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???????CCC-SLP???Craig Selinger????????????????

?? October 16, 2010 #!31Sun, 18 Mar 2012 12:06:13 -0800p1331#31Sun, 18 Mar 2012 12:06:13 -0800p-12-08:003131-08:00x31 18pm31pm-31Sun, 18 Mar 2012 12:06:13 -0800p12-08:003131-08:00x312012Sun, 18 Mar 2012 12:06:13 -08000612063pmSunday=3560#!31Sun, 18 Mar 2012 12:06:13 -0800p-08:003#18#!31Sun, 18 Mar 2012 12:06:13 -0800p1331#/31Sun, 18 Mar 2012 12:06:13 -0800p-12-08:003131-08:00x31#!31Sun, 18 Mar 2012 12:06:13 -0800p-08:003# ???

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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.

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The following excerpt is from the article “Back to School: Why the Speech-Language Pathologist Belongs in the Classroom,” by ????A??????? Marilyn A. Nippold?????????University of Oregon???End???????1982?????????????????????????????????????????

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???Sam????12????????????????????????????????????????????????????????????????????????????????????????????????????????

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.

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????????????? http://lshss.asha.org/cgi/content/full/41/4/377 etoc ??2010?10???????????????????41??377-378???

??????? 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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