by sashabro89 | Feb 1, 2021 | Expressive Language, Literacy, Receptive Language, Uncategorized, Vocabulary
Secondary school students with language impairments are often quite behind their peers in vocabulary, and it can be difficult to know where to start with them; moreover, we want to find a way to target their vocabulary deficit and use middle/high school class and...
by sashabro89 | Feb 2, 2020 | Literacy, Receptive Language, Uncategorized, writing
One of the major issues I encounter with secondary school students is they both don’t know how to and are generally unwilling to take notes on what they read. Recently, this got me thinking about a sketching/pictograph technique I used all the way in my student...
by sashabro89 | Nov 24, 2019 | Grammar, Literacy, syntax, Uncategorized, writing
Boy, do my middle and high school students hate to write! It’s definitely a challenge to get them working on grammar and sentence structure during speech & language therapy sessions and especially so if I want them to target writing skills. Yet, it’s...
by sashabro89 | Oct 29, 2019 | Literacy, Receptive Language, Vocabulary
Often, getting our students to engage with reading-based therapy tasks can feel like pulling teeth- both for students and therapist! Our school clients often present with co-morbid reading and learning disabilities that make reading a daily struggle, and so it’s...
by sashabro89 | May 22, 2019 | Literacy, Receptive Language, syntax, Uncategorized
In my earlier post on complex sentences, I talked about teaching student to use and understand a variety of conjunctions. In this post, I’d like to address another area of syntax that can be challenging for students with language impairment: lengthy noun...
by sashabro89 | Apr 5, 2019 | Expressive Language, Grammar, Literacy, Receptive Language, Uncategorized
Grammar & Sentence Structures Difficulties in Middle & High School I’ve noticed a trend when it comes to working on grammar and sentence structure with middle and high school speech & language therapy students. My students often look like they have...
