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The Somali Literacy Project

The Somali Literacy Project
Blogs on Bilingual Language Development 2 Languages 2 Worlds The Educational Linguist Research Bilingual Children with Primary Language Impairment Breadth and Depth of Diversity in Minnesota Expressive Vocabulary Development of Children who Somali, Spanish and Hmong Resources Augmentative Communication Cue Cards (Somali-English) Cue cards which can be used to facilitate communication for non-verbal Somali speaking children and adults. Bilingual Handout on Modified Barium Swallow A Somali-English brief explanation of what a Modified Barium Swallow is. A brief word list of common Speech Language Pathology terms, in Somali. Modified Checklist for Autism in Toddlers, Somali Translation The Modified Checklist for Autism in Toddlers (M-CHAT) is a validated developmental screening tool for toddlers between 16 and 30 months of age. Somali Articulation Probe An articulation screener for Somali children, developed by the Minneapolis Public Schools. Somali Phonology Talk with Me Manual Like this: Like Loading...

Related:  Multilingual resources assessment and intervention

The Speech Stop NEW THERAPY TOOL - GROW! Language Development With Engaging Children's Stories. Check out the Bilingual Resources section or the informational flyer below for more detailed information. Story books are available in English only if you're not working with bilingual children. what works clearinghouse literacy Evidence of effectiveness in the topics selected above. A colored icon with a box indicates positive or potentially positive effects on outcomes for that topic. A grey icon with no box indicates a lack of positive effects. By default, results are sorted by this column, based on the amount of evidence. For details on the sort logic please see the FAQs

SLP Graduate Student Resources - Bilinguistics Welcome to the slp graduate student resources page! We host students each semester and they help us identify SLP grad student resources they find to be the most helpful. These documents will help guide you through getting a speech therapy caseload up and running and will serve as useful learning tools. Click below to see templates to create speech therapy lesson plans was to collect data during therapy, documents outlining the information to include in the language and articulation sections of school reports, and a list of ideas to help teachers know how to support their students in generalizing speech and language skills into the classroom. Check out our Speech Therapy Materials and subscribe to The Speech Therapy Blog to get weekly tips to make your work easier. Share the love: Did you find something that helped you?

Speech Therapy Materials and Free  Resources - Bilinguistics  Our caseloads are diverse and large so our speech therapy materials need to be effective and produce results. These speech therapy materials are immediately applicable, user-friendly, and research-based. We are closing the gap between research published in academic journals and the ability to apply those findings to the clients we serve. We know that the diversity of your caseloads is not reflected in available speech therapy materials, books, and literature. ESL option Jazz chants Miles Craven presents a series of short jazz chants – a fun way to practise stress and rhythm in the classroom, to help your students sound more natural when they speak English. How to use Jazz Chants in the classroom You can use these jazz chants in a variety of fun ways. You can practice stress and rhythm with your class, to help your students sound more natural when they speak English. Also, because each jazz chant focuses on different vocabulary and grammar, you can also use them to review important words and structures! Here are some ideas on how to use these jazz chants with your class.

Concept Sorts Classroom Strategies Background A concept sort is a strategy used to introduce students to the vocabulary of a new topic or book. Teachers provide students with a list of terms or concepts from reading material. Students place words into different categories based on each word's meaning. Categories can be defined by the teacher or by the students. CHESL Page Navigation Background and GoalsParticipantsProceduresProject Outcomes Background and Goals Speech-language pathologists and teachers are increasingly finding children with first languages other than English in their caseloads and classrooms. According to the 2006 census, children whose mother tongue is neither English nor French comprised approximately 12.5% of all Canadian children aged 0-9 years. In large urban centres, 15-30% of children have neither English nor French as their mother tongue.

All Kinds of Readers: A Guide to Creating Inclusive Literacy Celebrations for Kids with Learning and Attention Issues Throughout the year, literacy events and celebrations can be a great way to get kids excited about books. When we celebrate reading, we send the message that reading matters, that it is important, and that it’s fun! However, it can be challenging to plan an event that appeals to kids who have difficulty with reading, or who may feel high levels of anxiety or discomfort about reading. This may be the case for kids with learning and attention issues such as dyslexia or ADHD.

Peer-Assisted Learning Strategy Classroom Strategies Background Peer-Assisted Learning Strategies (PALS) is a classwide peer tutoring program. Teachers carefully partner a student with a classmate. The pair works on various activities that address the academic needs of both students. Portland State Multicultural Topics in Communications Sciences & Disorders AAVE Defined African American Vernacular English (AAVE) encompasses several labels including Ebonics, Black English, African American English, Black Vernacular, Black English Vernacular and Black Vernacular English, all of which describe the English that is primarily, but not exclusively, associated with the speech of African Americans. Many linguists use the label “African American English” (AAE), but the addition of the term ‘vernacular’ (meaning “common everyday language”) is gaining favor, since the word distinguishes it from the formal English spoken by many African Americans. Linguists estimate that AAVE is spoken by 80-90% of African Americans, at least in some settings. Those who speak AAVE are described as “bidialectal”, meaning they slip easily in and out of AAVE and Standard American English (SAE) dialect, and the extent of its use is regulated by circumstances such as communication partner, environment, or topic. Clinical Implications

Question-Answer Relationship (QAR) 1. Explain to students that there are four types of questions they will encounter. Define each type of question and give an example.