Reading & Written Language

Speech language pathologists serve a vital role in the development of literacy skills. Spoken language and literacy have a reciprocal relationship such that the language skills learned in the early years will have a direct effect on a child’s reading and writing success in school. One of the first spoken language skills connected to early reading and writing skills is phonological awareness. Phonological awareness is the knowledge that words are made up of sounds (i.e. “cat” has 3 sounds, c-a-t). It is very important that children at this age acquire strong phonological awareness skills such as rhyming and engage in sound play so they can later apply these skills to the printed letters. Speech therapy sessions are very beneficial if your child is experiencing difficulties with early literacy skills.

The best approach to reading instruction, and one that has been heavily researched by the National Reading Panel, is one that incorporates:

• Explicit instruction in phonemic awareness
• Systematic phonics instruction
• Methods to improve fluency
• Ways to enhance comprehension

The following is a list of techniques effective for teaching children to read:

• Phonemic awareness—the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. Children who are read to at home—especially material that rhymes—often develop the basis of phonemic awareness
• Phonics—the knowledge that letters of the alphabet represent phonemes, and that these sounds are blended together to form written words. Readers who are skilled in phonics can sound out words they haven't seen before, without first having to memorize them.
• Fluency—the ability to recognize words easily, read with greater speed, accuracy, and expression, and to better understand what is read. Children gain fluency by practicing reading until the process becomes automatic. It is important to note that fluency is a key skill of academic success in the later elementary years due to the increased language demands of the curriculum and expectations of course load and homework.
• Guided oral reading—reading out loud while getting guidance and feedback from skilled readers. The combination of practice and feedback promotes reading fluency
• Teaching vocabulary words—teaching new words, either as they appear in text, or by introducing new words separately. This also incorporates teaching strategies such as using context clues or morphemes to comprehend novel vocabulary.
• Reading comprehension strategies—techniques for helping individuals to understand what they read. There are a variety of comprehension strategies that can be customized to each student so they can employ these techniques independently and ensure success.

At Chain Bridge Speech & Language, our reading therapy sessions include but are not limited to the following programs and philosophies: Earobics, Read Naturally, Wisnia Kapp Reading Program and philosophies of the Wilson Reading Program and Cognitive Reading Strategies.

Written Language therapy sessions may focus on the following areas:

• Formulating thoughts
• Sequencing information
• Using correct grammar and syntax
• Using vivid vocabulary and more complex sentence structures
• Punctuation
• Writing single to multiparagraph papers
• Using technology and graphic organizers to aid the writing process

The following programs may be utilized in these sessions: Frame Your Thoughts, Step up to Writing, 6 + 1 Traits of Writing, Story Grammar Marker and more!

The Owner of Chain Bridge Speech & Language, Kristin Keller, is certified in reading and written language disorders and has over 10 years of experience working with children in the Northern Virginia area who struggle with reading and writing everyday in school. Kristin provides direct reading, spelling and writing instruction as well as consultations with school personnel to ensure each client has a thorough and consistent reading and writing program to be utilized at school, home and in private therapy sessions.