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Friday, August 27, 2010
How Speech/Language Problems Can Affect Academic Performance
How Speech/Language Problems Can Affect Academic Performance:
Articulation: The production of speech: Good articulation skills are required for verbal expression in all curricular areas. Multiple articulation errors can indicate a disordered phonological system which could impact on spelling and reading. Noticeable differences in speech production can have a negative impact on self-confidence, peer relationships, and vocational/career opportunities.
Oral Motor: Oral/facial motor functioning for speech and non-speech tasks: Disorders in muscle tone, movement, and sensation of the articulators may affect speech production, chewing, drinking, swallowing, and the ability to manage saliva. Severe disorders may affect self-confidence, and limit social and vocational/career opportunities.
Fluency: Sound/syllable repetitions, blocking, use of conversation “fillers”: Dysfluency can inhibit participation in classroom and extracurricular activities and affect peer relationships. Vocational/career choices may be limited, despite the individual’s competency levels in non-speech areas.
Auditory Processing: Attention, memory, auditory discrimination, sound blending, sequencing: Deficits in these skills can affect performance in all academic areas that involve auditory reception and processing of curricular material and following oral directions. Spelling and reading may be affected by difficulty analyzing and applying the phonemic code.
Semantics: Word knowledge including vocabulary, definitions, multiple meanings, concepts, categorization, comparisons, synonyms, antonyms, analogies: All areas of communication (listening, speaking, reading, writing) are affected by weakness in semantic skills, thereby impacting on all areas of the curriculum.
Morphology: Word knowledge including prefixes, suffixes, regular and irregular changes to a root word to express quantity, tense, comparative relationships, and function of word (subject, object, possessive, modifier, etc.). :All areas of communication (listening, speaking, reading, writing) are affected by weakness in morphology, thereby impacting on all areas of the curriculum.
Syntax: Rules related to parts of speech, word order, and sentence construction: The knowledge of grammatical rules is essential for receptive and expressive language. Deficits in syntax impact on the ability to comprehend, analyze, and produce language effectively.
Pragmatics: Social appropriateness of interactions, nonverbal communication, making inferences, executive functioning, critical thinking: Deficits in these skills affect listening, problem solving, reading comprehension, study skills, decision making, oral and written language, and social relationships.
Taken From: SpeakingofSpeech.com
Articulation: The production of speech: Good articulation skills are required for verbal expression in all curricular areas. Multiple articulation errors can indicate a disordered phonological system which could impact on spelling and reading. Noticeable differences in speech production can have a negative impact on self-confidence, peer relationships, and vocational/career opportunities.
Oral Motor: Oral/facial motor functioning for speech and non-speech tasks: Disorders in muscle tone, movement, and sensation of the articulators may affect speech production, chewing, drinking, swallowing, and the ability to manage saliva. Severe disorders may affect self-confidence, and limit social and vocational/career opportunities.
Fluency: Sound/syllable repetitions, blocking, use of conversation “fillers”: Dysfluency can inhibit participation in classroom and extracurricular activities and affect peer relationships. Vocational/career choices may be limited, despite the individual’s competency levels in non-speech areas.
Auditory Processing: Attention, memory, auditory discrimination, sound blending, sequencing: Deficits in these skills can affect performance in all academic areas that involve auditory reception and processing of curricular material and following oral directions. Spelling and reading may be affected by difficulty analyzing and applying the phonemic code.
Semantics: Word knowledge including vocabulary, definitions, multiple meanings, concepts, categorization, comparisons, synonyms, antonyms, analogies: All areas of communication (listening, speaking, reading, writing) are affected by weakness in semantic skills, thereby impacting on all areas of the curriculum.
Morphology: Word knowledge including prefixes, suffixes, regular and irregular changes to a root word to express quantity, tense, comparative relationships, and function of word (subject, object, possessive, modifier, etc.). :All areas of communication (listening, speaking, reading, writing) are affected by weakness in morphology, thereby impacting on all areas of the curriculum.
Syntax: Rules related to parts of speech, word order, and sentence construction: The knowledge of grammatical rules is essential for receptive and expressive language. Deficits in syntax impact on the ability to comprehend, analyze, and produce language effectively.
Pragmatics: Social appropriateness of interactions, nonverbal communication, making inferences, executive functioning, critical thinking: Deficits in these skills affect listening, problem solving, reading comprehension, study skills, decision making, oral and written language, and social relationships.
Taken From: SpeakingofSpeech.com
WELCOME TO SPEECH
My name is Michelle Richey, and I initially began my career as a speech-language pathologist in 1993 after graduating from Auburn University Montgomery. After working in Millbrook for four years as an SLP for Robinson Springs School, Millbrook Middle/Jr. High, and Stanhope Elmore High School, my husband received a transfer with his employer to Tupelo, Mississippi. I worked as a speech pathologist for the county's school system for two years. My husband was then transferred back to the Montgomery area, and I took five years off to be a stay-at-home mom for my two wonderful children. I am currently entering my seventh year at Coosada Elementary School as one of the two Speech-Language Pathologists. Speech therapy is a love of mine, and I feel blessed that I have the opportunity to get to know the children during their time spent with me.
Hello. I am Terri Sigler one of the Speech Therapists at Coosada Elementary School. I graduated from the University of Alabama with a degree in Communicative Disorders and took masters level courses from Nova Southeastern University. I have taught for 20 years in the public schools and preschools in Alabama, Virginia, and Tennessee. My husband and I moved here two years ago when he accepted the job as Director of Music and Worship at Frazer Memorial United Methodist Church in Montgomery. We have 3 children and 2 grandchildren. I love working with children! I encourage you to READ- READ-READ to and with your children.
Hello. I am Terri Sigler one of the Speech Therapists at Coosada Elementary School. I graduated from the University of Alabama with a degree in Communicative Disorders and took masters level courses from Nova Southeastern University. I have taught for 20 years in the public schools and preschools in Alabama, Virginia, and Tennessee. My husband and I moved here two years ago when he accepted the job as Director of Music and Worship at Frazer Memorial United Methodist Church in Montgomery. We have 3 children and 2 grandchildren. I love working with children! I encourage you to READ- READ-READ to and with your children.
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