In this episode, I dive into the research and practical application of targeting categories in speech therapy interventions, just like we did with basic concepts last week! 🙌
I’m going to start with introducing some of the evidence around categories, and strategies that we can bring into intervention. Then, I’ll follow up with a series of video demonstrations that show these interventions in action, so you can gain a better understand of practical application.
Categories are just one skill within vocabulary, but it’s a foundational skill that can be used for several other building blocks. This is essential because as the National Reading Panel (2000) said: Vocabulary is a preeminent predictor of success in learning to read and we all know how important literacy is in school!
In students with typically developing language, the language in their brain is organized into nice neat folders and it’s easy for them to find what they need.
When you’re working with students who have language delays or disabilities, they don’t have those folders. By teaching categories, we give them a way to organize some of those different words, which helps to facilitate meaning, memory and retrieval.
So today we’re going to talk all about categories — assessments, interventions, and application. 💪
Go ahead and grab your beverage of choice, get comfortable, and listen in.
Key Takeaways & Topics Covered
Assessment: Figuring out where students are, and determining their strengths, needs and where they need the most support
Types of Categories
> Convergent vs Divergent
> Concrete vs Abstract
> Receptive vs Expressive
How to boost the impact of book reading by pairing it with play-based activities
Articles Mentioned in the Podcast
> National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: Government Printing Office.
> Marmolejo, A. (1991). The effects of vocabulary instruction with poor readers. Paper presented in the annual meeting of the American Educational Research Association, Chicago, IL.
> Honig, B., Diamond, L., & Gutlohn, L. (2000). Teaching Reading Sourcebook for Kindergarten through 8th Grade. Novato, CA: Arena Press.
> Roth, F. P., & Troia, G. A. (2005). Vocabulary instruction for children and adolescents with oral language and literacy deficits. Paper presented at the 2005 Council for Exceptional Children Annual Convention, Baltimore, MD.
> Beck, I. L., McKeown, M. G., & Kucan, L. (2007). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.
> Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge. Reading Research Quarterly, 54(1), 41–61.
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