Language Intervention

Empowering children to become confident communicators and proficient writers.

 

 

ORAL LANGUAGE PROCESSING

Oral language skills are essential for effective communication, literacy development, and academic success. They encompass a range of abilities, including phonemic awareness, or the ability to recognize, understand, and manipulate the individual sounds, or phonemes, in spoken words, as well as vocabulary development and listening comprehension. 

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• LINDAMOOD BELL LiPS INTERVENTION

  • Phonemic awareness is a critical skill for developing reading and writing abilities, as it forms the foundation for phonics, which involves connecting these sounds to their corresponding letters. Dr. T. is a certified provider of the Lindamood-Bell LiPS (Lindamood Phoneme Sequencing) program, a specialized, evidence based instructional approach designed to develop phonemic awareness and improve reading, spelling, and writing skills. Sessions are typically 30-minutes in length and beneficial for children with phonological and phonemic awareness deficits as documented by the CTOPP-2 (Comprehensive Test of Phonological Processing) and other diagnostic measures.

• VOCABULARY DEVELOPMENT

  • Through language enrichment instruction Dr. T. focuses on enhancing vocabulary and listening comprehension through interactive activities, such as reading aloud, discussing stories, and engaging in meaningful conversations.

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WRITTEN LANGUAGE PROCESSING

Written language encompasses the ability to understand, interpret, and produce written text.

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• SUPPORT FOR READING COMPREHENSION

  • The Simple View of Reading is a framework that explains reading comprehension as a product of two essential components: Decoding and Language Comprehension. Some children may be able to decode words accurately but still struggle with understanding the text if their language comprehension skills are weak. My intervention involves explicit instruction that addresses:

    • Vocabulary Knowledge: Knowing the meanings of a wide range of words.

    • Background Knowledge: Having knowledge about the world and context, which aids in making sense of the text.

    • Inference Skills: The ability to read between the lines and draw conclusions based on context and prior knowledge.​

• SUPPORT FOR WRITTEN EXPRESSION

  • A First Foundation uses a structured approach to teaching writing with skill development in areas such as grammar, punctuation, and style. Intervention encompasses transcription (i.e., handwriting skills, if needed), sentence and paragraph-level writing, and self-regulation strategies. Instruction is tailored to the child's interests and through the writing process (brainstorming, drafting, editing, revising, and publishing), children set and reach achievable and tangible writing goals. Dr. T. relies on several highly regarded resources such as The Writing Rope and Writing Matters to guide the development of an intervention plan.​ Intervention is appropriate for children who may be struggling with completion of writing assignments in school, who have a specific learning disability in written expression (sometimes referred to as dysgraphia), or those who have a language delay or disorder. 

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