Kilpatrick's FREE Phonological Awareness Screening Test (PAST) Join us in the Stellar Teacher Reading Membership: stellarteacher.com/membership To check out all of the resources from this episode, head to the show notes: https://www.stellarteacher.com/episode86

What is the Science of Reading? And what should preschool teachers know about it?In this week's episode of Elevating Early Childhood, I answer these two questions and more. But I won't be doing this alone! Yes friends, this is an interview episode! And in it, I will be discussing this hot topic with the lovely Allison McDonald.Allison is the creator and founder of the early childhood website No Time for Flash Cards. She's also an author, a mom, and a rockstar early childhood educator!Today, she and I will be discussing all things Science of Reading and what early childhood professionals need to know.Are you ready?Let's dive in! Key Takeaways:Discussing the Science of Reading (00:00)Meet Allison (00:42)Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (05:28)The importance of oral language development (07:00)Why you should be more intentional (11:19)The importance of building background knowledge (14:46)Moderate planning is okay (19:20)Phonological awareness and phonemic awareness are key (20:47)The four factors of future reading success (25:12) Additional Resources:- Visit our website to find tons of pre-K teaching resources here.- Get my book “Teach Smarter: Literacy Strategies for Early Childhood Teachers”.- Learn more about my exclusive mentorship program, “Teaching Trailblazers”.- Check out Allison's latest book, Everyday Preschool. Elevating Early Childhood is an early education podcast dedicated to helping Pre-K, Preschool, and Kindergarten teachers teach better, save time, and live more.If you enjoy the podcast, please follow, rate, and leave a review on your favorite podcast platform.--Onward & Upward!--Disclaimer:Pre-K Pages is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program. The word “affiliate” means that we may earn a small commission if/when you click on or make purchases via these links at no additional cost to you.As a policy, the Company will only affiliate with products, services, consultants or experts that we believe will provide value to our customers and followers.You recognize that it remains your personal responsibility to investigate whether any affiliate offers are right for you and will benefit you. You will not rely on any recommendation, reference, or information provided by the Company but will instead conduct your own investigation and will rely upon your investigation to decide whether to purchase the affiliate product or service.

Get .1 ASHA CEU hereEpisode SummaryEffective and efficient speech sound therapy is like poker. Find out how in this week's episode, entirely about the meat and potatoes of pediatric speech therapy-intervention for speech sound disorders. If you are working with kids who have complex speech sound delays or disorders, don't miss this chat with Kelly Vess and find out just how to add some serious oomf to your speech sound therapy secret sauce. Kelly is a research-to-practice SLP and author who has dedicated her career to helping preschoolers with speech sound disorders gain stronger speech skills, faster. In this hearty episode, Kelly walks us through the process of selecting appropriate treatment targets and enthusiastically outlines the complexity approach to speech sound intervention. If you want to make the most out of your 30-60 minutes a week (or less!) with your speech sound students, tune in to learn how to take fireworks over a chisel to the rock of speech sound intervention and help your kiddos get to mastery faster. Course AccommodationsThe transcript for this course is provided below. You can also email us at ceu@slpnerdcast.comLearning Outcomes and Course DescriptionThis course reviews strategies for selecting cluster treatment targets and how multi-modal cueing can be used for accurate productions. This course also reviewed how to make informed clinical judgments in selecting treatment targets.After this course participants will be able to:1) Select cluster treatment targets based on multiple phonological processes present to improve efficiency of treatment 2) Assess how stimulable treatment targets are to accurate production provided multi-modal cueing 3) Make informed clinical judgements in selecting treatment targets based on phonological processes (patterns), variability of production, stimulability for accuracy, and developmental complexitySpeaker DisclosuresKelly Vess financial disclosures: Kelly is the author of, "Speech Sound Disorders: Comprehensive Evaluation and Treatment," for which she receives royalties. Kelly Vess non-financial disclosures: Kelly is a member of ASHA Special Interest Group 1: Language Learning and Education.Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast.Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.Time Ordered Agenda15 minutes: Introduction, Disclaimers and Disclosures15 minutes: Review of how to select cluster treatment targets to improve efficiency of treatment15 minutes: Review of how stimulable treatment targets are to accurate production provided multi-modal cueing.10 minutes: Review of how to make informed clinical judgements in selecting treatment targets based on a variety of motor speech variables5 minutes: Summary and ClosingReferences and ResourcesBaker, E., Williams, A. L., Mcleod, S., & McCauley, R. (2018). Elements of phonological interventions for children with speech sound disorders: The development of a taxonomy. American Journal of Speech-Language Pathology, 27(3), 906-935. doi:10.1044/2018_ajslp-17-0127Brumbaugh, K. M., & Smit, A. B. (2013). Treating children ages 3–6 who have speech sound disorder: A survey. Language, Speech, and Hearing Services in Schools, 44(3), 306–319. https://doi.org/10.1044/0161-1461(2013/12-0029)Case, J., & Grigos, M. I. (2020). A framework of motoric complexity: An investigation in children with typical and impaired speech development. Journal of Speech, Language, and Hearing Research, 63(10), 3326–3348. https://doi.org/10.1044/2020_jslhr-20-00020Gierut, J. A. (2007). Phonological complexity and language learnability. American Journal of Speech-Language Pathology, 16(1), 6–17. https://doi.org/10.1044/1058-0360(2007/003) Storkel, H. L. (2018a). Implementing evidence-based practice: Selecting treatment words to boost phonological learning. Language, Speech, and Hearing Services in Schools, 49(3), 482-496. doi:10.1044/2017_lshss-17-0080Storkel, H. L. (2018b). The complexity approach to phonological treatment: How to select treatment targets. Language, Speech, and Hearing Services in Schools, 49(3), 463-481. doi:10.1044/2017_lshss-17-0082Thompson, H. & Cummings, A. (2012, Noveember). Phonological complexity: Using three-element clusters in speech sound disorder treatment. Poster presented at the American Speech, Language, and Hearing Association (ASHA) National Convention. Atlanta, GA.Vess, K. Burgess, R., Corless, E., Discenna, T. (2016, November). Selecting complex consonant cluster targets: Are certain sound combinations more efficacious than others? Poster session presented at Annual American Speech, Language and Hearing Association, Philadelphia, PA.Vess, K., Hansen, L., Mae-Smith, M., Ridella, M., & Steinberg, E. (2015, November). Evidence-based intervention strategies to effectively treat preschoolers with speech sound disorders. Poster session presented at Annual American Speech, Language and Hearing Association, Denver, CO.Vess, K., Coppiellie, Ingraham, B., Reidt, M. (2017, November). Targeting /ɹ/ consonant clusters: Does generalization occur across phonetic contexts? Poster session presented at Annual American Speech, Language and Hearing Association, Los Angeles, CA.Vess, K., Liovas, M., Mocny, A., Vuletic, D. (2018, November). Applying the complexity approach to effectively treat severe speech impairment in preschoolers with ASD. Poster session presented at Annual American Speech, Language and Hearing Association, Boston, MA.DisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

Our special guest this week on Empowering Homeschool Conversations, our guest was Timothy Winey, education expert and creator of SPELLCODE. Timothy shared with us about "Everyday Activities to Increase Phonological Awareness"Other topics covered in this episode:What Does it Really Mean to be able to Read and Spell?Top Predictor of Student  Reading SuccessTips for Strengthening Auditory Processing SkillsWhy Students Struggle with Phonological AwarenessWatch the full broadcast on YouTube at https://youtu.be/-AlrD6EuLUAThis episode of Empowering Homeschool Conversations was funded by viewers like you. To learn how you can support the nonprofit work of SPED Homeschool and this broadcast, visit https://spedhomeschool.com/donate/To connect with Timothy and his website SPELLCODE, visit https://spellcode.info/Other helpful resources Timothy shared are:Book: Why Children Can't Read and What to Do About Ithttps://www.amazon.com/Children-Cant-Read-What-About/dp/0684853566Study: Pitch Discrimination Associated with Phonological Awarenesshttps://www.nature.com/articles/srep44285Article: Phonological Awareness: Instruction and Assessment Guidelineshttps://www.readingrockets.org/article/phonological-awareness-instructional-and-assessment-guidelinesTo find out more about SPED Homeschool, visit our website at https://spedhomeschool.com/ Check out our most recent articles on SPED Homeschool at https://spedhomeschool.com/articles/ #phonics #phonologicalawareness #learntoread

Episode Highlights:[00:02:26] Friendly reminder on the importance of nursing rhymes[00:02:44] The first phonological skill children learn  [00:04:04] The Morning Meeting song [00:06:04] The Science of Reading (SOR) debate continues - Phonemic awareness [00:07:32] Phonemic awareness vs. Phonological awareness vs. Phonics[00:10:12] Six phonemic activities that you can use in your classroom[00:16:46] The Morning Meeting updateTakeaways:Do you know the difference between phonological awareness, phonemic awareness, and Phonics -I break down each pillar into easy-to-understand definitions.How do you incorporate my six phonemic activities into your classroom while making adjustments for different learning styles? In this episode, I reveal my strategies. Phonics is taking sounds and mapping them to letters - learn how to teach young learners this advanced skill, no complicated technology necessary.Did you love this episode? Drop me an email and share your biggest takeaway. Click here or follow me on Instagram at https://www.instagram.com/matthalperneducation/.Support the show (https://www.buymeacoffee.com/matthalpernedu)

This month, Monica and I are diving into all things phonological awareness. In Episode 98, we did a quick review of what phonological awareness is, and we're going to spend the rest of the month talking about goals, assessment, and treatment ideas. Help us make the podcast even better! https://airtable.com/shrOG7HXAXP7m2rz5 (Click here to share your feedback.) https://airtable.com/shrOG7HXAXP7m2rz5 (https://airtable.com/shrOG7HXAXP7m2rz5)

This month, Monica and I are diving into all things phonological awareness. In Episode 98, we did a quick review of what phonological awareness is, and we're going to spend the rest of the month talking about goals, assessment, and treatment ideas. Help us make the podcast even better! https://airtable.com/shrOG7HXAXP7m2rz5 (Click here to share your feedback.) https://airtable.com/shrOG7HXAXP7m2rz5 (https://airtable.com/shrOG7HXAXP7m2rz5)

This month, Monica and I are diving into all things phonological awareness. In Episode 98, we did a quick review of what phonological awareness is, and we're going to spend the rest of the month talking about goals, assessment, and treatment ideas. Help us make the podcast even better! https://airtable.com/shrOG7HXAXP7m2rz5 (Click here to share your feedback.) https://airtable.com/shrOG7HXAXP7m2rz5 (https://airtable.com/shrOG7HXAXP7m2rz5)

This month, Monica and I are talking about phonological awareness and sharing our experiences. This topic was highly requested by many of our SLP Now members so in this episode, you'll learn about different activities and what this would look like in therapy. Help us make the podcast even better! https://airtable.com/shrOG7HXAXP7m2rz5 (Click here to share your feedback.) https://airtable.com/shrOG7HXAXP7m2rz5 (https://airtable.com/shrOG7HXAXP7m2rz5)

Join us as Cheri Gipson describes how she provides virtual speech therapy and various services for homeschooling and online schooling families. She specializes in the development of speech and language skills and possesses over 20 years of experience in early childhood education. Cheri works alongside families and provides a free initial consultation. She serves children and familes all across the globe on different virtual platforms. Listen as she advises when and how to seek out help from a virtual speech therapist as a homeschooling mom. We also discuss the importance of self care and reaching out for help when needed as homeschooling parents.Cheri's Facebook Group: Ms. Cheri's Little Learners on Facebook https://www.facebook.com/profile.php?id=100073202230782Website: www.cherigipsonslp.comYouTube: https://www.youtube.com/channel/UC3xdTh0jQps68hS90kam1Xg

Get .1 ASHA CEU hereEpisode Summary:This just in! Students do better when they are engaged and motivated! Okay... maybe that's not a newsflash for you, but perhaps you haven't yet thought about the role of engagement and motivation in academics, specifically writing endeavors for students who struggle with language. In this week's episode, Dr. Robin Danzack of Emerson College in Boston floods the podcast newswaves with her expertise on the role of “authentic” student writing intervention in school-based SLP practice. Tune in to discover why you should be thinking about writing (specifically “authentic” writing) as an SLP and how you can join forces with your fellow educators to integrate meaningful, dual-purpose, curriculum-based, writing interventions into your assessment and support practices. Got any comic book or video game fans on your caseload? You'll get some great tips to further bolster your existing strength as an SLP in customizing interventions to meet your students' unique needs and interests while fostering growth in language and literacy, simultaneously. As with many thought-provoking episodes in the Nerdcast library, you won't take your ear off this one, and I guarantee you'll leave inspired to weave writing into the fabric of your language intervention, and to spread the news across the virtual or physical break room!Learn more about Robin hereLearning Outcomes1. Explain the value of “authentic writing” to promote student engagement, motivation, and sociocultural-linguistic identity. 2. Analyze a student writing sample for microstructural vs. macrostructural features.3. Connect writing goals to language and speech outcomes, as well as to grade-level curriculum and learning standards. ReferencesCollins, G., & Wolter, J. A. (2019). Morphological awareness strategies to promote academic success at tier 1 through interprofessional collaboration. Perspectives of the ASHA Special Interest Groups, 4, 781-789.Danzak, R. L. (2011). Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187-196.Harris, R. K. (2008). Powerful writing strategies for all students. Paul H. Brookes.Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). Boston, MA: Pearson.Moll, L. C., Amanti, D., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 21 (2), 132–141.Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.Ukrainetz, T. A. (2015). Telling a good story: Teaching the structure of narrative. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices, pp. 335-377. Austin, TX: Pro-Ed. Westby, C. (2014). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.), pp. 339-358. New York, NY: Guilford Press.Online Resources:ASHA Position statement on Reading and Writing in Children and Adolescents: https://www.asha.org/policy/ps2001-00104/Self-Regulated Strategy Development (SRSD): https://www.thinksrsd.com/Comic Life Software: http://plasq.com/apps/comiclife/macwin/Disclosures:Robin Danzak Financial Disclosures: Robin is an employee of Emerson College. Robin Danzak non-financial disclousres: Robin is a member of ASHA and the corresonding SIG 14. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of “authentic writing” to promote student engagement, motivation15 minutes: Descriptions of microstructural vs. macrostructural features10 minutes: Descriptions of writing goals to language and speech outcomes5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

We've all heard the question: Will you teach my child to read before kindergarten? But as parents and educators, we should probably be asking ourselves a different question: How can I instill a love of reading in my children and students? Join us today as we'll teach you how to help your preschoolers be excited to learn to read and be excited to want to read.Vanessa Levin has always believed that learning letters is not as simple as it sounds. She teaches parents and teachers how to be more intentional about their strategies towards a learning child. Tune in and find out how you can pave the way for your child to develop a love of reading!- How Vanessa's journey began (00:00)- When is the right time for a child to read? (05:35)- Phonological strategies to remember (09:09)- Print is powerful (13:15)- The big one: Letter knowledge! (13:15)- Never underestimate oral language (20:16)- Follow Vanessa and get her book (23:58)Follow Vanessa and get her brand new book: Teach Smarter - https://www.pre-kpages.com/teach-smarter-book/ GET MY HELP ON YOUR PRESCHOOL JOURNEY:

What are phonemes?  What is phonemic awareness?  Is it important?  What is phonics?  1How can I help my child read these words?  Is my child behind in reading?  How do I know?"Help me, Jenna!""Research has identified phonemic awareness and letter knowledge as the best two predictors of how well a child will learn to read during the first two years of school (National Reading Panel, 2000). Children who develop strong phonemic awareness skills at an early age are more likely to become fluent readers and better spellers than children who do not."Phonological Awareness:  The ability to "recognize and manipulate the spoken parts of sentences and words...Phonological awareness is especially important at the earliest stages of reading development — in pre-school, kindergarten, and first grade for typical readers...Phonological awareness refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds."  Examples include rhyming, alliteration, sentence segmenting, syllable blending, and segmenting.Phonemic Awareness:  The ability to "notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words."Phonics:  The ability to apply the knowledge of letter sounds to decoding unfamiliar printed words.Phonological awareness refers to oral language and phonics refers to written print. Phonemic Awareness Activities:  Sing nursery rhymes and songs including playful songsPlay rhyming gamesClap and tap patterns in song, stories, and wordsSeparate words into separate soundsParticipate in word playIdentify beginning, middle, and ending soundsBlend sounds to make wordsPhonics Activities:  Anchor ChartsSound WallsClip WheelsMagnetic Letters/Cookie SheetSlap the LetterPocket ChartsManipulatives to make and move words aroundChantsGamesResources:https://buildingrti.utexas.org/videos/phonological-awareness-five-levels-of-phonological-awarenesshttps://homeschoolingwithdyslexia.com/teach-phonemic-awareness-kids-dyslexia/https://www.readingrockets.org/teaching/reading101-course/modules/phonological-and-phonemic-awareness-introductionhttps://blog.maketaketeach.com/wp-content/uploads/2012/02/Phonemic-Awareness-Facts-for-Teachers.pdfhttps://literacytrust.org.uk/information/what-is-literacy/what-phonics/https://www.scholastic.com/teachers/articles/teaching-content/understanding-phonics/https://www.grps.org/images/departments/academics/pdfs/ela/Phonemic_Awareness_Activities_for_4.pdfhttps://www.weareteachers.com/phonics-activities/Support the show (https://www.buymeacoffee.com/thewholemama)

Phonological awareness allows students to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, onset/rime and phoneme (sound) level. Research shows that Phonological Awareness is directly related to reading success. Take a listen as we review the Phonological awareness continuum. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Join us for an overview of our Phonological Awareness Tracking Form. Each skill area—and there are 7!—is broken down into several smaller steps. With the inclusion of early listening skills and these small steps, you will know exactly what skills to target. 

If you've ever wanted a concise breakdown of the earliest developing, oh so important,  phonological awareness skills, join us as we explore just what is under the umbrella term “phonological awareness.”