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Wondering how to make the most of your therapy sessions using books?
In this podcourse, Marisha discusses how she uses books in speech therapy and how this five-step process has facilitated meaningful and functional outcomes for her students. She shares strategies to select high-quality books and how to use those books when targeting a variety of speech and language goals. Relevant evidence and practical demonstrations will be provided to show SLPs how they can implement evidence-based strategies when using literacy-based therapy.
So grab your favorite beverage, put your feet up, and listen in.
This episode is incredibly insightful and actionable. Here are a few key takeaways:
> 1. There are some pretty amazing benefits to using literacy-based therapy.
> 2. SLPs can use simple strategies to select high-quality books for therapy.
> 3. The five-step process for literacy-based therapy is simple (and fun)!
Links Mentioned in the Podcast
> Book and Article Recommendations by Target
> Organizing Literacy-Based Materials
> Book: Giraffes Can’t Dance (affiliate)
> Book: Snowmen at Night (affiliate)
> Expanding Expression Tool (EET)
> App: ToonTastic
> Mixed Groups Cheat Sheet FREEBIE
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Ehren, B. J. (2009). Looking through an adolescent literacy lens at the narrow view of reading. Language, Speech, and Hearing Services in Schools, 40, 192–195.
Fey, M. (1986). Language intervention with young children. Boston: College-Hill.
Fey, M., Long, S., and Finestack, L. (2003). Ten principles of grammar facilitation for children with specific language impairment. American Journal of Speech‐Language Pathology, 12, 3‐15.
Gillam, S. L., & Gillam, R. B. (2014). Improving clinical services: Be aware of fuzzy connections between principles and strategies. Language, Speech, and Hearing Services in Schools, 45, 137–144.
Nelson, N. W. (1995). Scaffolding in the secondary schools: A tool for curriculum-based language intervention. In D. F. Tibbits (Ed.), Language intervention beyond the primary grades (pp. 375-420). Austin, TX: Pro-Ed.
Ralabate, P. K., Currie-Rubin, R., Boucher, A., & Bartecchi, J. (2014). Collaborative planning using universal design for learning. Perspectives on School-Based Issues, 15(1), 26–31.
Ukrainetz, T. (2006). Contextualized language intervention: Scaffolding PreK–12 literacy achievement. Eau Claire, WI: Thinking Publications.