Lehman College’s Department of Speech, Language, & Hearing Sciences has an upcoming Continuing Education Workshop on Friday, October 26, 2012, entitled “Using Meta-Skills to Foster Literacy Skills: Assessment and Intervention”. This workshop will be presented by Dr. Kenn Apel, Ph.D.,CCC-SLP in the Lovinger Theater.
This workshop will be offered for 0.55 ASHA CEUs. If you are interested in attending this workshop, please RSVP to speech.center@lehman.cuny.edu and include the registration form.
If you have any questions, feel free to email speech.center@lehman.cuny.edu or call 718-960-2258.
Directions to Lehman are as follows:
By Train: IRT No. 4 or the IND “D” line to Bedford Park Boulevard. The campus is a three-minute walk to the west. For more information about subway service to the Lehman campus, call the New York City Transit Authority at (718) 330-1234. Metro North’s Harlem line has a local stop at the Botanical Gardens station. The campus is about 12 blocks due west on Bedford Park Boulevard. Call Metro North for information about fares and schedules (212) 532-4900.
By Bus: Nine Bronx buses including the 2, 10, 22, and 28 have stops at Lehman College. Liberty Lines BXM4A or 4B express buses from Manhattan stop near the campus, at Bedford Park Boulevard and the Grand Concourse. Good connections are available on Westchester 20 or 20X buses from White Plains, Hartsdale, Scarsdale, and Yonkers via Central Park Avenue. The No. 4 from Yonkers also stops near the campus. For more information about taking a bus to the Lehman campus, call (718) 330-1234 (Bronx buses) or (718) 652-8400 (Liberty Lines) or (914) 682-2020 (Westchester buses).
By Car: From the Major Deegan Expressway (I-87): Take exit 11, stay to left onto Van Cortlandt Ave. Left on Sedgwick Ave., then right on Goulden Ave. to Parking.
From the north on the Saw Mill River and Henry Hudson Parkways: Take exit 24 onto Mosholu Parkway. Exit at Van Cortlandt Park South. Straight across onto Goulden Ave.
Alternatively from Manhattan: FDR Drive to end of Harlem River Dr. onto Tenth Ave. Right at 207th St. across bridge to Fordham Rd. Left on M.L. King Jr. Blvd. (which becomes University Ave.). Right on W. 197th St. then left on Goulden Ave. to Parking.
Tags: discussion group, Lehman College, literacy, reading, seminar
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
Tags: 1st grade, 2nd grade, 3rd grade, 4th grade, bay ridge, bed-stuy, bedford stuyvesant, Boerum Hill, Brooklyn, brooklyn heights, Brooklyn Letters, Carrol Gardens, clinton hill, Cobble Hill, decoding, ditmas park, dyslexia, elementary school, Fort Greene, great leaps, kensington, kindergarten, language pathology, language therapist, literacy, literacy remediation, literacy specialist, orton gillingham, PAF, Park Slope, phonemic awareness, Private Speech Therapist, prospect heights, reading, reading evaluation, reading intervention, reading program, reading remediation, reading specialist, reading tutor, school, sounds in motion, speech language pathology, speech pathologist, speech therapist, speech therapy, Summer, teacher, tutor, Tutoring, wilson reading, wilson's, windsor terrace, writing
We are pleased to introduce our newest friend, Jai, to the Brooklyn Letters community! Jai and his mother, Varuna, reside in Delhi, India where Jai attended an English speaking school. For the next two months, they temporarily relocated to New York City and Jai will receive intensive speech-language therapy with a focus on literacy development: Craig provides services 1 day per week in his home-based office and Sarah provides services 4 days per week (sessions last 3 hours) in the family’s Manhattan apartment. Jai is a happy, bright, curious, and creative young boy who enjoys reading books, building with legos, playing computer games, and playing with Craig’s very cool pirate ship.
Jai recently participated in an evaluation in Delhi and it was recommended that he receive individualized speech-language and literacy intervention. Jai’s parents were unable to find adequate therapy services in India; they sought out therapy services in the U.S. and Varuna’s friend, in New Jersey, recommendeded Brooklyn Letters. Varuna spoke with Craig and Sarah and they felt that they were an excellent match for Jai. At the beginning of therapy, Jai’s interests, learning style, and strengths and deficits were assessed and baseline skill levels were established. Jai’s individualized treatment plan was developed and the overall goals of therapy are as follows:
• Facilitate Jai’s overall language and literacy skills.
• Work with Jai’s mother to teach strategies to support Jai’s learning, provide activities and materials for work at home, and increase her knowledge of language, literacy, and learning. Click here to see a video of Varuna explaining Jai’s homework.
• Provide suggestions for Jai’s teachers in India to implement in the classroom setting.
• HAVE FUN!
Specific intervention targets include:
1. Increase pre-literacy and literacy skills. To include sound/symbol awareness, auditory discrimination, and rhyming.
2. Increase expressive language skills by using 3-4 word utterances to request, protest, comment, and ask for help.
3. Increase accuracy of comprehension and use of spatial concepts and prepositions (in, out, on, under, next to, behind, in front)
4. Increase memory skills and use of strategies to increase visual and auditory memory.
5. Increase accuracy and speed of word retrieval and recall of information.
6. Increase accuracy of following 2 and 3-step directions.
7. Increase accuracy of response to WH question forms and open-ended questions.
8. Increase accuracy of use of age-appropriate syntactic/grammatical forms (plurals, regular and irregular past tense verbs).
9. Increase categorical and descriptive vocabulary skills.
10. Increase sustained attention to focused tasks.
Within the first week of therapy, Jai made significant progress with his language, literacy skills, and focus. He is producing utterances of increased length, using more complex language forms, and is more confident in his overall abilities. He increased his phonemic awareness skills and is able to identify words that begin with a specific sound. He is demonstrating improved learning readiness by increasing attention to structured tasks, self-monitoring his own level of engagement during activities, and learning spatial concepts, e.g. “under.”
We are excited to have the opportunity to work with Jai and look forward to joining him on his continuing journey of learning, growth, and development of skills! Great job, Jai!
Sarah is a Speech-Language Pathologist who provides home-based assessment and therapy services in the Park Slope and Carroll Gardens neighborhoods of Brooklyn, NY. She specializes in working with children and adolescents who have difficulty with articulation, phonology, language, fluency/stuttering, literacy skill development, pragmatics, and social language. Sarah develops individualized and evidence-based therapy plans that include frequent and ongoing collaboration with parents, caregivers, teachers, and educators in order to maximize the potential of each child. She can be reached at sarah@brooklynletters.com or www.brooklynletters.com
To learn more about Jai’s progress, please read the following blog- http://brooklynletters.com/2010/11/blog/part-ii-india-comes-to-brooklyn-by-sarah-stuntebeck-m-s-ccc-slp-speech-language-pathologist/
www.brooklynletters.com
Tags: auditory discrimination, auditory memory, baseline skill levels, Brooklyn, Brooklyn Letters, complex language, comprehension, descriptive vocabulary skills, expressive language skills, facilitating language skills, facilitating literacy skills, increased literacy skills, increased pre-literacy skills, India, individualized treatment plan, language, Learning, literacy, literacy development, literacy intervention, memory skills, Park Slope, phonemic awareness skills, rhyming, Sarah Stuntebeck Speech Language Pathologist, sound/symbol awareness, spatial concepts, Speech Language Pathologist, speech language therapy, syntactic/grammatical forms, visual memory, word retrieval
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.
Tags: 11215, 11217, ABA, Applied Behavioral Analysis, apraxia, Apraxia of speech, articulation, articulation delay, asperger, aspergers, Astoria, auditory processing, autism, autism spectrum, baby, Battery Park City, bay ridge, Bellerose, bensonhurst, Bilingualism, Boerum Hill, Brooklyn, brooklyn heights, Brooklyn Letters, Bushwick, CAPD, Carrol Gardens, Center, central auditory processing disorder, Chelsea, child, Cobble Hill, Communication, Communication Center, disorder, ditmas park, dyker heights, dyker park, dyslexia, Dyspraxia, early childhood, East Village, eating therapist, elementary, enunciation, ESL, evaluation, expressive language delay, feeding delay, feeding therapist, Financial District, flatbush, Flatiron District, floor time, fluency, Forest Hills, Fort Greene, Fresh Meadows, Gramercy Park, Greenpoint, Greenwich Village, Hollis Hills, infant, Jamaica Estates, kensington, Kew Gardens, language based learning disability, language delay, language pathology, language processing, late talker, Learning, lisp, literacy, literacy specialist, Long Island City, Lower East Side, Manhattan, Midtown, mixed expressive receptive language delay, Murray Hill, new, New York, New York City, Nolita, NYC, oral motor, parent training, Park Slope, park slope communication, PDD-NOS, pervasive development disorder PDD, phonological delay, phonological disorder, picky eater, pragmatic language, preschool, Private, Private Speech Language Pathologist, Private Speech Therapist, private therapist, program, PROMPT, Queens, reading, reading specialist, receptive language delay, Red Hook, remediation, school age, SEIT, social language delays, social skills, Soho, specialist, speech delay, Speech Language Pathologist, speech language pathology, speech pathologist, speech pathology, speech techniques, speech therapist, speech therapy, speech therapy program, student, stuttering, Sunnyside, sunset park, therapist, therapy, treatment, West Village, Williamsburg, Windor Terrace, Woodside, writing
