Information for very young communicators:
Check out this ASHA website to see what your children from Birth to 5 years of age should be doing and how to help develop their language and communication:http://identifythesigns.org/communicating-with-baby-toolkit/?utm_source=asha&utm_medium=email&utm_campaign=prsigns100617
Developing Language and Speech Skills at Home
Don't forget to have your child read. Reading is one of the best ways to build vocabulary. If your child struggles to read on grade level, find a book on grade level or slightly above and read to them or get a book on tape.
http://www.wcs.edu/wp-content/pdf/Student/home_practice.pdf
http://www.eduplace.com/tales/content/wwt_022.html (online mad libs for grammar and read for articulation)
http://www.learningliftoff.com/family-game-night-best-educational-board-games-for-kids/#.WPo65Y6eevY (some game ideas - some of the older school games have Junior editions)
Visit these sites for information on speech production:
Mrs. Daigle's web page has suggestions for articulation practice and links to videos on how to produce /r/ and /s/.
The /r/sound can be really tricky to make. The front of the tongue needs to be stable in the mouth while the lips remain apart. It's important that lips are not rounded as that will lead to a /w/ sound. In therapy two techniques that have worked well are the mountain and backwards c. The mountain is done by asking the kids to raise the back of the tongue so they can feel it against their back teeth. Many kids respond better to the backwards c approach where they are asked to bring the tip of their tongue back slightly so it touches the center of the roof of the mouth.
https://sites.google.com/a/somers.k12.ct.us/ms-rheault-s-site/articulation-page
This link gives information on when specific sounds develop in children. If you are concerned that your child should have a certain sound by his or her age, please contact the speech pathologist for your child's grade level.
https://www.utmb.edu/pedi_ed/healthdev/References/Articulation_Development.pdf
Word Lists for R, S and TH
http://www.home-speech-home.com/r-words.html For Rhttp://www.home-speech-home.com/s-words.html For S
http://www.home-speech-home.com/voiceless-th-words.html For TH
http://www.home-speech-home.com/speech-therapy-word-lists.html
Help for the Child who Stutters:
These are a couple of resources that you may find helpful to gain information about stuttering.http://www.mnsu.edu/comdis/kuster/Parents/Parentsguide.html
http://www.stutteringhelp.org/stuttering-and-your-child-help-parents
(Spend some time on this website. It has a lot of good information about stuttering.)
Help with Math
Math? Really? On a Speech and Language Website? Yes! Math is a process and requires a sequence of steps and problem solving. Language involves sequencing. Math also involves a set of vocabulary and concepts that need to be understood in order to know what to do, understand a word problem, or even understand the lesson. Below are a couple of sites for suggestions on how to help with math at home.
http://www.philipcummings.com/helping-with-math-homework/
http://www.norwood.k12.ma.us/curriculum/documents/HelpingYourChildSolveMathWordProblems.pdf
https://www.understood.org/en/school-learning/learning-at-home/homework-study-skills/how-to-help-kids-with-tricky-math-homework
Summer Practice
Summer Practice
As the year winds down and I start to give my students the speech about speech for the summer, I get a variety of reactions. The look of desperation that says, “What?, No Way! I shouldn’t have homework over the summer.” The excited student “Yes! Give me as much as you can!!!”
I get it, summer is for fun and relaxation, especially when you are a kid. So why keep practicing. Let me share a story. A student who makes his sounds wonderfully way over 95% of the time asked if he could have lunch with some of his friends in my room. I said of course. He came down and made one small /r/ error for which I repeated the word (my cue to kids to try it again). He started to try the word again and then said, “I don’t have to practice now, it’s lunch time.” This story is an example of how many kids interpret practicing their speech, and making correct sounds as something they do for me and during their “speech time” regardless of how many times I tell them about the importance of practice. This is why I need them to practice at home and need parents to support that. Here are some ways to practice at home.
Speech Practice:
As the year winds down and I start to give my students the speech about speech for the summer, I get a variety of reactions. The look of desperation that says, “What?, No Way! I shouldn’t have homework over the summer.” The excited student “Yes! Give me as much as you can!!!”
I get it, summer is for fun and relaxation, especially when you are a kid. So why keep practicing. Let me share a story. A student who makes his sounds wonderfully way over 95% of the time asked if he could have lunch with some of his friends in my room. I said of course. He came down and made one small /r/ error for which I repeated the word (my cue to kids to try it again). He started to try the word again and then said, “I don’t have to practice now, it’s lunch time.” This story is an example of how many kids interpret practicing their speech, and making correct sounds as something they do for me and during their “speech time” regardless of how many times I tell them about the importance of practice. This is why I need them to practice at home and need parents to support that. Here are some ways to practice at home.
Speech Practice:
1. Speech is easy. Speak.... Think about your sounds......Make Corrections if need be.
This can be done with a parent who is willing to stop the child to make corrections, or by recording themselves, listening back, and recording the next try. Just doing this by themselves without a recording will not likely help as it will be difficult to monitor.
This can be done with a parent who is willing to stop the child to make corrections, or by recording themselves, listening back, and recording the next try. Just doing this by themselves without a recording will not likely help as it will be difficult to monitor.
2.Use the words and resources available. There are word lists attached to this
document. There are also websites that can help you understand how the sounds are
made to give your child feedback.
http://www.home-speech-home.com/speech-therapy-word-lists.html https://www.youtube.com/watch?v=ObvSxRp0kJk Video for /r/ production https://www.youtube.com/watch?v=gHVtHEc4PU4 Video for /s/ production
http://www.home-speech-home.com/speech-therapy-word-lists.html https://www.youtube.com/watch?v=ObvSxRp0kJk Video for /r/ production https://www.youtube.com/watch?v=gHVtHEc4PU4 Video for /s/ production
3. Take the word lists and make it fun.
●Practice the words in sentences as you play a game.
*Write the words on sticky notes, index cards, slips of paper, etc. Pick words out
randomly to use in a variety of ways. Pick three or more words out and make a
tongue twister or silly sentence. Place three words on the fridge or bulletin board a
day and ask the kids to try to use the words often during the day correctly. Use the
words to create a silly story. They pick a word and start a story. You pick a word
and state what your child said in his/her story and then add to the story using your
word, then they keep adding to the story back and forth using new words picked.
Tape words onto a Jenga game and play.
4. Read - Have your child read to a younger sibling, read a cereal box, a comic book, summer reading book, jokes, etc. As they read, they read slowly and carefully making their sound correctly as they go.
5 Recipes - Have your child read the recipe. Tell you what they need to make the food. Give you the directions. At end tell someone else how they made the goodie. All the while paying attention to their sound as they do it, getting feedback from parents.
6. Madlibs - Fill them out trying to think of words with their sound then read the story.
7. Car Games - This is where the real practice takes place: Twenty questions, I Spy, I’m going on a Picnic. Think about and say the sounds correctly.
8. Out and About - When on an outing (Grocery store, book store, department store, the park, the zoo, etc.) Ask your child to name and talk about the things they see with their sound in them.
9. Go to a movie - Ask your child to explain the movie, telling them to think about their sounds and correcting them as they go. This works with a video or television show as well.
10. Give you the directions - Ask them to explain a game, video game, activity, sport, etc. As they do they are careful with their sound.
11. Make a list of ideas using these and others you can come up with.
12. Keep Track. Keep a calendar somewhere they can get to. Have them mark down every day they practiced, what they did and for how long. There are over 70 days of summer. Negotiate how many days they need to practice and what they can earn (No less than 45). Even this negotiation can be a practice when you correct their speech as they go. They can collect as they go (for example, if they practice 5 times this week we’ll go out for ice cream) or wait until the end (they can earn a special toy, dinner out, a special activity, etc).
** If you want your child’s speech to improve, or if they do, practicing daily at home during the summer and throughout the school year is important, especially after 2nd grade. It doesn’t have to take a long time, just a little attention.
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