Instructional strategies support phonological awareness, word recognition/decoding, reading comprehension, writing process, writing product, and spelling at different levels. In addition, instruction that supports vocabulary is often part of intervention programs, as vocabulary knowledge is foundational for reading and academic success (e.g., Adlof & Patten, 2017; McGregor et al., 2013; Nagy & Townsend, 2012; Nagy, 1988; Perfetti & Stafura, 2014). Show
Dual language learners (DLLs) or emergent bilinguals also benefit from interventions that dynamically allow comparisons across languages and activate transfer at the phonological, lexical, syntactic, and discourse levels. DLLs with reading disorders benefit from early reading and writing experiences in more transparent orthographies than English, such as Spanish (Butvilofsky et al., 2017). Older individuals may function at earlier developmental levels. Intervention for these individuals is based on developmental level, with chronological age taken into consideration when selecting instructional materials. Below are ideas for relevant areas of intervention, grouped by age level. However, treatment goals and targets are left to the discretion of individual clinicians to meet specific standards or goals. Emergent Level (Preschool Age)The period of emergent literacy is when the child typically develops an awareness of print and an understanding of the functions of literacy. The child acquires skills, knowledge, and attitudes that are the precursors to reading and writing (Kamhi & Catts, 2012; Sulzby, 1985; Whitehurst & Lonigan, 1998). Through the process of “literacy socialization,” or the cultural and social aspects of learning to read, children gain oral and written language experience through literacy events (i.e., shared book reading, recognition of common signs, logos, and symbols) and interaction with literacy artifacts (i.e., books, magazines, mail, toys with print; Van Kleeck & Schuele, 1987). Phonological Awareness
Emergent Reading
Emergent Spelling/Writing
Early Elementary LevelFormal instruction in reading and writing begins during the early elementary school years. Children learn to decode words, read fluently, and comprehend what they have read. They begin to develop spelling skills and learn to write letters, sentences, and short narratives (Ukrainetz, 2015). Phonological Awareness
Word Recognition/Decoding
Reading Comprehension
Writing Process
Writing Product
Spelling
Later Elementary Level and AboveSome older students might continue to need direct instruction for decoding and fluency. Much of the intervention for this age group uses an “instructional strategies approach.” This approach focuses on teaching rules, techniques, and principles to help gain and use information across a broad range of situations and settings and is based on enhancing metalinguistic and metacognitive skills. The emphasis is on how to learn, rather than what to learn (Westby et al., 2015). Classroom assignments are often used to teach strategies for learning academic content. Some instructional strategies are discipline specific, and others are generalizable across disciplines (Faggella-Luby & Deshler, 2008). Strategy instruction may address recognizing, understanding and using root words, and using context to deduce meanings of complex vocabulary. Word Recognition/Decoding
Reading Comprehension
Writing Process
Writing Product
Spelling
ReferencesAdlof, S. M., & Patten, H. (2017). Nonword repetition and vocabulary knowledge as predictors of children's phonological and semantic word learning. Journal of Speech, Language, and Hearing Research, 60(3), 682–693. https://doi.org/10.1044/2016_JSLHR-L-15-0441 Butvilofsky, S., Hopewell, S., Escamilla, K., & Sparrow, W. (2017). Shifting deficit paradigms of Latino emerging bilingual students’ literacy achievement: Documenting biliterate trajectories. Journal of Latinos and Education, 16(2), 1–13. https://doi.org/10.1080/15348431.2016.1205987 Faggella-Luby, M., & Deshler, D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23(2), 70–78. https://doi.org/10.1111/j.1540-5826.2008.00265.x Gunning, T. G. (2002). Creating literacy instruction for all children. Allyn & Bacon. Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). Pearson. Nagy, W. E., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108. https://doi.org/10.1002/RRQ.011 Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. International Reading Association. Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687 Robinson, F. P. (1946). Effective study. Harper & Row. Staton, T. F. (1982). How to study. Illinois University Press. Sulzby, E. (1985). Children’s emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20(4), 458–481. Ukrainetz, T. A. (2015). Awareness, memory, and retrieval: Intervention for the phonological foundations of reading. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices (pp. 445–490). Pro-Ed. Van Kleeck, A., & Schuele, C. M. (1987). Precursors to literacy: Normal development. Topics in Language Disorders, 7(2), 13–31. https://doi.org/10.1097/00011363-198703000-00004 Westby, C., Culatta, B., & Hall-Kenyon, K. M. (2015). Informational discourse: Teaching the main course of schooling. In T. A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices (pp. 379–410). Pro-Ed. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x What are the strategies for language disorder?These may include asking a child to repeat what they said, say it using different words, type it in the chat, draw it on a whiteboard, or use gestures if others don't understand. Parents also can encourage the teacher and classmates to tell the child if they don't understand them.
What is a language based intervention?These approaches involve a variety of naturalistic, conversationally based techniques such as focused stimulation in the form of expansions and recasts, scaffolding narratives, and elicited production devices such as forced choice questions, cloze tasks, and preparatory sets.
What are some speech therapy techniques?Speech therapy techniques for adults. Tongue exercises. Stick your tongue out, hold for two seconds, then bring it back in. ... . Smiling. Simply smiling in front of a mirror can help improve motor skills. ... . Puckering your lips. Try puckering your lips, then relaxing. ... . Reading out loud. ... . Playing word games.. What are some communication interventions?Communication Interventions. Manual signing.. Gestures.. Facial expressions.. Pantomime.. Pointing.. Eye gaze.. |