Question
I have a third grade student who works on s blends and r. She has shown great improvement in both. Her classroom teacher came to me and asked how to help the child's spelling because she really struggles in this area. Her spelling errors are not confine
Answer
It seems articulation problems at times interfere with spelling and written language. Is this problem most evident in everyday spelling?...or does she pass spelling tests? And if she does well on the spelling test, can she apply those new words to her everyday work? Is spelling the only area of weak performance? How are her written language, and reading skills? It might not be a bad idea to explore these other areas.
As for activities, you might want to try some minimal pair practice for listening. Another idea would be word pairs with different pronunciation and spellings (pass, pause; class, clause; were, where...)
Barbara Halpern has her ASHA certification in both speech pathology and audiology. She is a licensed speech pathologist in Missouri and Illinois. She is currently employed by the Special School District in St. Louis County.
Barbara Halpern Speech Pathologist
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'With APD being such a highly discussed topic, this article was helpful in breaking it down into subsets - including assessment, treatment & collaboration for each'Read Reviews
AG Bell - LSLS/1.0 Domain 3, Domain 7; ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.
