Fast ForWord® has been proven by extensive research to help children pay attention longer, process information faster, and comprehend what they’re hearing and reading. The NEW Fast ForWord® is a computerized language/auditory processing intervention that uses the principles of neuroplasticity to make fast, permanent changes to your child’s brain – which will make auditory processing, language, learning and reading much easier for your child. Narratives can provide a naturalistic means of targeting specific language difficulties. Narrative Language Interventions focuses on improving a child’s story-telling ability, including the ability to provide context for the listener use narrative structures to organize events and utilize microstructure (syntactic complexity, temporal and causal conjunctions, coordinating conjunctions, elaborated phrases, and adverbs) to enhance the clarity of the narrative. It helps children develop the ability to become actively involved in the task of listening. The Sounds In Motion approach pairs kinesthetic gross motor movements with phonemes to teach articulation, phoneme awareness and sound/symbol association. Sounds In Motion is an evidence-based interventional program designed to develop listening skills in children, which in turn helps to improve articulation, vocabulary, auditory memory, phonetic awareness, and early literacy. The ability to decode letters to their corresponding sound indicates a child’s grasp of the alphabetic nature or principle of written language. Identify sounds corresponding to individual graphemes (letters). The ability to isolate sounds is a critical skill for a child to sound out and blend new words. Identify whether a sound occurs at the beginning, middle, or end of a word. It is an important skill for analyzing words for spelling and reading. Syllable segmentation is one of the earliest phonological awareness skills to emerge. The ability to segment sounds is an essential skill for spelling unfamiliar words.Ĭount the number of syllables in a word. Identify individual sounds within a word. Alliteration skills are the basis of single-word reading skills. Identify initial or final sound in a word. Rhyming skills underlie a child’s ability to use analogy to read unfamiliar words and particularly relevant to spelling. The component skills of phonological awareness include: It is an auditory task that requires a child to manipulate the utterance at the word, syllable, or sound level. Phonological Awareness is the ability to manipulate the structure of an utterance independently from its meaning. The child learns to use kinesthetic feedback to verify sounds within words and to become self-correcting in speech. The child learns to recognize how his/her mouth produces the sounds of language. The Lindamood Phoneme Sequencing Program (LiPS) develops phoneme awareness through a sensory-cognitive approach. Treatment employs the requisite three skills to access such a code: segmenting (to access independent sounds within words), blending (to push sounds together into words), and phoneme manipulation (to slide sounds in and out of words that contain overlapping spellings, such as the ‘ow’ in ‘brown’. Content is based on the nature of the English code, as described by linguists, and progresses from the sound to the symbol. Phono-Graphix is research-based and has been successfully utilized by speech-language pathologists since 1993. The Phono–Graphixmethod is based on the theoretical underpinnings of the English code, the three skills needed to access that code, and teaching these in accordance with the way children learn.
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