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WALC 4 Everyday Reading
Workbook of Activities for Language and Cognition
Ages: 16-Adult   Grades: 11-Adult

From signs to appointment cards and credit card bills, here are 35 categories of functional reading tasks and comprehension questions in one convenient book.

Outcomes

  • Comprehend written information
  • Increase independence through functional reading
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CD*
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*The CD contains the complete book.  All pages are printable.
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The activities represent reading requirements clients encounter every day.  Each reading category is depicted in several styles with true-to-life graphics. 

Corresponding stimulus questions prompt clients to look for information and interpret a variety of formats.  

Reading tasks include:  

Signs TV Listings  Announcements
Notices Theatre Ads Grocery Ads
Gift Certificates Coupons Billboards
Product Labels Prescription Labels Directions
Recipes Menus Order Forms
Newspaper Ads Classified Ads Market Reports
Newspaper Articles Invitations Appointment Cards
Messages Catalogs Table of Contents
Abbreviations Index Directories
Charts Schedules Maps
Claim Tickets Receipts Applications
Bills Bank Statements

 

Copyright © 2003

Components
182 pages, answer key
  • Effective cognitive rehabilitation improves functioning in areas relevant to the individual's everyday life (Cicerone et al., 2000).
  • Speech-language pathologists' roles in treatment of individuals with cognitive-communication disorders include training discrete cognitive processes, teaching specific functional skills, and developing compensatory strategies and support systems (ASHA, 2005).
  • Communication, both verbal and nonverbal, is a fundamental human need.  Meeting this need by facilitating and enhancing communication in any form can be vital to a patient's well-being (Taylor-Goh, 2005).
  • Therapy may target the comprehension and production of complex, as well as simple, sentence forms (Taylor-Goh, 2005).

WALC 4 Everyday Reading incorporates these principles and is also based on expert professional practice.

References

American Speech-Language-Hearing Association (ASHA). (2005). Roles and responsibilities of speech-language pathologists in diagnosis, assessment, and treatment of individuals with cognitive-communication disorders [Position Statement]. Retrieved June 25, 2009, from www.asha.org/policy

Cicerone, K., Dahlberg C., Kalmar K., Langenbahn, D., Malec, J., Bergquist, T., . . . Morse, P.A. (2000). Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine & Rehabilitation, 81(12), 1596-1615.

Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.

Author(s)

Laurie Bounds Keck

Biography

Laurie Bounds Keck, M.S., CCC-SLP, received her bachelor's degree from Augustana College in Rock Island, Illinois, and her master's degree from Eastern Illinois University in Charleston, Illinois.  She has worked as a speech-language pathologist in acute care, inpatient/outpatient rehabilitation, long-term care, and home health.  Laurie is currently a stay-at-home mom and continues her professional development by pursuing continuing education and providing direct patient care during her weekend rotations at St. Mary's Hospital in Decatur, Illinois, where she has worked since her graduation in 1994.

WALC 4 is Laurie's second publication with LinguiSystems.

Introduction

As a speech-language pathologist in the medical setting, the need for targeting functional communication skills for daily activities has always been a primary focus of treatment.  When patients experience stroke or head injury, deficits in listening, talking, reading, and writing may arise.  Breakdown in any one or more of these areas will affect how patients perform essential skills needed for daily living.

With the intervention of skilled clinicians and appropriate materials, patients often improve their ability to function independently.  Unfortunately, comprehensive functional reading activities have not always been available to quickly reference and reproduce.  This led me to develop numerous reading tasks on my own for both adolescents and adults.  Patients and families find these exercises challenging, while speech-language pathologists appreciate the wide variety of stimulating and essential topics.

I hope you find the following activities useful as you plan individualized therapy with goals directed toward improving functional reading comprehension skills.  In addition to the pages contained in this manual, please use your patient's own reading material to further improve his or her ability to function independently.

LBK