Tag: LDAW

Is your child struggling to read? Here’s what works

On reflection, I’m incredibly lucky. Both my parents were teachers. Growing up, my house was full of chatter, stories and books. My early state school education in regional Victoria was long on “old school” phonics and short on fads. I learned...

/ 8 February 2017

Your right to know: long-term social effects of language disorders

We speech pathologists need to talk more about some of the long-term, negative effects of developmental language disorders. We need to explain why getting help is so important. And not just for late talking toddlers and pre-schoolers. School-age children, older children, teens and...

/ 4 December 2016

24 practical ways to help school-aged children cope with language and reading problems at school and home

Too many school-age children struggle to understand instructions, express their thoughts and feelings, read and/or write. So what can parents and teachers do to help at home and at school? A. Knowledge is power: first, learn more about the child’s...

/ 9 November 2016

My child is learning two languages: what do I need to know about bilingual development?

More than half of my clients are growing up in homes where English is not the first or only language. I think it’s a great thing. Bilingualism is a tremendous asset living on this increasingly connected planet. We need more...

/ 21 September 2016

Come on Dad! What we can do to help our kids’ language development

As my wife and sisters tell me from time-to-time: it’s not babysitting when it’s playing with your own kids! I’m not going to lie, though. Lots of the research on kids and language development assumes Mum is doing most of the...

/ 29 May 2016

Late-talkers: kick-start language with these verbs

The more research I read, the more I work with families of late-talkers, the more I find myself harping on about verbs (action words like “put”, “do”, “make”, “fall”, “sleep”, “find”, “see”, etc). This article summarises some of the latest...

/ 12 April 2016

Speaking for themselves: why I choose ambitious goals to help young children put words together

Many, if not most, children with expressive language disorders have problems arranging words and phrases to express themselves.  This can be very frustrating for both the children and their families. Targeting the wrong grammatical goals can leave children with language disorders...

/ 3 August 2015

Late talkers: how I choose which words to work on first

Choosing words to teach* late talkers is hard – for both parents and speech pathologists!  But there’s some great research out there to guide decision-making, if you know where to look. As a Hanen-certified speech pathologist, I’ve just completed a...

/ 20 July 2015

How to help our secondary teachers support teenagers with language disorders at school

To look at the way public speech pathology services are funded, you’d think language disorders happen to a small group of toddlers and pre-schoolers and then magically disappear when they go to school. If only. Yes, early intervention is best...

/ 23 March 2015

Test Scores: What do they mean?

Unless you have a background in statistics, interpreting your child’s language or speech test results can be a challenge. The purpose of this article is to explain what test scores mean in plain English. To keep things simple, we’ve focused...

/ 1 March 2014