Reading-CommDis

Reading

Fluency: Repeat what the student has said in a slow, smooth manner, so the message content has been expressed to his peers as welll as a good model presented to the dysfluent student.

__Language:__ 1. The student needs to have comprehension before expression so it is important to be sure the concept has been taught before expecting verablization. Model the expected responses as well as restate the question if the child answers incorrectly and in some cases modfity ro supply the correct answer.

2. If the student is using incorrect verb,pronoun, plural forms,(called syntax) restate the message using the correct forms, modeling is the best teaching tool that does not take a ton of prep to do and it will hep others too.

3. Organizing a thought pattern if a child has difficulty formulating their thoughts,(called mazing), teach time child to use time markers, First, second, next, last, in conclusion, have them practice using sequence cards, talk about how the alphabet, numbers follow a sequence and so does language or telling a story. Sometimes just telling the student to give only one thought at a time can calm them and giving them your attention while they share their thought, then you can use the time promtps, what happened next or how did it end.

4. Using signals to indicate to the student that they are going off topic,(a technical foul "T" is what I use), I put up my two fingers for "Toooooo Much information' and I use the double dribble sign for interrupting.

__Articulation:__ 1. Modeling the sound correctly is the best tool, I do use signs to remind my students and some teachers do as well, ie: I point on my chin to remind a student to keep their tongue in for the /s,z/ sounds. Check with the schools SLPAth's to see what signals or soiunds their students are working on.

2. Rhyming activites and talking in soiund patterns help develop phonological awareness skills. Auditory Memory: Following directions, the teacher should restate directions and use different words that have the same meanings, also pairing with a visual cue is helpful.

3. Using inside voices helps to reduce vocal strain, try to encourage students to swallow or take a drink if they are constantlyclearing their throat.

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