City Beach Speech Pathology in City Beach, Western Australia | Medical and health

City Beach Speech Pathology

Locality: City Beach, Western Australia

Phone: +61 8 9385 8805

Address: 6 Sudbury Way 6015 City Beach, WA, Australia

Website: http://cbspeech.net.au/

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25.01.2022 Needing FREE Decodable text? Have you seen the Decodable comics that follow the scope and sequence of Letters & Sounds? http://www.phonicsplaycomics.co.uk/comics.html

22.01.2022 A great way to consolidate your child’s understanding of the sounds in each level is to do a hands on activity with them! Here we have Mila practicing her level 1 sounds with playdough.

17.01.2022 What is cumulative reading instruction? How does it help dyslexic kids and all struggling readers? Cumulative reading instruction ensures: 1. Step-by-step intr...oduction of letters/sounds 2. Inclusion of previous learning at every new stage 3. Practice and consolidation so that learning is not lost Here are the Dandelion Launcher series of decodable books for beginner readers. They introduce letter sounds in step-by-step progression. Starting with only 5 sounds: s, a ,t, i, m! Every new level will include the sounds and letters introduced in previous levels. See graphic below. UK editions https://www.phonicbooks.co.uk//beginn/dandelion-launchers/ USA editions Note that the USA editions have only 2 books at each stage. https://www.phonicbooks.com//dandelion-launchers-stages-1/ #booksfordyslexickids #booksforstrugglingreaders #phonics

16.01.2022 FREE iBook Did you know that you can download our FREE ibook from the Apple iBookstore? Go to iTunes and search 'Dandelion Launchers' in the iBookstore. (This... is not an app but an iBook). The first 4 books in Unit 1 are FREE to download. They are a great resource for young beginner readers because they are interactive. When the child presses on a word she/he can hear it sounded out. A great way to model precise pronounciation of sounds and how to sound out words. This resource can only be downloaded onto Apple devices.

15.01.2022 Memory is foundational to spelling. 'Brains are wired to forget,' so how can we make spelling stick? First, teach it well based on what we know about the brain'...s affinity for patterns, and the need to 'map' speech sounds and images (letters). Tip #1: In classrooms, talk about tricky spellings in words and have students share how they remember them. Tip #2: Using sound and spelling sorts, recycle through previously learned sounds and their spellings. Tip #3: Talk about spellings tests as practice tests rather than performance tests. Change the culture around testing to more accurately reflect its role to memory. Testing should be about making learning stick (and how well learning has been taught so that it sticks.) Tip #4: Even though you may be working on one sound during any given week, interleave activities and practice testing on another. Tip #5: Use images/lines/post its/blocks to reflect words as sound puzzles and that some spellings of sounds have more letters in them than others. Use simple images to help with retention of homophones.

14.01.2022 The step-child of word reading instruction is the poor multi-syllable word. Are you making the mistake of not teaching students how to cope with longer words-...-explicitly? No guilt!!...It's so commonplace in most reading programs. Even after 1-2 years of phonics instruction, some programs give short shrift to multi-syllable word reading. BUT almost all of the hard words are multi-syllable, right? No worries....Here's a simple series of steps for early practice of reading (and writing) multi-syllable words. Notice how we encourage the child to attend to the sounds in the word, but reading it by chunk (by syllable). Does this technique help your readers? (P.S. Please excuse the sloppy /p/ pronunciation! :O)

06.01.2022 A newly published study gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John... Hutton, there is an apparent "Goldilocks effect" some kinds of storytelling may be "too cold" for children, while others are "too hot." And, of course, some are "just right." See more

06.01.2022 Free Decodable books....you can never have enough Decodable books....!

02.01.2022 The main take home messages here are: 1. that while we are still not certain about the causes of stuttering we do know that it is NOT caused by bad parenting an...d psychological factors such as anxiety. 2. It's really important to see a speech pathologist for advice as soon as possible. Don't wonder and worry. 3. Treatment before the age of six is most likely to eradicate stuttering. 4. Stuttering may become chronic and intractable if not treated in the first year or two after onset. See more

02.01.2022 Happy Sunny Sunday Reading League PA Members and Friends! A big thank you to Amy Jo Manning for sharing this poster she created to decode a new word! No Skippy... Frog or 3 cueing prompts here- just prompts firmly aligned with the science of reading! Amy has generously agreed to share her work and also allow me to include it in the padlet I am creating for prompting resources aligned to the science of reading- out soon! Access Amy's resource here: https://drive.google.com/open See more

01.01.2022 8 questions to ask kids during shared reading to boost comprehension skills.

01.01.2022 Boost Tier 2 words Many of our students will need a boost to their vocabulary. This may be because they have missed out on learning, or that remote learning i...s not as effective as in-school learning (especially for children with a learning disability). As we know, language development is a crucial element in reading comprehension (check out 'The Simple View of Reading'), and vocabulary is a core element of language development. So, which words should we be teaching? There are 3 tiers of language in school: TIER 1: Basic everyday language that children will hear and use at home, e.g. 'dog', 'tired', 'home', 'slow'. TIER 2: Highly-frequent academic words that appear across the curriculum, e.g. 'precede', 'contradict', 'emerge'. TIER 3: Words that appear in specific fields of study, e.g. 'photosynthesis', 'thesis', 'metaphor'. Children in primary and middle school will need a boost to Tier 2 words. This is important because these words allow them access to the curriculum and to a higher level of reading comprehension. They may not be hearing these words at home and they many not be reading them in books. A great way to boost the knowledge of the words is a focus on common prefixes that many of these Tier 2 words share. e.g. con/com (meaning 'with' as in 'conduct'), pre (meaning 'before' as in 'preview'), dis (meaning 'apart' as in distract'). We have made some FREE info-graphics showing how you can teach these prefixes with only one root word. Children learn a batch of words with a common morpheme/meaning. The idea is that you can focus on one root word, e.g. 'tract' (meaning 'pull'/'draw') and attach it to the same prefixes the children already know. The slide below shows how you can do this. To download these free resources go to UK versions https://www.phonicbooks.co.uk//curriculum-words-infograph/ USA versions https://www.phonicbooks.com//phonic-info/curriculum-words/ #morphology #Prefix #vocabularylearning'