Now is the time to contact us, if you are interested in summer speech language therapy & reading remediation services. Once summer arrives, we will plan our fall schedules.
If your child is currently receiving school speech language therapy services, we will connect with your school therapist and carry over his or her speech and language goals this summer.
If you are interested in literacy help, summer is a great time for your child to continue to develop and nurture their reading and writing skills. Particularly for children with literacy delays, don’t let your child’s literacy gap widen. Our language specialists work with a reading intervention teacher, local learning specialists, and a psychologist trained in evaluating reading and writing disorders. Our reading interventionist, Jo-Ann Kalb, is trained in Orton-Gillingham (PAF), Wilson Reading, Sounds in Motion (a phonemic awareness program that gets kids moving and learning consonant and vowel sounds) and Great Leaps.
Jo-Ann Kalb is a certified NY State and NYC Teacher and Reading Tutor. After a 30 year career teaching grades 1, 2 & 5 in Park Slope, including 10 years as a school librarian, she became a Reading Intervention teacher in 2003. She uses a combination of programs and strategies gleaned from her long professional career to work with students who struggle with reading, phonemic awareness or dyslexia. Jo-Ann is currently a Reading Intervention teacher at PS 10 in Park Slope and she provides group work as well as one on one tutoring.
Jo-Ann travels to your home!
Hours: Mon, Wed-Fri 3:30-7PM
Sat & Sun 10 AM-3 PM
Location: Park Slope, Windsor Terrace, Prospect Heights, Bay Ridge, Ditmas Park, Cobble Hill, Boerum Hill, Brooklyn Heights, Fort Greene
Types of Services: Initial reading evaluation, reading intervention using research based reading programs.
Expertise: working with children (5-10 years old) who have problems with phonemic awareness and decoding, and/or dyslexia.
She will run a summer group in August for struggling readers (kindergarten-third grade).
Contact Jo-Ann for more information at joann@brooklylearning.com or 347.470.4406
Thanks!
Craig
craig@brooklynletters.com
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The scope of speech language pathology is diverse and one of my goals for the Brooklyn Letters website is to educate others about my profession. When I meet new people and we discuss what I do professionally, I find it difficult to give a brief explanation about language pathology and its treatment.
“Reading and writing? What does that have to do with speech?” Is a common reaction from those inquiring about what I do. Unlike language pathology, speech pathology is more straightforward to explain to others, e.g. child has difficultly enunciating the “r” sound.
I recently read an article from a journal that I find very helpful for those interested in learning more about how language pathology connects with literacy and learning.
The following excerpt is from the article “Back to School: Why the Speech-Language Pathologist Belongs in the Classroom,” by Dr. Marilyn A. Nippold. Marilyn A. Nippold, Ph.D., holds an Endowed Professorship at the University of Oregon where she has worked since 1982, teaching and conducting research in later language development, literacy, language disorders, and stuttering.
Back to School: Why the Speech-Language Pathologist Belongs in the Classroom
Sam is a 12-year-old boy who recently began the sixth grade at a rural middle school. Like many of his classmates, Sam spent a relaxing summer playing baseball, fishing, and swimming at a nearby lake. However, now that the school year is underway, he is experiencing increasing frustration in the classroom. Unlike most of his classmates, Sam has a language disorder.
If a sixth-grade child such as Sam has deficits in syntax (grammar), the lexicon (vocabulary), word decoding, and reading comprehension, those deficits are likely to continue into adulthood if left untreated by qualified professionals (Nippold & Tomblin, 2010). Moreover, Sam’s frustration in the classroom is likely to increase as the language demands become even greater during middle school and high school, resulting in a diminishing sense of confidence, optimism, and enjoyment of academic pursuits.
On the other hand, if Sam’s language deficits are promptly identified by a speech-language pathologist (SLP), they can be addressed through an intervention program that targets practical aspects of spoken and written communication, focusing on the language demands of the classroom.
In science, Sam’s class is studying coral reefs, and students are expected to read and understand the following passage:
Like rain forests, coral reefs contain many animals and plants that produce potentially valuable chemicals. For this reason, it is important to protect the reefs from damage from many sources. Unfortunately, reefs are in danger from natural disasters and from humans. Natural forces, such as water that is too warm, can kill corals and produce a phenomenon called coral bleaching. Organisms that eat living corals, such as the crown-of-thorns sea star, can greatly damage reefs. (Coolidge-Stoltz, Padilla, Miaoulis, & Cry, 2002, p. 326)
Notably, this passage contains several features that often prove challenging to older children with language disorders. Syntactically, the sentences are long and complex, and several of them contain relative clauses (that produce potentially valuable chemicals, that is too warm, that eat living corals) that may tax a child’s working memory. The passage also contains literate vocabulary in the form of adverbial conjuncts (for this reason, unfortunately), abstract nouns (sources, phenomenon), and technical terms (coral bleaching, organisms, crown-of-thorns sea star).
After reading about coral reefs and listening to the teacher’s lectures, students are expected to demonstrate their knowledge of the topic by answering questions on an essay exam. They are also asked to make individual and group oral presentations to the class on the topic.
By spending time in a middle school classroom, we realize that to succeed in school, a sixth-grade child with a language disorder must be assisted to use and understand complex syntax and literate vocabulary; to learn new information through listening and reading; and to demonstrate knowledge through speaking and writing. Practical information such as this is invaluable in establishing functional goals for language intervention, thereby helping the child to realize his academic potential and to have reasonable options in life. Assisting children in this way also offers long-term benefits to society, helping to build a workforce of competent young adults who can give back to their communities through productive and stable employment.
The full article can be accessed, for free, at http://lshss.asha.org/cgi/content/full/41/4/377?etoc and it was published in Language, Speech, and Hearing Services in Schools, Vol.41, 377-378, October 2010.
Craig Selinger is a pediatric speech language therapist with a private practice in Park Slope, Brooklyn. He works with babies and pre-adolescents with speech, language, feeding delays and difficulties. In addition, he provides specialize tutoring services (reading, writing, speaking, and listening) for struggling learners and those with unique differences. His speech, language, literacy, and feeding team travels to your home and your child’s school throughout Brooklyn, Manhattan, and Queens. Contact: craig@brooklynlearning.com, 347-394-3485, www.brooklynlearning.com.
Tags: abstract nouns, Brooklyn, Brooklyn Letters, complex syntax, Craig Selinger Speech Language Pathologist, grammer, language disorders, language intervention, language pathology, later language development, Learning, literacy, literate vocabulary, Park Slope, reading comprehension, speech pathology, stuttering, syntax, vocabulary, word decoding
My name is Craig Selinger, and I am a speech language pathologist, also known as a speech therapist, who lives in Park Slope, Brooklyn. Starting in September, I will work full-time in the area; no more back and forth Manhattan commuting. My services include child speech, language, and feeding therapy and language remediation, e.g. reading and writing.
I am very excited to launch Brooklyn Letters! Seven months of steady work on the website and now it is live. Brooklyn Letters will be a dynamic forum: updated blogs, articles, and resources. We want to create services based upon your needs. Here are some future ideas/plans:
Dr. Annette Hernandez and I will soon be adding more professionals to our team.
Every member of the Brooklyn Letters team will contribute to our interdisciplinary blog. Check-in monthly for new entries.
Other ideas about the blog:
1) Contacting professors/researchers to make research more accessible to the public.
2) Extending our interdisciplinary blog to other pediatric professionals in the New York City area. If you would like to contribute to our blog, please email me your name, phone number, area of expertise, and the topic you would like to write about. I am limiting blog entries to one page and one per month. Each month will have a different professional contributor.
Did I miss an important resource? Please email me the link, and I will consider adding it.
We have a FREE Brooklyn (Park Slope and nearby neighborhoods) private business and local pediatric professional (for those offering unique services) directory.
If you are interested in small group services (3 children) please fill out this form and email it back to me. I teach language learning, literacy, and social skills to small groups. Creating these groups is cumbersome due to the difficultly coordinating schedules and matching learning needs. My goal is to organize compatible small learning groups.
If you are a pediatric professional interested in home-based services in the Park Slope and/or and nearby communities, please email me your résumé.
How can we improve this site? Email me your ideas.
I am very excited to see how Brooklyn Letters will help contribute to Brooklyn, and watch it help parents from around the world learn more about their child’s development.
Many thanks to Brent and Teresa (my amazing website designers), Amy Way (photographer), the families that allowed me to be photographed with their children, Evan, Noreen, Chino, and Maryam. It was a team effort and I appreciate everyone’s important contributions and endeavors!
We are now offering speech, language, and feeding services/therapy in Bay Ridge, Dyker Park and Dyker Heights, and Bensonhurst! If you are interested in Kristi, a speech language pathologist, coming to your home, contact Craig at craig@brooklynlearning.com
We will be expanding our speech, language, and literacy services to your home in Queens- Sunnyside, Woodside, Long Island City, Astoria, and we will be expanding our speech and language services to your home in Williamsburg, Greenpoint, Bushwick.
We welcome Emily Harms, M.S. CCC-SLP- a speech language pathologist that comes to your Manhattan home. She travels to Gramercy Park, Midtown, Murray Hill, Flatiron District, Chelsea, Nolita, Soho, Greenwich Village, West Village, Battery Park City, Financial District, Lower East Side, East Village, Williamsburg
Please contact Craig for more information craig@brooklynlearning.com
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Craig Selinger is a pediatric speech language therapist with a private practice in Park Slope, Brooklyn. He works with babies and pre-adolescents with speech, language, feeding delays and difficulties. In addition, he provides specialize tutoring services (reading, writing, speaking, and listening) for struggling learners and those with unique differences. His speech, language, literacy, and feeding team travels to your home and your child’s school throughout Brooklyn, Manhattan, and Queens. Contact: craig@brooklynlearning.com, 347-394-3485, www.brooklynlearning.com.
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