Themed units with meaningful, everyday activities let you elicit speech, language, and cognitive responses in natural contexts. Students eagerly learn and establish new skills
- Expand skills in language, concepts, vocabulary, phonological awareness, and speech
Thirteen units use experiential learning and table-top activities to train skills in:
- receptive and expressive vocabulary
- sequencing and narrative language
- verb tenses
- phonological awareness
- articulation and phonological processing
- thinking based on Bloom's Taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation)
Each theme-based unit begins with a play-based activity, a recipe activity, or a craft activity. Other learning opportunities springboard from the beginning activity and include simply-phrased stimuli to elicit the target structures. The materials in each unit include:
- picture scene for receptive and expressive vocabulary activities
- statements and questions to target concepts during the play-based, recipe, or craft activity
- four-part picture sequence of the unit's activity to elicit verb tenses and narrative language
- phonological awareness worksheet activity
- reproducible pictures for articulation and phonological patterns
- questions at each level of Bloom's Taxonomy to stimulate thinking during the play-based, recipe, or craft activity
The variety of activities lets you target diverse goals within the same group activity. Each activity has a measurable objective.
Copyright © 2003
- Explicit instruction in phonemic awareness and phonetic decoding skills produces stronger reading growth in children with phonological weaknesses than approaches that do not explicitly teach these skills (Torgesen, 2000).
- ASHA (2008) recommends that speech-language pathologists (SLPs) provide information on communication-enhancing strategies to caregivers in order for carryover of targeted skills to occur in everyday routines.
- Generalization of correct production from one sound to another is expected when remediation targets are selected on the basis of place, manner, and voicing analysis; distinctive feature analysis; or phonological process/pattern analysis (Bernthal & Bankson, 2004).
- Activities reflecting real-life situations that use functional words facilitate generalization to other persons and settings (Bleile, 2004).
- Direct and indirect instruction of vocabulary words helps students boost reading comprehension and improve performance for semantic tasks (NRP, 2000).
Blooming Speech & Language Activities incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2008). Roles and responsibilities of speech-language pathologists in early intervention. Retrieved January 13, 2011, from www.asha.org/docs/pdf/GL2008-00293.pdf
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Bleile, K.M. (2004). Manual of articulation and phonological disorders: Infancy through adulthood (2nd ed.). Clifton Park, NY: Delmar Learning.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Retrieved on January 13, 2011, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.